The New Paradigm of Future Education: 5 Dimensional Receptiveness Education
Won, Dong Yeon
1. Analysis of Future Society
Professor Lee Kwang-Hyung of KAIST(Korea Advanced Institute of Science and Technology) predicts future society based on seven variables such as society, technology, environment, politics, economy, population and resources. The attributes of the human resources revealed through this analysis are as follows.
The traits of human resources required to build a future society are receptiveness, creativity, converging skill, openness, innovation, integrity, and being cultural and healthy; these traits can help people actively learn about and embrace other cultures. In addition, the authors point out that the people in future should develop a brain power that is intuitive, artistic, controls emotions, strengthens creativity, imagination, and see the forest, not the trees.
Their virtues include passion, spirit of challenge, wisdom, spirituality, communication, justice and contribution. The authors also points out that, in order to foster the people with converging skills, not only converging skills but also wisdom, creativity, global awareness, and communication skills are essential. Moreover, in this global era of information-sharing, it is imperative to secure personality that can control the problems of privacy infringement or surveillance or control. In sum, there are approximately five attributes:
First, we need Creative Intelligence.
Second, we need Right World View.
Third, we need Holistic Character
Fourth, we need Converging Skills
Fifth, we need Global Awareness
2. Core Capabilities for Future Human Resources
Learning is usually about processing incoming information and connecting it to your own knowledge system. The information entering as the external input is usually in the form of language. When a symbolic language is accepted from outside, the learner re-interpret it in his/her own way. Reinterpreted content will be reconstructed into a semantic language. The semantic language thus reconstructed in its own way is remembered in the brain eventually.
The way you perceive things greatly influences the process of reinterpreting a language from outside. We call this “Frame of Cognition." Even if people receive the same content, they understand and remember it differently depending on the individuals because they have different understanding. The frame of cognition differs depending on the individuals. However, there is no way to objectively see how different the difference is from one person to the other. This is because it is a mental process that takes place in the brain of the learner. If you notice the difference, it is only when people with the same outside input remember it differently.
[Picture 1: Information Processing affected by Frame of Cognition]
The correction of Frame of Cognition, however, requires a very high level of intelligence. Lee Sang Oh points out that for a creativity education, it needs the change of cognition. We can obtain enhanced creativity and creative intelligence when correcting the frame of human cognition and upgrading the information we receive.
Right World View
There is a world view at the root of the human value system. This world view is unsystematic, non-academic, non-objective and empirical. It is based on the base of human life and forms a value system and behavior pattern while staying hidden. In the end, in order to change human behavior into a proper mode of behavior, we must touch the problem of world-view, which is our own perspective on the world around us.
To be able to correct the world view correctly, it is necessary to have a new and innovative education system that can induce each person's openness. Through this educational system, each individual living in various cultures will be able to overcome cultural barriers and conflicts with correct mind and values.
Simply participating in a short-term education program on human relations does not solve relationship problems. Because the damage to human relationships is caused by the organic combination of various factors. Some have pain in their bodies, some have weak intellectual ability, and some have broken heart and thus accept anything negatively; all these can result in damage to their relationships. These various personality factors are multifaceted and organic, causing the relationship to break.
Therefore, when dealing with the problem of personality, one should have a multi-dimensional and holistic view. Especially in the global era where cultural diversity is growing, human relations ability to wisely overcome foreseeable conflict factors as a sound global citizen is crucial. It is necessary to establish an education system to foster holistic personality that can foster and ensure these abilities. Through this process, we can build cooperative communication skills, which require not only intellectual and mental strengths but also other dimensions of personality.
Convergence skills have been put into practice through human imagination. Imagination is the source and essence of reasoning. In other words, for humans, all thoughts begin with imaginations. And technology also started with 'thoughts' before the coming of reason and emotion. Man creates language based on thought, and communicates his thoughts to others through language. In short, an ability to use our language affects our thinking.
