Integrated Social Studies Textbook Topic Reading: Ethics
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Description
Book Introduction
High school social studies?
Let's start with the core research topics in the integrated social studies textbook!
The "Reading Integrated Social Studies Textbook Topics" series, reflecting the 2022 revised curriculum, covers key inquiry topics drawn from the curriculum and integrated social studies textbooks.
This book was written by social studies, ethics, and geography teachers who, by leveraging their field experience and subject expertise, meticulously analyzed the curriculum and directly selected topics. They then applied the curriculum to specific life contexts to identify social problems and devise solutions.
Following the publication of the 'General Society' section, 『Reading the Integrated Social Studies Textbook Topic: Ethics』 covers the 'ethics' section of the integrated social studies.
It covers a wide range of topics in the ethical subfield, from personal ethics to social ethics, bioethics, and artificial intelligence ethics, and also presents activities that help readers understand and expand their thinking on these topics.
This book is recommended for teenagers who are beginning to study social studies before entering high school, teenagers who want to preview topics that may be covered in essay and performance assessments, and teenagers who are preparing for the CSAT by reviewing integrated social studies reading materials.
Let's start with the core research topics in the integrated social studies textbook!
The "Reading Integrated Social Studies Textbook Topics" series, reflecting the 2022 revised curriculum, covers key inquiry topics drawn from the curriculum and integrated social studies textbooks.
This book was written by social studies, ethics, and geography teachers who, by leveraging their field experience and subject expertise, meticulously analyzed the curriculum and directly selected topics. They then applied the curriculum to specific life contexts to identify social problems and devise solutions.
Following the publication of the 'General Society' section, 『Reading the Integrated Social Studies Textbook Topic: Ethics』 covers the 'ethics' section of the integrated social studies.
It covers a wide range of topics in the ethical subfield, from personal ethics to social ethics, bioethics, and artificial intelligence ethics, and also presents activities that help readers understand and expand their thinking on these topics.
This book is recommended for teenagers who are beginning to study social studies before entering high school, teenagers who want to preview topics that may be covered in essay and performance assessments, and teenagers who are preparing for the CSAT by reviewing integrated social studies reading materials.
- You can preview some of the book's contents.
Preview
index
Reviewing the Integrated Social Studies Textbook's Exploration Topics
Part 1: Reading topics that draw attitudes toward life
[Research Topic 01] Does right take precedence over good?
[Research Topic 02] If you could enter the experience machine, would you?
[Research Topic 03] Which should we follow: moral intuition or reasoning?
[Research Topic 04] What attitude should we have toward life and death?
[Research Topic 05] Is suffering something that must be avoided?
Part 2: Reading topics connecting citizens and society
[Research Topic 06] Is distribution based on ability fair?
[Research Topic 07] What efforts are needed to solve the refugee problem?
[Research Topic 08] Is it justifiable to install CCTV in classrooms?
[Research Topic 09] Where is the limit for interfering with the freedom of others?
[Research Topic 10] What efforts should be made to respond to hate speech?
Part 3: Reading a Topic Asking About the Meaning of Life
[Research Topic 11] Can pets become true members of the family?
[Research Topic 12] Animal Testing: What Should We Consider?
[Research Topic 13] Should euthanasia be legally permitted?
[Research Topic 14] Should the death penalty be retained?
Part 4: Reading topics for the future society
[Research Topic 15] What should autonomous vehicles be designed to prioritize?
[Research Topic 16] Is it immoral to hide one's identity in the metaverse?
[Research Topic 17] Can artificial intelligence be viewed as a person equal to humans?
[Research Topic 18] How far should we allow AI to use personal information?
[Research Topic 19] What kind of norms are needed in the age of artificial intelligence?
[Research Topic 20] How can we coexist with others in the future society?
Part 1: Reading topics that draw attitudes toward life
[Research Topic 01] Does right take precedence over good?
[Research Topic 02] If you could enter the experience machine, would you?
[Research Topic 03] Which should we follow: moral intuition or reasoning?
[Research Topic 04] What attitude should we have toward life and death?
[Research Topic 05] Is suffering something that must be avoided?
Part 2: Reading topics connecting citizens and society
[Research Topic 06] Is distribution based on ability fair?
[Research Topic 07] What efforts are needed to solve the refugee problem?
[Research Topic 08] Is it justifiable to install CCTV in classrooms?
[Research Topic 09] Where is the limit for interfering with the freedom of others?
[Research Topic 10] What efforts should be made to respond to hate speech?
Part 3: Reading a Topic Asking About the Meaning of Life
[Research Topic 11] Can pets become true members of the family?
[Research Topic 12] Animal Testing: What Should We Consider?
