{"product_id":"164570","title":"Education's Response to a Democracy Crisis ","description":"\u003ccenter\u003e\u003cdiv style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/tmgdisk01.cafe24.com\/images\/vs\/4172\/sv\/3jYFtwh5fsMDVqpAFz23xkBuEXC8CQ.png?v=1764974325\" style=\"max-width:100%;max-height:10px\"\u003e\u003c\/div\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\n\n\u003cdiv style=\"width:95%\"\u003e\n\n\u003cdiv style=\"text-align:center;font-size:30px;font-weight:bolder;line-height:1.6em\"\u003e Education's Response to a Democracy Crisis \u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"border-bottom:1px;border-bottom-style:dotted;border-color:;padding-bottom:20px\"\u003e\u003ccenter\u003e\u003ctable align=\"center\" width=\"100%\"\u003e\u003ctbody style=\"border:0px\"\u003e\n\n\u003ctr\u003e\u003ctd align=\"center\" style=\"line-height:1.2em;text-align:center;font-size:18px;color:black;font-weight:bold;padding-bottom:20px;\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\u003ctr\u003e\u003ctd style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/image.yes24.com\/goods\/152303528\/XL\" style=\"max-width:100%;height:auto\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\n\u003c\/tbody\u003e\u003c\/table\u003e\u003c\/center\u003e\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;{split_style6}padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e Description \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;word-break:break-all;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv\u003e  \u003ch5\u003e\u003cb\u003eBook Introduction\u003c\/b\u003e\u003c\/h5\u003e\n\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\u003cdiv\u003e \u003cb\u003e“How should education respond to the crisis of democracy?”\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e The December 3, 2025 martial law and impeachment of the president showed how easily Korean democracy can be shaken.\u003cbr\u003e Democracy cannot be protected by institutions and constitutions alone.\u003cbr\u003e A living, breathing democracy is only possible when there are individuals with self-respect, citizens who can empathize with others, and a republican attitude that takes responsibility for the community.\u003cbr\u003e\u003cbr\u003e 『Education's Response in the Age of Democracy's Crisis』 is a book written by Professor Lee Hyuk-gyu (Cheongju National University of Education) based on decades of research and field experience in education, and added an international perspective in collaboration with Danish educator Anders Schultz.\u003cbr\u003e The book examines the causes of the democratic crisis within the cultural and educational context of Korean society, and suggests how education can foster self-esteem, empathy, and republicanism.\u003cbr\u003e \u003cbr\u003eThis book is not simply a theoretical book for teachers and educators.\u003cbr\u003e It includes activities, discussion topics, and roundtable suggestions that you can use with your students in the classroom, making it a ready-to-use teaching resource.\u003cbr\u003e At the same time, it helps teachers reflect on their own democratic leadership.\u003cbr\u003e We also interpret the democratic crisis our society is currently facing from an educational perspective and ask teachers and parents to provide practical responses.\u003cbr\u003e If you're looking for a book that connects education and democracy, this is the answer.\u003cbr\u003e\n\n\u003c\/div\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cul\u003e\u003cli\u003e You can preview some of the book's contents.\u003cbr\u003e \u003cspan\u003ePreview\u003c\/span\u003e\n\n\u003c\/li\u003e\u003c\/ul\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eindex\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Recommendation\u003cbr\u003e\u003cbr\u003e prolog.\u003cbr\u003e About what led me to write the book\u003cbr\u003e\u003cbr\u003e \u003cb\u003ePart 1.\u003cbr\u003e Self-esteem and self-esteem education\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Chapter 1.\u003cbr\u003e Different Parenting Environments in Each Society _22\u003cbr\u003e 1.