In replying to Rocha's (2018) arguments regarding the necessity of the teacher's world-view and the necessity of dealing with the ensuing metaphysical disputes in a diverse classroom, I formulate his concerns as an introduction to the problem of meta-ontology. Rocha recommends pragmatist methods to address metaphysical disputes that avoid this meta-ontology trap. I argue that these methods do not avoid this trap themselves. I explore the necessity of encountering other worldviews from within our own ― no metaphysical demand exists outside of one's ontology that can change it from the outside. Any such position would then require an expansion of that ontology itself or would propose a higher-order ontology. This changes the question from, does the teacher need to choose another world-view, to the question of, how do these encounters affect the teacher, given their world-view? In this vein, I will introduce a covenant ontology in which reality is manifold and accessible in particular domains through discipline. I argue that one's primary world-view tradition can be extended to a non-fascist teacher's world-view, specifically through integration of limits and humility. I argue that the world-views people start from, before they are taught out of them, are longer-standing cultural intellectual traditions ― and if we are talking about their mature versions ― have better chances of producing humble pluralist teachers than do relatively novel pluralist world-views.

In this article, Samuel D. Rocha responds to Daniel Clegg reply to his previous article, reasserting the limited scope and pedagogical intent of his claims about the worldview of the teacher and its fundamental entanglement within metaphysical disputes. A feature example is Rocha’s discussion of feedback loops. Rocha also affirms Clegg’s original suggestions and contributions to his ideas.

In an era of diversity and conflicts, we need to consider cosmopolitanism which includes important lessons for all mankind. However, South Korean education just focuses on multiculturalism and do not cover cosmopolitanism enough. This study investigates approaches to cosmopolitanism using literature analysis and suggests answers why we need to introduce cosmopolitanism in educational fields. Furthermore, this article shows problems of educational environment in South Korea which make hard to introduce cosmopolitanism in education. I will divide the cosmopolitan theories into four perspectives to show cosmopolitanism theories briefly. This article argues that the education in South Korea has limits to introduce cosmopolitanism and fails to provide students with more balanced perspectives of cosmopolitanism.

Despite the general expectation for positive effects of broader and more extensive social interactions on psychological conditions, existing studies of online social networking and psychological well-being have reported inconsistent, even contradictory, findings. This study joins recent scholarly efforts to resolve this stalemate by exploring intervening mechanisms existing between online social networking and psychological outcomes. First, this study reviews possible mediatory mechanisms between online social media use and psychological well-being. Further, it explores another potentially intervening factor concerning the group dynamics characteristics of virtual spaces: online aggressive networking. It is inferred that the dynamics specific to aggressive social networking stems from two characteristic, but previously neglected aspects: i) the inherently selective nature of social networking and ii) the following norms intensified by online disinhibition effects from less-regulated, non-face-to-face virtual environments.

The purpose of this study is to criticize the current tendencies in the social sciences and to present new directions. Through a critical analysis of the current academic tendencies in the social sciences and humanities (SSH), we propose a new narrative-based mode of SSE. In this study, narrative refers to Bruner’s narrative mode of thoughts and Polkinghorne’s narrative epistemology. By extending the two researchers’ conception, the narrative theory of human experience may be used as a theoretical rationale for critical analysis of SSH. Since the 1980s and 1990s, the academic tendencies of SSH in Korea have been transformed into a “narrative turn.” However, the academic tendencies of SSH are still divided into sub-disciplines. As a result, there are many problems of disciplinary isolation resulting from individual and separate stances. In order to solve these problems, we focus on the new integrity of SSH in the light of narrative theory.

The Ministry of Education of Cambodia developed the curriculum to improve the quality of education; however, the academic achievement of the students did not change much with the enrollment rate. The ineffectiveness of curriculum development in the educational field seems to be related to various causes: educational administrative problems, teacher problems, learner problems, and learning environment problems. Consequently, in order to effectively implement the developing curriculum, the nation must first change to a distributed system, increase the quantitative expansion and quality of teachers, and support the appropriate learning environment. Additionally, we have to constantly look at the issue of whether or not the curriculum is being implemented well in the educational field and what parts should be revised. Hence, the state needs to revise the basis of revision and evaluation and to change according to response from the field, so that it can help the student’s learning in the learning environment. Moreover, to emphasize the content and method of learning before teaching, teachers should emphasize their learning goals and learning outcomes more.