We must deeply remember that student human rights and teachers' rights are not in conflict.
Students are independent individuals who should enjoy their inherent human rights, and student human rights are a legal concept that seeks to realize the values ​​of international human rights treaties and the Constitution in the field of education.
Moreover, the right to education is a right guaranteed by the Constitution, and the instrumental authority to properly carry out this right is the right to teach.
Teachers' authority is necessary to 'realize students' human rights, including the constitutional right to education.'
Let me emphasize again that student rights and teachers' rights are not in conflict.

--- p.30

Now everyone has the opportunity to go beyond the classroom and school.
This does not mean that students should be abandoned in the classroom.
Rather, it is to go back and forth between classrooms and acquire expertise so that you can meet your students in the classroom in a more capable manner.
From the students' perspective, they will also positively view their teachers as possessing diverse edutech skills and living happily while meeting diverse students from all over the country.
While we teach that we are entering an era where multi-tasking is essential, should teachers themselves be so obsessed with traditional job concepts that they hesitate to engage in activities outside the classroom?

--- p.48~49

'Stand up and watch a movie'.
This is an expression that compares private education and pre-learning in Korea.
When the audience in the front row stands up and starts watching the movie, the audience in the back row also has no choice but to stand up and watch.
Isn't elementary school medical school classes like watching a movie while standing on a chair? Fortunately or unfortunately, there's no evidence that increased private education has improved student capabilities or the nation's standard of living.
Instead, there is much research on the internal and external problems in children and adolescents caused by excessive pre-learning.
Children are branded as losers and outcasts in the midst of the hell of good deeds and the constant competition, and they suffer emotional wounds.
We must not let our children become children who admit their own shortcomings and incompetence.
It is time to take good care of your heart so that you do not fall into the shame of being an immature being who cannot even do this much.

--- p.73~74

The social atmosphere that prioritizes entrance exams and grades is also a major cause of declining literacy.
In today's society, good grades are considered a report card for one's life.
Because the immediate test is the most important for getting good grades, there is no time to develop a long-term perspective.
Students study a tremendous amount to improve their grades, and to keep up with the amount of learning, they complete homework one by one as if completing missions in a game.
The key is to get good results quickly.
But literacy cannot be developed that way.
To develop literacy, you need to read long texts, think for a long time, and organize your thoughts.
This is a method of slowly building up your inner strength little by little, looking further ahead rather than immediately improving your grades.

--- p.88

The term slow learner implies that they are children who are slow but can learn at their own pace.
In a society where only speed and accuracy are important and competition is the top priority, it would be difficult to expect dramatic growth from slow learners.
However, if the child's perspective and environment change and he or she meets a life teacher who understands slow learners, he or she will soon experience a happy school life.
Moreover, by observing teachers who respect each student's pace and extend a warm hand, all students will learn to respect differences and grow together.
How about we all become Forrest Gumps in our classrooms, life coaches for the slow learners?
--- p.108~109

The 2022 revised curriculum brought together experts from various fields, including AI, space, and ecological environments, to discuss and revise the essential human qualities and core competencies for living in a future society.
This can be seen as a reflection of the essential elements that must change as the use of edutech becomes more deeply embedded in school classes following the COVID-19 pandemic.
In particular, the human image of a 'leading person with inclusiveness and creativity' was established, and to this end, six core competencies were proposed: self-management competency (self-initiative), knowledge and information processing competency, creative thinking competency, aesthetic sensibility competency, cooperative communication competency, and community competency.

--- p.114~115

The definition of learning-centered instruction embodies a philosophy about how knowledge, students, teachers, and classes should be viewed in order to develop the capabilities needed by future generations.
In learning-centered classes, knowledge is not something that is completed, but rather something that is created through learning.
Students are independent individuals with the power to grow on their own.
Teachers are facilitators of learning and growth and the ones who make classes educational.
Classes should be connected to life, fostering empathy, communication, and collaborative learning.

--- p.128~129

If there's one thing adults can do for children who are entering society right after graduating from high school, it's to take an interest in them.
From the moment they enter the company, they are confronted with the reality that the world is not easy.
I've been working hard for three years and am trying to pursue further studies, but the company is giving me the benefit of the doubt if I leave work early and attend university classes.
No matter how high-quality education is implemented or how much financial support is provided, students who face the challenges of reality have no choice but to fight alone.
No matter what anyone says, they work silently in their positions and contribute to society.
For these people, the educational community's task is to create an environment that can change the perspectives of adults.