[Research Topic 13] Should euthanasia be legally permitted?
[Research Topic 14] Should the death penalty be retained?
Part 4: Reading topics for the future society
[Research Topic 15] What should autonomous vehicles be designed to prioritize?
[Research Topic 16] Is it immoral to hide one's identity in the metaverse?
[Research Topic 17] Can artificial intelligence be viewed as a person equal to humans?
[Research Topic 18] How far should we allow AI to use personal information?
[Research Topic 19] What kind of norms are needed in the age of artificial intelligence?
[Research Topic 20] How can we coexist with others in the future society?
Detailed image
Into the book
“In our lives, rather than following only one of inference and intuition, sometimes inference should be used and sometimes intuition should be used, depending on the situation or object.
As Green's experiment demonstrated, even in the same dilemma situation, we can make different judgments depending on whether we use reasoning or intuition.
Even if you have excellent rational abilities, if you lack emotional abilities, it will be difficult to empathize with the suffering of others.
On the other hand, if you have strong emotional abilities but lack rational abilities, you are likely to make wrong choices.
Therefore, both moral reasoning and intuition are important elements that constitute the human moral life.”
--- p.56~57, from the text “Which should we follow, moral intuition or reasoning?”
“Individual freedom is a natural and inviolable right.
However, we are social beings who live in relationships with other people every day in reality.
Because we cannot avoid constant interaction with others, their choices affect our well-being.
Conversely, my choices also affect the lives of others.
Therefore, a certain degree of intervention is required for the happiness of individuals and communities.
However, even in situations where intervention is necessary, awareness and practical efforts are needed to guarantee individual freedom to the fullest extent possible.
Maintaining a balance between public and private interests, duties and rights, freedom and interference is not as easy as it sounds.
Both unconditional freedom and indiscriminate interference can pose a threat to life and community.
Nevertheless, if we consider the desirable roles of others and the state as facilitators for individuals' good lives, wouldn't we be able to find an appropriate balance in the process?
--- p.146~147, from the text “Where are the boundaries of interference with the freedom of others?”
“For a long time, animals have been with humans, but they have been considered human property or a means to achieve human goals.
This is because, from Greek philosophy, which emphasized humans as beings with 'reason', to medieval philosophy, which sought harmony with reason based on a theocentric worldview, and later modern thought, which was based on trust in reason and progress, anthropocentrism served as the center of cognition, and thus there was an absence of reflection and introspection on the ontological status of animals.
“To properly reflect the changing social perception of companion animals in reality, we must first deeply consider the moral status of animals, including companion animals.”
--- p.173~174, from the text “Can pets become true members of the family?”
"So why does AI bias arise? One reason is that AI has learned biased data.
If the data learned by AI directly reflects the prejudices and discrimination of existing society, then the output of AI learning will also reveal that bias.
Artificial intelligence does not make value judgments, that is, judgments about whether data is right or wrong.
It simply reflects the hatred, discrimination, and prejudice that humanity has accumulated.”
As Green's experiment demonstrated, even in the same dilemma situation, we can make different judgments depending on whether we use reasoning or intuition.
Even if you have excellent rational abilities, if you lack emotional abilities, it will be difficult to empathize with the suffering of others.
On the other hand, if you have strong emotional abilities but lack rational abilities, you are likely to make wrong choices.
Therefore, both moral reasoning and intuition are important elements that constitute the human moral life.”
--- p.56~57, from the text “Which should we follow, moral intuition or reasoning?”
“Individual freedom is a natural and inviolable right.
However, we are social beings who live in relationships with other people every day in reality.
Because we cannot avoid constant interaction with others, their choices affect our well-being.
Conversely, my choices also affect the lives of others.
Therefore, a certain degree of intervention is required for the happiness of individuals and communities.
However, even in situations where intervention is necessary, awareness and practical efforts are needed to guarantee individual freedom to the fullest extent possible.
Maintaining a balance between public and private interests, duties and rights, freedom and interference is not as easy as it sounds.
Both unconditional freedom and indiscriminate interference can pose a threat to life and community.
Nevertheless, if we consider the desirable roles of others and the state as facilitators for individuals' good lives, wouldn't we be able to find an appropriate balance in the process?
--- p.146~147, from the text “Where are the boundaries of interference with the freedom of others?”
“For a long time, animals have been with humans, but they have been considered human property or a means to achieve human goals.
This is because, from Greek philosophy, which emphasized humans as beings with 'reason', to medieval philosophy, which sought harmony with reason based on a theocentric worldview, and later modern thought, which was based on trust in reason and progress, anthropocentrism served as the center of cognition, and thus there was an absence of reflection and introspection on the ontological status of animals.