Ee Han-jin points out in this sense that it is very beneficial to use mathematics to improve thinking skills, which are key to fostering convergence skills. Because mathematics is the highest human language, and if you can use it correctly, you can develop a high level of thinking ability. There are three types of language in which information is conveyed: descriptive language, pictorial language, and mathematical language. Using abstract and connotative mathematical language when expressing information about natural or social phenomena, you can express them concisely and thus solve them well. The types of mathematical thinking can be divided into five categories: implication, transformation, specification, patterning, and others. By doing this type of thinking training through mathematical language, you can improve your ability to think and, in turn, enhance your imagination and ultimately develop convergence skills.
The future will further increase interdependencies among countries and deepen the process of globalization, which in many respects transforms societies into a single social system. In these times, working with people from other countries requires an ability to understand and accommodate their culture and spirit. In addition, a multilingual ability to understand and communicate other languages is essential.
Kim Wan-ho says that it is very difficult for students to learn English through an English study based on only grammars, and that is basically what prevents them from communicating in English. He points out that the right way to master English is to change the thinking structure based on the "One Principle“ and ”Five Principles."
By improving a language learning process through methods like Conversion of Thinking Structure, we can acquire multi-lingual skills so that we can have global awareness beyond the walls of culture.
3. The Necessity of Five Dimensional Receptiveness Education
In order to prepare for the future of the next 30 years, we need to establish an education system that can enhance the usefulness of human resources. Such an education system should foster outstanding talent with Creative Intelligence, Right World View, Holistic Character, Convergence Skill, and Global Awareness, so we need to look at what the essence of these five attributes is.
The results of education are related to Receptiveness. No matter how good things you give, only those who can accept them will make good results. No matter how good seeds you sow, you can't expect good fruit in places where the fields are bad. The following five elements describe why humans have different receptiveness depending on the external situations, and they are as following:
First, it is because of the framework of intelligence. Humans cannot properly process given information unless they restore the right frame of intelligence distorted by their own world–view or values. Second, it is because of the inner frame of the human mind. At some points of life, things happen to us, whether we like it or not. If we already give in ourselves to negative thoughts and feelings, it becomes very difficult to face our life’s problems correctly. Third, it is because of the condition of the body. We have a predisposition to live by laziness and greed as the body leads us. Fourth, it is because of self-management ability. No matter how many plans and goals you set, there are many people who can't control themselves and put them into practice. The fifth reason is the problem of resilience in human relations. We can change ourselves by accepting the advice of a person we trust and love, even though he or she seems a little lacking. But if we hate and don’t trust this person, no matter how good and convincing story he or she tells, such an advice will not be accepted because of this relationship problem.
These five factors that we looked at earlier represent the full spectrum of human personality. Human receptiveness is associated with human personality, and the restoration of personality is a key factor in increasing one’s receptiveness and at the same time creating inner excellence. Therefore, the recovery of personality, namely intelligence, mind, physical strength, self-management and human relationship skills, will restore human receptiveness and enhance excellence.
To restore receptiveness based on a holistic personality education, one must learn the intellect to distinguish true from falsehood, the mind to internalize knowledge, the physical power to practice truth, the self-management skill to distribute given energy correctly, and the human relationship skill to share the energy with others.
Thus, a holistic personality education program was designed to establish the right frame of cognition, enhance internal receptiveness, and demonstrate excellence. As the development of education and culture and the quality of life have improved and become more complex, it is true that the current education system is not enough to handle the demands of academics, morals and athletics. Thus, by adding the self-management and the human relationship areas to the program, the entire curriculum was expanded to five areas: intellectual, mental, physical, self-management, and human-relationship abilities; through this process, one can build holistic personality and a correct world view.
Establishment of Sense of Purpose
5D Health Care
Free Energy Expansion
Discovering One’s Traits
Me and My Family
Understanding of the Natural World
Rich Emotional Power
Labor & Rest
Me and My Colleagues
Language and Attitude Management
Me and Society
So far, more than 15,000 teachers, parents and instructors have participated in the training. And the fruit began to appear in China, Mongolia, Russia, the United States and South Korea.