--- p.159

Looking at the current curriculum documents, multicultural students are described as beings who must be embraced and in need of educational support.
The teacher's guide describes multicultural families as experiencing "a sense of alienation due to differences in cultural background and values, and difficulties in communication due to language problems."
And multicultural students are described as those who “have difficulty acquiring language due to the lack of linguistic ability of their foreign parents, and also experience confusion due to differences in values ​​and lifestyle habits between their parents.”
The problem with the category of "multiculturalism," which is used to embrace and support multicultural students, is that it can stigmatize these students as deviant and lead them to think of differences in a hierarchy.
--- p.172~173

Many experts say that AI technology will have conflicting outcomes in future society depending on the intentions, thoughts, and morality of those who use it.
In the face of rapid change, character education, which teaches children what standards and thoughts they should have and how to live, is not something that can or cannot be done, but is absolutely necessary for children's happy lives. It is the most urgent and important education for children who will live in the future in this rapidly changing era.
--- p.192

I believe that the advancement of expertise in digital education should begin from these very points.
I'm talking about the teacher's sensitivity.
If you touch the sensitive sensibilities of teachers and distort their teaching, the desired direction of education will not be realized.
Conversely, if sensitivity is sufficiently satisfied, the classroom will be filled with happy laughter and meaningful educational activities will take place.
Therefore, we must start by changing negative perceptions into positive ones and making difficult digital learning classes more accessible.
People often perceive things they don't know well negatively or feel anxious.
We look at things we know well positively and have expectations.

--- p.202~203

Can we truly teach without ChatGPT? Or will ChatGPT one day replace teachers? In the future, AI will teach within the teacher's plans, and teachers will encourage and assist students to reach deeper levels of learning.
One-on-one, individualized education is not realized in current classroom instruction for various reasons.
However, a change is expected with the emergence of conversational AI services like ChatGPT as AI tutors.
Students will engage in Socratic dialogues through conversational AI like ChatGPT.
Teachers help students organize their thoughts through conversations with AI, rather than asking ChatGPT for answers directly.
For example, you can discuss why you think exams should be eliminated through ChatGPT and Socratic dialogue.

--- p.226

The most notable aspect of English education in the AI ​​era is individual feedback.
By observing learners' writing and speaking, we can analyze frequently repeated mistakes or areas of difficulty and provide a similar practice environment.
For example, if you're learning how to order food, it provides context so you can practice speaking in a variety of restaurants, in addition to the settings in the textbook.
Additionally, by using an AI program that recognizes voices, learners can freely speak as they wish, not just responding to given answers, allowing them to practice speaking in a realistic manner without the assistance of a native speaker or Korean teacher.
From pronunciation checks to individual feedback, a system similar to that of individual native-speaking teaching assistants and Korean teachers will be established.
Learners will be able to receive level-based classes based on AI-based content, experiencing a sense of accomplishment at their own level, and teachers will act as navigators who provide guidance to children on the direction they should take.

--- p.246-247

In the future, the difference that creates competitiveness will be revealed in the ability to ask timely questions to utilize AI, acquire the knowledge that underpins those questions, and know how to learn effectively.
This is why metacognitive learning, the best learning method in the AI ​​era, is attracting attention.
--- p.264

Children will have to live in an age where generative AI can automate and replace repetitive, routine tasks.
Therefore, simple job experience should not be considered career education.
It is important to provide children with guidance on the careers they can actually choose in the future and to develop the skills needed to get into those careers.
To do so, we need to guide children to choose the careers they will need in the future, rather than focusing on experiences.
What is needed is career education that can develop capabilities such as creative thinking, problem-solving skills, and human sensibility and interaction.

--- p.288

The school-age population in South Korea is decreasing really rapidly.
The "Future Population Projections" published by Statistics Korea in 2021 are particularly noteworthy.
According to this, the number of students in public elementary and secondary schools is expected to decrease by 580,000, or 13%, by 2027 compared to 2023.
In 2038, the number of elementary school students is expected to decrease by 880,000 (34%), and the number of middle school students is expected to decrease by 860,000 (46%).
It's a change that's so great it's hard to even guess.
--- p.297

Just because you have children who arrive between 8 and 9 a.m. doesn't mean you need to start school at 8 a.m. for all your children.
Curriculum time should be based on the development and well-being of children, not on parents' commutes.
Additionally, areas that require care must be considered.
As mentioned earlier, care should be provided only when absolutely necessary. While care is absolutely necessary, if it is expanded without restriction, it will certainly lead to abuse.
The children will bear the full brunt of the damage.

--- p.305

The power to imagine and design the future ultimately begins within oneself.
The ability to creatively solve problems based on curiosity, the resilience to overcome unexpected difficulties, the perseverance and dedication to dig deep into a passion, and the self-control to control oneself are some of the non-cognitive elements we should pay more attention to in the classrooms of the future.
The key players in helping learners grow in the educational field and opening up new possibilities for future education methods are neither the Ministry of Education, the Office of Education, nor edutech.
They can never truly speak from their hearts about what the most important thing to focus on in implementing future education is.
Future education, which prioritizes only legitimacy and cutting-edge technology, has never penetrated the educational field.
This is why we desperately need "true future education" initiated by teachers who have longed for educational change with their whole being, even in a harsh educational environment.
--- p.331-332

Colleges don't want 'good' students.
This does not mean that morality is not necessary or that it is not important.
Rather, I want to practice based on deep understanding.
We want individuals who understand that they are not alone but members of a community (school, class, club, group, etc.), and who can follow the rules of the community, resolve conflicts through communication, solve problems through collaboration, respect and care for other members based on their understanding of them, recognize the rewards that come from sharing, have a sense of ownership, and sometimes take on the role of a practical leader.
We want talented people who understand and practice that this is not a world where we live alone, but a world where we live together.

--- p.353