\u003cbr\u003e Biological vulnerability of human infants\u003cbr\u003e 2.\u003cbr\u003e Parental Ethnotheories\u003cbr\u003e 3.\u003cbr\u003e Education that builds self-esteem vs. education that builds confidence\u003cbr\u003e \u003cbr\u003eChapter 2.\u003cbr\u003e A Look Back at Korea's Childcare Environment _32\u003cbr\u003e 1.\u003cbr\u003e A parenting environment focused on achievement and competition\u003cbr\u003e 2.\u003cbr\u003e A culture of discrimination within individual households\u003cbr\u003e 3.\u003cbr\u003e Historical and social context of the child-rearing environment\u003cbr\u003e\u003cbr\u003e Chapter 3.\u003cbr\u003e Human Types Based on Self-Esteem and Confidence _45\u003cbr\u003e 1.\u003cbr\u003e A culture that values ​​self-esteem and confidence\u003cbr\u003e 2.\u003cbr\u003e Human types based on self-esteem and confidence\u003cbr\u003e 3.\u003cbr\u003e Self-Esteem and Confidence Diagnostic Checklist\u003cbr\u003e 4.\u003cbr\u003e A leader type with low self-esteem and high confidence\u003cbr\u003e\u003cbr\u003e Chapter 4.\u003cbr\u003e Education and Society: Fostering Self-Esteem and Healthy Leaders _60\u003cbr\u003e 1.\u003cbr\u003e Education that boosts self-esteem\u003cbr\u003e 2.\u003cbr\u003e A society that fosters healthy leaders\u003cbr\u003e\u003cbr\u003e Chapter 5.\u003cbr\u003e Things to keep in mind when teaching self-esteem _79\u003cbr\u003e 1.\u003cbr\u003e Potential for drifting into narcissism and evasion of responsibility\u003cbr\u003e 2.\u003cbr\u003e Self-Esteem Education and Adolescent Health Issues\u003cbr\u003e 3.\u003cbr\u003e The communal self as an extension of self-esteem\u003cbr\u003e 4.\u003cbr\u003e Connecting Self-Esteem Education with Equality and Social Justice\u003cbr\u003e\u003cbr\u003e \u003cb\u003ePart 2.\u003cbr\u003e Empathy and Empathy Education\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e Chapter 1.\u003cbr\u003e The Biological Basis of Empathy _90\u003cbr\u003e 1.\u003cbr\u003e Etymology and Related Concepts of Empathy\u003cbr\u003e 2.\u003cbr\u003e Animal empathy\u003cbr\u003e 3.\u003cbr\u003e Humans' innate ability to empathize\u003cbr\u003e\u003cbr\u003e Chapter 2. \u003cbr\u003eThe Social Dimension of Human Empathy _102\u003cbr\u003e 1.\u003cbr\u003e Dunbar's number\u003cbr\u003e 2.\u003cbr\u003e The paradox of empathy\u003cbr\u003e 3.\u003cbr\u003e The evolution of empathy\u003cbr\u003e\u003cbr\u003e Chapter 3.\u003cbr\u003e The Paradox of Empathy in Korean Society _114\u003cbr\u003e 1.\u003cbr\u003e familism\u003cbr\u003e 2.\u003cbr\u003e nepotism\u003cbr\u003e 3.\u003cbr\u003e regionalism\u003cbr\u003e 4.\u003cbr\u003e culture of observing others' eyes\u003cbr\u003e 5.\u003cbr\u003e meritocracy\u003cbr\u003e\u003cbr\u003e Chapter 4.\u003cbr\u003e Specific Methods of Empathy Education _133\u003cbr\u003e 1.\u003cbr\u003e Developmental Dimensions of Empathy Education\u003cbr\u003e 2.\u003cbr\u003e Empathy Education at Home, School, and Society\u003cbr\u003e\u003cbr\u003e Chapter 5.\u003cbr\u003e Points to Consider in Empathy Education _146\u003cbr\u003e 1.\u003cbr\u003e Over-sympathy\u003cbr\u003e 2.\u003cbr\u003e emotional bias\u003cbr\u003e 3.\u003cbr\u003e Moralization of Empathy\u003cbr\u003e 4.\u003cbr\u003e Concealing structural problems\u003cbr\u003e\u003cbr\u003e \u003cb\u003ePart 3.\u003cbr\u003e Democratic citizenship education and republican education\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e Chapter 1.\u003cbr\u003e The Republic of Korea is a democratic republic _158\u003cbr\u003e 1.\u003cbr\u003e Imagined Community, Republic of Korea\u003cbr\u003e 2.\u003cbr\u003e State form, democratic republic\u003cbr\u003e 3.\u003cbr\u003e Examining the Preamble to the Constitution of the Republic of Korea\u003cbr\u003e 4.\u003cbr\u003e A great journey, a new leap?!\u003cbr\u003e\u003cbr\u003e Chapter 2.\u003cbr\u003e Democratization and Consolidation of Democracy _173\u003cbr\u003e 1.\u003cbr\u003e The ambiguity of the concept of democracy\u003cbr\u003e 2.\u003cbr\u003e Transition to Democracy\u003cbr\u003e 3.\u003cbr\u003e Consolidation of democracy\u003cbr\u003e\u003cbr\u003e Chapter 3.