“To properly reflect the changing social perception of companion animals in reality, we must first deeply consider the moral status of animals, including companion animals.”
--- p.173~174, from the text “Can pets become true members of the family?”
"So why does AI bias arise? One reason is that AI has learned biased data.
If the data learned by AI directly reflects the prejudices and discrimination of existing society, then the output of AI learning will also reveal that bias.
Artificial intelligence does not make value judgments, that is, judgments about whether data is right or wrong.
It simply reflects the hatred, discrimination, and prejudice that humanity has accumulated.”
--- p.279, from the text “What kind of norms will be needed in the age of artificial intelligence?”
Publisher's Review
Studying high school social studies? Start with the core exploration topics in the integrated social studies textbook!
From school grades to the CSAT, from essay evaluations to performance evaluations
Social studies that seek answers through questions
High school freshmen in 2025 will be learning from a new integrated social studies textbook developed in accordance with the revised 2022 curriculum, and according to the '2028 College Entrance Exam Reform Plan' confirmed and announced by the Ministry of Education, they will be required to take the CSAT as an integrated social studies subject rather than an elective.
However, the integrated social studies subject in the first year of high school is not very deep, so students have no choice but to bring in content from elective subjects learned in the second and third years of high school.
Therefore, the general opinion of teachers who teach integrated social studies is that the college entrance exam questions may become more difficult.
In addition, as eight different integrated social studies textbooks developed by various publishers are currently being used in schools, each of them covers different materials and cases, making it difficult to know what materials or cases will appear on the CSAT.
Moreover, as essay evaluations are strengthened and the importance of performance evaluations is highlighted, the burden felt by students while studying social studies in high school is increasing.
But fortunately, what the curriculum, which is the root of education, demands is the same.
It is about learning the curriculum and applying it to specific life contexts to develop the ability to identify and solve social problems.
The 'Reading the Integrated Social Studies Textbook Topics' series (3 volumes) focuses on these 'social issues', that is, 'topics of inquiry' selected through analysis of the curriculum.
One of this series, 『Reading the Integrated Social Studies Textbook Topics: Ethics』, was written by 20 current ethics teachers who, using their field experience and subject expertise, closely analyzed the new curriculum and textbooks to identify major social issues in the area of ethics. Based on this, they selected 20 core research topics and wrote the content themselves.
Each research topic covers a wide range of ethics, from personal ethics to social ethics, bioethics, and artificial intelligence ethics.
It is difficult to get a good grade or develop the skills required for this subject by simply memorizing the content or studying it repeatedly.
With the growing emphasis on background knowledge of key inquiry topics covered in integrated social studies textbooks and the ability to interpret and analyze related materials, this book, which focuses on the purpose and essence of the subject, will be of great help.
From the individual to society, from life to artificial intelligence
An integrated perspective and ethical thinking that supports a complex society and an uncertain future.
20 core inquiry topics carefully selected and written by current teachers based on the 2022 revised curriculum
『Integrated Social Studies Textbook Topic Reading: Ethics』 is comprised of four parts.
Part 1, "Reading themes that shape one's attitude toward life," explores topics such as "Does right take precedence over good?" and "Which should we follow: moral intuition or reasoning?"
Through this, young people can be helped to establish values in life based on reflection on their personal conscience and moral behavior.
Part 2, 'Reading themes connecting citizens and society,' explores the social ethics that citizens, as members of society, must know.
By asking questions such as, "Is distribution based on ability fair?" and "What are the boundaries of interference with the freedom of others?", the scope of moral reasoning expands from "individual" to "society," and, complementing the individual ethics discussed in Part 1, seeks clues to solving social problems.
Part 3, "Reading Topics Questioning the Meaning of Life," examines bioethics through issues such as "Animal Testing: What Should We Consider?" and "Should Euthanasia Be Legally Permitted?"
By reviewing relevant current laws and systems and reflecting on the legal and moral status of humans and animals, we provide an opportunity to deeply contemplate the meaning of life beyond human dignity.
Part 4, "Reading Topics for the Future Society," addresses issues facing future society, focusing on artificial intelligence, which has become deeply ingrained in our daily lives.
In particular, through research topics such as "What should autonomous vehicles prioritize when designed?" and "What standards are needed in the age of AI?", we examine the issues raised by the advancement of AI technology, such as privacy violations, bias, and copyright infringement.
Furthermore, by considering the necessity and feasibility of establishing ethical guidelines for future society, students can develop a shared understanding of the importance of respecting and tolerance for cultural diversity as global citizens and citizens living in the age of artificial intelligence, and develop the capacity to prepare for an uncertain future.