After Five Dimensional Receptiveness Education was conducted at Yanbian University of Science and Technology in 1996, students in the lower-middle class of Yeol-gil City rose to the top of the class after the implementation of this education. In 1997, Mongolia's Bright Future University applied this education programs to abandoned children on the streets and achieved better education results than ordinary school students. In 2002, Mongolia International University was established and secured the basis for providing the education in Central Asia through a meeting with President Bagabandi of Mongolia. This education has been conducted in more than a dozen countries through the application of Five Dimensional Education at Lao National University in 2006, the establishment of Tanzania United University in 2012, and the Rwandan University in 2019.
Second High School in China
In 1996, in China, one of the classes of Yanji 2nd high school with the lowest school grades dramatically advanced to the school’s top class after applying this education.
Mongol Bright Future School
In 1997, in Mongolia, at the Bright Future School established for “homeless street students,” this method gave them an opportunity to focus on learning, and these students’ grades exceeded those of any other students within just 1 year.
Mongol International University
In 2001, Dr. Won, Dong yeon had a chance to meet the President of Mongolia, Mr. Bagabandi, and established Mongolia International University(MIU) for the students from Central Asia in 2002.
Laos National University
In 2006, a Five Dimensional Education agreement was signed with the National University of Laos, and three books on this education were translated and used in this university.
United African University of Tanzania
The United African University of Tanzania was founded to provide Five Dimensional Education. Based on personality education, the university is developing leaders their society needs.
DGA Almaty, Kazakhstan
Based on educational experience through DGA Seoul, DGA Almaty was established in Kazakhstan and established an educational hub in Central Asia.
Rwanda United University
In 2019, a university based on Five Dimensional Education was established in Kigali, the capital of Rwanda.
The school is expected to serve as the hub of education for Africa as a whole based on hybrid education.
Since the first application in Sein High School in Korea, it has accumulated precious fruits in other educational institutions like Bell International School, Dongducheon Middle School, and the Dia Global Academy. They all serve to foster the future generations. And in 2017, Five Dimensional Education was presented as a model for National Future Education under the name of Receptiveness Education at KAIST's Graduate School of Future Strategy.
Park Nam-ki compared this system of receptiveness to the concepts of Adler's three life frameworks: self-concept, world-ideal, and self-ideal. The curriculum of this education is in line with Alfred Adler's psychology. Just as "Adler" emphasizes the framework of life, receptiveness education emphasizes five "receptiveness frameworks" of intelligence, mind, physical strength, self-management and human relations skills. If the element of receptiveness is damaged, learning and growth will be difficult. This points out that the least of the five factors will determine a student's learning performance.
5. Curriculum Contents
The goal of education should be to prepare educational content to achieve this. Over the past 20 years, the following educational content has been developed and used.
The textbooks were developed for elementary, middle, high school, and college students, and designed to achieve the core competency of future generations through two-year education programs for each subject.
Today's world is changing rapidly in the wake of the fourth industrial revolution. The development of new educational engineering technologies is revolutionizing education. From now on, we should provide receptive education to maximize our talents and develop global human resources to serve not only ourselves but also other peoples. When this happens, in a highly technical society based on peace, we will be on the right path of history.
1. Lee Kwang-hyeong (2017), KAIST National Future Education Strategy, Seoul: Kim Young-sa
2. Lee Sang-oh (2016), Birth of Knowledge, Seoul: Korean Cultural History
3. Lee Han-jin (2016), Diagnosis and Future Vision of Korean Mathematical Education, Seoul: Five-Dimensional Front Education Association
4. Kim Wan-ho (2015), Method of Learning English Professors through the Transformation of Accidental Structure, KAIST
5. Won Dong-yeon (2000), Five-Dimensional Front Education, Seoul: Kim Young-sa
6. Park Nam-ki (2015), New Paradigm for Future Education, Seoul: National Future Strategy General Meeting
Won, Dong Yeon
Graduated from Seoul Institute of Technology,
Doctor of Engineering, KAIST (Korea Advanced Institute of Science and Technology)
Director of Research at the Korea Atomic Energy Research Institute
Vice President of China University of Yanbian Science and Technology
President of Mongolian International University
President of the University of Tanzania
Principal Sein High School, Principal Dongducheon High School
President of Diamond-collar Academy
Chairman of KAIST (Korea Advanced Institute of Science and Technology) Future Education Research Committee
Chairman of the International Organization for Education and Culture Exchange