\u003cbr\u003e The Crisis of Korean Democracy After Martial Law on December 3rd _187\u003cbr\u003e 1.\u003cbr\u003e Multiple Dimensions of Analysis of the Causes of Martial Law\u003cbr\u003e 2.\u003cbr\u003e Is this a confrontation between conservatives and progressives, or is this the institutionalization of hostility?\u003cbr\u003e 3. \u003cbr\u003eThe decline of party democracy\u003cbr\u003e 4.\u003cbr\u003e YouTube Politics and Political Polarization\u003cbr\u003e\u003cbr\u003e Chapter 4.\u003cbr\u003e Liberal Democracy and Republican Democracy _202\u003cbr\u003e 1.\u003cbr\u003e liberal democracy\u003cbr\u003e 2.\u003cbr\u003e Republican democracy\u003cbr\u003e 3.\u003cbr\u003e The possibility of a connection between liberal democracy and republican democracy\u003cbr\u003e\u003cbr\u003e Chapter 5.\u003cbr\u003e Democratic Citizenship Education and Republican Education _216\u003cbr\u003e 1.\u003cbr\u003e democratic citizenship education\u003cbr\u003e 2.\u003cbr\u003e Republican education\u003cbr\u003e\u003cbr\u003e Chapter 6.\u003cbr\u003e Democracy as Culture: A Danish Approach _231\u003cbr\u003e 1.\u003cbr\u003e Historical Roots: The Danish Way of Understanding Democracy as Culture\u003cbr\u003e 2.\u003cbr\u003e The democratic culture embedded in Danish education and parenting\u003cbr\u003e 3.\u003cbr\u003e Denmark's Efforts to Improve Civic Education and Its Implications for Korean Society\u003cbr\u003e\u003cbr\u003e My Modern Korean History in Relation to Democracy _250\u003cbr\u003e Epilogue.\u003cbr\u003e Dreaming of the most democratic and happiest country _264\u003cbr\u003e Americas _274\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eInto the book\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Although written in response to the shock of the declaration of martial law on December 3, this book is surprisingly logical and theoretically persuasive. \u003cbr\u003eHis passion for Korean democracy was so strong that he ran to the National Assembly building at 2 a.m. the day after martial law was declared and led a pro-impeachment rally in Cheongju. However, in this book, written in response to that incident, he maintains the desirable detached-within attitude that a social scientist should have until the very end.\u003cbr\u003e Even though he is my disciple, I respect him.\u003cbr\u003e From Professor Son Bong-ho's recommendation\u003cbr\u003e --- p.7\u003cbr\u003e\u003cbr\u003e My interest is not limited to interpreting and explaining the world, but also to changing it.\u003cbr\u003e If public opinion is ultimately the driving force in a democratic society, I believe that if books can be used as a tool to enable many people to share their thoughts and aspirations for a better society and education, then that can be a force that truly changes society.\u003cbr\u003e --- p.19\u003cbr\u003e \u003cbr\u003eIt is often said that democratic citizen education must be strengthened to prevent a recurrence of an incident like the 12.3 martial law.\u003cbr\u003e I completely agree with that assertion.\u003cbr\u003e But when can explicit democratic citizenship education be implemented? For reference, elementary school social studies covers local autonomy in the fourth grade, and only introduces the Constitution, state institutions, and fundamental rights in the sixth grade.\u003cbr\u003e In fact, even Article 1, Paragraph 1 of the Constitution, which states that “sovereignty resides in the people,” is not easy for children to understand accurately.\u003cbr\u003e So, what is the first education that children in a democratic country should receive when they are born in this land?\u003cbr\u003e --- p.10\u003cbr\u003e\u003cbr\u003e With this problem in mind, I began to consider a broader stage of lifelong education that encompasses democratic citizenship education.\u003cbr\u003e And I tried to organize it into three steps. \u003cbr\u003eIn other words, the first education that human beings must receive is 'self-esteem education', 'empathy education' necessary for coexistence with others as a member of society, and lastly, 'republican and democratic citizenship education' necessary for living as a member of a larger community such as a nation or the global village.