After completing the reading for each topic of inquiry, various activities are provided to help readers understand and organize the topic of inquiry and expand their thinking.
In addition, you can try out various post-reading activities individually or in classes at school by utilizing the 20 activity worksheets tailored to each research topic provided free of charge through the Changbi Education website.
From school grades to the CSAT, from essay evaluations to performance evaluations
Social studies that seek answers through questions
High school freshmen in 2025 will be learning from a new integrated social studies textbook developed in accordance with the revised 2022 curriculum, and according to the '2028 College Entrance Exam Reform Plan' confirmed and announced by the Ministry of Education, they will be required to take the CSAT as an integrated social studies subject rather than an elective.
However, the integrated social studies subject in the first year of high school is not very deep, so students have no choice but to bring in content from elective subjects learned in the second and third years of high school.
Therefore, the general opinion of teachers who teach integrated social studies is that the college entrance exam questions may become more difficult.
In addition, as eight different integrated social studies textbooks developed by various publishers are currently being used in schools, each of them covers different materials and cases, making it difficult to know what materials or cases will appear on the CSAT.
Moreover, as essay evaluations are strengthened and the importance of performance evaluations is highlighted, the burden felt by students while studying social studies in high school is increasing.
But fortunately, what the curriculum, which is the root of education, demands is the same.
It is about learning the curriculum and applying it to specific life contexts to develop the ability to identify and solve social problems.
The 'Reading the Integrated Social Studies Textbook Topics' series (3 volumes) focuses on these 'social issues', that is, 'topics of inquiry' selected through analysis of the curriculum.
One of this series, 『Reading the Integrated Social Studies Textbook Topics: Ethics』, was written by 20 current ethics teachers who, using their field experience and subject expertise, closely analyzed the new curriculum and textbooks to identify major social issues in the area of ethics. Based on this, they selected 20 core research topics and wrote the content themselves.
Each research topic covers a wide range of ethics, from personal ethics to social ethics, bioethics, and artificial intelligence ethics.
It is difficult to get a good grade or develop the skills required for this subject by simply memorizing the content or studying it repeatedly.
With the growing emphasis on background knowledge of key inquiry topics covered in integrated social studies textbooks and the ability to interpret and analyze related materials, this book, which focuses on the purpose and essence of the subject, will be of great help.
From the individual to society, from life to artificial intelligence
An integrated perspective and ethical thinking that supports a complex society and an uncertain future.
20 core inquiry topics carefully selected and written by current teachers based on the 2022 revised curriculum
『Integrated Social Studies Textbook Topic Reading: Ethics』 is comprised of four parts.
Part 1, "Reading themes that shape one's attitude toward life," explores topics such as "Does right take precedence over good?" and "Which should we follow: moral intuition or reasoning?"
Through this, young people can be helped to establish values in life based on reflection on their personal conscience and moral behavior.
Part 2, 'Reading themes connecting citizens and society,' explores the social ethics that citizens, as members of society, must know.
By asking questions such as, "Is distribution based on ability fair?" and "What are the boundaries of interference with the freedom of others?", the scope of moral reasoning expands from "individual" to "society," and, complementing the individual ethics discussed in Part 1, seeks clues to solving social problems.
Part 3, "Reading Topics Questioning the Meaning of Life," examines bioethics through issues such as "Animal Testing: What Should We Consider?" and "Should Euthanasia Be Legally Permitted?"
By reviewing relevant current laws and systems and reflecting on the legal and moral status of humans and animals, we provide an opportunity to deeply contemplate the meaning of life beyond human dignity.
Part 4, "Reading Topics for the Future Society," addresses issues facing future society, focusing on artificial intelligence, which has become deeply ingrained in our daily lives.
In particular, through research topics such as "What should autonomous vehicles prioritize when designed?" and "What standards are needed in the age of AI?", we examine the issues raised by the advancement of AI technology, such as privacy violations, bias, and copyright infringement.
Furthermore, by considering the necessity and feasibility of establishing ethical guidelines for future society, students can develop a shared understanding of the importance of respecting and tolerance for cultural diversity as global citizens and citizens living in the age of artificial intelligence, and develop the capacity to prepare for an uncertain future.
After completing the reading for each topic of inquiry, various activities are provided to help readers understand and organize the topic of inquiry and expand their thinking.
In addition, you can try out various post-reading activities individually or in classes at school by utilizing the 20 activity worksheets tailored to each research topic provided free of charge through the Changbi Education website.
GOODS SPECIFICS
- Date of issue: October 17, 2025
- Page count, weight, size: 312 pages | 148*210*30mm
- ISBN13: 9791165703660
- ISBN10: 1165703661
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