The discourse which has dominated the theory and practice of education is oriented into the normal state. As the educational theories intend to a positive and unilinear progressiveness in the normative perspective, so the educational practices aim at laying the surmountable educational problems and at their next state. In principle, it is a scientific characteristic and original ground of education. The schooling in Korea is in serious danger to extent which it can not be already handled in the duality between prognosis and prescription of problems. The interested parties such as teachers, students and parents in Korea are suffering nor only a severe pain in the family budget economy, but also in the mental health. In order to search for problem solving of Korean schooling, the pathological approach to it is needed to determine. From this viewpoint, to criticize the Korean schooling is realistic and truthful intellectually. Though the critical theory named 'Frankfurt school' is very useful and has supplied valuable power of explanations up to now to understand the Korean schooling, it has been repeatedly pointed the elitist and contemplative traits to educational realities which come from the propertise of the grand narrative. But the theoretical model 'struggle for recognition' as the theory of the third generation in the tradition of critical theory may be able to conviction, in a regard that the main interested party in school is the growing generation and the school is the space the mechanism of social psychology operates. This article tries to find ways to explain the pathological dimensions of Korea schooling.

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In this study, a geospatial virtual reality video educational material was developed as an alternative to minimize the limitations of existing field trips by convergence of drone and virtual reality technology, which are core technologies of the 4th industrial revolution. The developed content is a geospatial 360-degree video, allowing you to experience virtually all directions of the shooting point, and designed to make you feel vividness as if you were actually exploring the area through audiovisual stimulation. In addition, learning was further facilitated by finding terrain within the video, and feedback on concepts and principles. With this educational material, the teacher was able to apply VR video content to the geography class without much difficulty in a classroom environment equipped with infrastructure such as wireless internet and HMD. Moreover, in order to examine the educational effect of this educational material, it was applied to 16 high school students and their attitude and satisfaction with the class were conducted. In the attitude test, the differences before and after class were compared, and statistically significant differences were found in the overall domain, interest domain, and self-concept/self-efficacy domain. In the satisfaction test conducted after class, students showed high scores in class satisfaction, interest, and comprehension, confirming that learners were overall satisfied with the class. Therefore, this study produced educational materials that can be easily applied by teachers in real geography classrooms and can experience virtual field trips close to reality, and verified the educational effects of geospatial virtual reality educational materials filmed with drones. meaningful in that sense.

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Recently, the global pandemic of COVID-19 has had a negative impact on the world, countries, communities, families, and individuals in various parts of industry, economy, and education. In addition, there are a lot of human and an economic damage because of various natural disasters such as fires, floods, and typhoons. So the disaster prevention education is required in Korea to prepare for disasters and minimize human and property damage. Therefore, the purpose of this study is exploring the direction of geography education to understand natural disasters that occur in students' real life and enhance correct judgment and decision making. First, the study analyzed the curriculum and textbook in the geography area of social studies in Korea elementary and secondary schools for identifying the current status and problems of natural disaster education. And the study proposed three suggestion for the natural disaster education in geography education that can helpful to prepare and respond to disaster in real life. The suggestions include utilization of living area for education, utilization of hazard map, and development of decision making ability. Through this, I hope that it will shift from “passive understanding-oriented education that only knows natural disasters" to “active action-oriented education that independently responds to natural disasters.”

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