\u003cbr\u003e It seemed to me that President Yoon Seok-yeol had failed in all three stages of education.\u003cbr\u003e --- p.10\u003cbr\u003e\u003cbr\u003e Looking at some indicators that demonstrate the excellence of Danish society, Denmark consistently ranks high in the World Happiness Report, and is characterized by high social trust and a low income gap.\u003cbr\u003e Additionally, the welfare system and quality of education are excellent, and life satisfaction is at the highest level.\u003cbr\u003e These indicators clearly demonstrate that Denmark's self-esteem education has a positive impact not only on the individual level but also on society as a whole. \u003cbr\u003eSo, which of these two countries is closer to Korea's parenting style?\u003cbr\u003e --- p.29\u003cbr\u003e\u003cbr\u003e Third, people with low self-esteem but high self-confidence.\u003cbr\u003e This type has a negative perception of their own existence, but is confident in certain abilities or achievements.\u003cbr\u003e For example, you might think, “I am confident in a certain area, but that doesn’t prove my worth.”\u003cbr\u003e They constantly compare themselves to others and tend to try to prove their worth, making it difficult for them to feel inner satisfaction.\u003cbr\u003e Therefore, it is important to help people overcome their performance-oriented self-image and find inner happiness and satisfaction.\u003cbr\u003e --- p.48\u003cbr\u003e\u003cbr\u003e I think the most representative recent example is President Yoon Seok-yeol.\u003cbr\u003e He followed an elite path to become president.\u003cbr\u003e However, low self-esteem is deeply ingrained in his overall behavior. \u003cbr\u003eHe can't control his anger and doesn't know how to apologize.\u003cbr\u003e They have difficulty understanding what others say and are very aggressive towards others.\u003cbr\u003e Unable to tolerate criticism of themselves, they respond violently.\u003cbr\u003e This is a typical characteristic often seen in people with low self-esteem.\u003cbr\u003e --- p.56\u003cbr\u003e\u003cbr\u003e The first principle of self-esteem education is to recognize children as separate beings from themselves.\u003cbr\u003e This is in line with the saying, “Children are a gift from heaven.”\u003cbr\u003e Parents should respect their children not as their own creations, but as independent beings born into this world through the borrowing of their parents' bodies.\u003cbr\u003e Respecting children as independent beings is the starting point for helping children become the masters of their own lives.\u003cbr\u003e --- p.63\u003cbr\u003e\u003cbr\u003e Teachers have a decisive influence on the development of students' self-esteem and, furthermore, self-confidence. \u003cbr\u003eA teacher's words, attitude, and evaluation method can greatly affect a student's self-esteem and confidence.\u003cbr\u003e You should treat students with respect and provide feedback that emphasizes their strengths and efforts.\u003cbr\u003e In particular, Korean schools still fall short in providing personalized feedback to individual students.\u003cbr\u003e --- p.69\u003cbr\u003e\u003cbr\u003e From an anthropological perspective, modern society, with its incredibly complex social networks, is in constant dissonance with our instinctive way of empathizing.\u003cbr\u003e This bias in empathy leads to discrimination and conflict, and in extreme cases, has historically led to violence against others and even genocide.\u003cbr\u003e Human society has distinguished between ‘us’ and ‘others’ and has inflicted cruel violence on others.\u003cbr\u003e --- p.106\u003cbr\u003e\u003cbr\u003e The starting point of republicanism is the view that humans are 'political beings'.\u003cbr\u003e This is fundamentally different from the liberal view of humanity. \u003cbr\u003eLiberalism assumes that individuals exist before the community and are autonomous beings with free and selfish tendencies.\u003cbr\u003e On the other hand, republicanism believes that humans are inherently beings who live within a community, and that they can realize freedom and identity only in relationships with others.