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A reading of the Bhagavad Gītā is proposed here that shows a new way of formulating the philosophical issue of determinism and freedom, that is, not as a moral but as an existential question. To do so we first briefly draw upon the American philosopher Stanley Cavell's practice of ordinary language philosophy as a conceptual bridge to the ancient text. This leads to a revised notion of freedom, not as "self-determination" in a Kantian sense but as "existential achievement," which can be described as a form of autonomy in the sense of becoming what you are or having the will to be responsible to yourself.

This study analyzed previous research on competency-based curriculum in Korea over approximately the last 10 years and derived implications for future research. Most importantly, to analyze the meaning and characteristics of competence, future studies must clarify the concrete components and structures of competence rather than provide a simple theoretical explanation. Fourth, previous studies defined key competence and subject competence and the relationship between the two, but the meaning of these terms is still unclear. In particular, the relationship between the cultivation of key competencies and subject education is unclear. Therefore, in the future, in-depth research on the relationship between the cultivation of key competencies and subject education using epoch-making research methods, such as psychological, medical, and experimental research, along with brain science research beyond the pedagogical research methodology will be necessary.

Objectives The purpose of this study is to draw implications for the next curriculum revision by comparing and analyzing the 2015 Revised Curriculum and the 2022 Revised Curriculum in terms of coherence between general guidelines and subject curriculum in Korea. Methods The focus of analysis is on the guidelines for the development of subject curriculum of 2015 Revised Curriculum and 2022 Revised Curriculum. In particular, in the case of judgment on clarity, in addition to judgment on whether or not to present, it was analyzed with a focus on whether the guideline itself was sufficient to develop the subject curriculum without any more explanation from the standpoint of the subject curriculum development team. Results Although the problem of the 2015 revision guidelines that did not provide guidance on the meaning of competency education, curriculum design principles, and national and social requirements was resolved, it is found that the 2022 revision guidelines for development of subject curriculum are still insufficient in preparing guidelines considering the characteristics of each subject and guidance on development of achievement standards as performance standards. Conclusions Based on the results of this analysis, suggestions for the next curriculum revision are presented as follows. First, it is necessary to prepare clear directions and development guidelines related to the development of achievement standards. Second, it is necessary to prepare guidelines for developing subject curriculum in consideration of the characteristics of each subject. Third, Detailed discussions on how to reflect national and social requirements are needed. As a follow-up study, it is necessary to restructure the overall structure of the subject curriculum in connection with the general direction of core competency education.

This study was aimed at suggesting meaningful implications for enhancing the effectiveness of vocational education for general high school students through in-depth interviews with teachers, students, and officials of the metropolitan & provincial office of education. From the in-depth interviews, the following conclusions were drawn with regard to the improvement of vocational education for the general high school students: First. The aim of the vocational education for general high school students should be clarified. Second, the promotion and providing information regarding the vocational education needs to be done much earlier than in the end of the second year. Third, in vocational education, it is necessary to open curriculum that reflects future industry rather than popular-oriented curriculum. Although it is important to study specialized subjects, practical studies of math and English is also important. Fourth, Extra-curricular activities for third-year students involved in the vocational education need to be improved. Fifth, training needs to be carried out to improve the awareness of general high school teachers on the vocational education.