\u003cbr\u003e\u003cbr\u003e --- p.208\u003cbr\u003e\u003cbr\u003e In today's world, where communities are divided in the name of freedom and civic engagement often leads to increased conflict and hostility, republican democracy offers an important ideological clue to complement and renew the shortcomings of liberal democracy.\u003cbr\u003e At the same time, we must be wary of the risk of republican democracy drifting toward totalitarian communitarianism if it fails to sufficiently guarantee citizens' freedom and autonomy.\u003cbr\u003e\u003cbr\u003e --- p.213\u003cbr\u003e \u003cbr\u003eIn a broad sense, democratic citizenship education is a collective concept that encompasses all processes that politically influence all people who are members of the social and political order through various social groups, organizations, systems, and media.\u003cbr\u003e This broad sense of democratic citizenship education can be considered almost identical to the concept of political socialization.\u003cbr\u003e This is because, compared to the narrow concept of democratic citizenship education, it is relatively weak in direction, intentionality, or planning, and precisely because of this, it can be understood as a functional process.\u003cbr\u003e\u003cbr\u003e --- p.218\u003cbr\u003e\u003cbr\u003e Second, it is not easy to implement case studies or experience-based classes.\u003cbr\u003e As previously mentioned, these classes involve out-of-classroom activities such as field trips, experiential learning, and field trips.\u003cbr\u003e However, when safety issues arise during these activities, teachers are placed in a situation where they have to bear excessive responsibility. \u003cbr\u003eOur society needs to recognize that the \"safety-first\" education that holds teachers accountable for problems that occur despite adequate preparation and safety training can have a negative impact on students' growth, and a new approach is needed.\u003cbr\u003e\u003cbr\u003e --- p.221\u003cbr\u003e\u003cbr\u003e In contrast, republican legal education understands law not simply as rules to be followed, but as a public promise created by citizens together, and helps students participate in the process of forming law and grow into citizens who pursue the common good.\u003cbr\u003e This republican approach can complement existing legal education in a more active and participatory direction by recognizing law as a voluntary agreement of the community rather than an external imposition.\u003cbr\u003e\u003cbr\u003e --- p.225\u003cbr\u003e\u003cbr\u003e Although Denmark is today seen as a symbol of democratic civic education, it was not such a country from the beginning. \u003cbr\u003eThe first national education law, enacted in 1814, was rather aimed at legitimizing hierarchy and privilege and supporting the absolute monarchy.\u003cbr\u003e The peasant class, which made up the majority of the population at the time, was only educated in how to obey their superiors and in the minimum skills necessary to perform their assigned roles.\u003cbr\u003e Expressing one's opinions in a public space was unimaginable.\u003cbr\u003e\u003cbr\u003e --- p.233\u003cbr\u003e\u003cbr\u003e Even before Danish children understand the concept of \"democracy,\" they begin learning the values ​​that make up democratic culture through various daily experiences and activities starting in kindergarten.\u003cbr\u003e The Danish Ministry of Children and Education identifies six core competencies that should be nurtured in all early childhood education institutions and kindergartens:\u003cbr\u003e\u003cbr\u003e --- p.238\u003cbr\u003e \u003cbr\u003eDenmark's Primary Education Act (Folkeskole) states that \"students must be prepared to grow into responsible citizens who can exercise their rights and duties, participate in them, and live in a society based on freedom and democracy.\"\u003cbr\u003e What's interesting is that, despite this clear legal basis and cultural commitment, Danish schools have traditionally not imparted these values ​​through 'lectures'.\u003cbr\u003e Rather, the core of the educational philosophy is to integrate democratic practices into the daily life of the school and allow students to experience them firsthand.\u003cbr\u003e In other words, “don’t teach with words, show with examples.”\u003cbr\u003e\u003cbr\u003e --- p.240\u003cbr\u003e\u003cbr\u003e What sets this book apart from my previous works is that it is intended for a wider audience. \u003cbr\u003eWhile previous books on the topics of \"class critique,\" \"educational ecosystem,\" and \"teachers and becoming teachers\" targeted teachers as their primary readers, this book was written with the hope that parents and citizens who are concerned about the reality of Korean education, which has neglected character and citizenship education and is immersed solely in competitive education, will also read it.\u003cbr\u003e Because this book deals with the issue of education that spans the entire lifespan.\u003cbr\u003e And above all, it is a book written during a time when the entire country was suffering amidst the chaos brought about by the martial law declaration of the Yoon Seok-yeol administration.\u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e --- p.265\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003ePublisher's Review\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e \"Education's Response in the Age of Democracy's Crisis\" asks, from an educational perspective, where the power to preserve democracy comes from amid the political shock of martial law and impeachment that Korean society experienced in 2025. \u003cbr\u003eThe author, Professor Lee Hyuk-gyu of Cheongju National University of Education, views democracy not as a simple system or procedure, but as a way of life for citizens.\u003cbr\u003e Democracy is not maintained by constitutional provisions or voting procedures alone.\u003cbr\u003e This is only possible with citizens who have self-respect, empathy, and a republican attitude.\u003cbr\u003e\u003cbr\u003e This book presents the direction of democratic citizenship education centered on three axes.\u003cbr\u003e First, self-esteem is the power to respect oneself as a dignified being without comparing oneself to others.\u003cbr\u003e The lower the self-esteem in a society, the more likely it is to rely on authoritarian leaders.\u003cbr\u003e Second, empathy is the cultural foundation of democracy.\u003cbr\u003e When competition-driven education weakens empathy, democracy becomes a hollow shell.\u003cbr\u003e Third, republicanism is an attitude that pursues the good of the entire community beyond the rights of the individual.\u003cbr\u003e Without republican citizenship, democracy easily fragments.\u003cbr\u003e \u003cbr\u003eThrough examples from overseas countries like Denmark, the author demonstrates that democracy begins with small experiences within the classroom, and explores how Korean education can foster democratic citizens.\u003cbr\u003e Emphasizing that teachers' language and attitude in the classroom are the starting point of democracy, we ask teachers to create a 'living experience' of democracy together with their students.\u003cbr\u003e \"Education's Response in a Time of Democracy's Crisis\" asks a poignant question: what teachers and schools should do in this era of democracy's crisis.\u003cbr\u003e The message that the power that sustains democracy lies in education, not institutions, will be the most urgent topic for teachers and educators today. \u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e GOODS SPECIFICS \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eDate of issue:\u003c\/strong\u003e September 1, 2025\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003ePage count, weight, size:\u003c\/strong\u003e 284 pages | 152*225*16mm\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN13:\u003c\/strong\u003e 9791164251889 \u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cspan\u003e\u003c\/span\u003e\n\n\u003c\/center\u003e\n\n\n\u003c\/center\u003e","brand":"LIBRAIRIE COREENNE","offers":[{"title":"Default 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