This paper examines how Moon-Young Lee’s conception of nonviolence differs from Gene Sharp’s theory of nonviolent action. Sharp’s nonviolent action excludes only physical violence, while Lee’s nonviolence does not allow verbal, emotional, or psychological violence either. The former is not verbal but behavioral, whereas the latter involves expressing oneself only in words. The weak must say the strong the right things, which even an evil ruler dares not rebuff, minimally and without provoking him/her. Lee’s nonviolence is grounded in general standards and procedures, including common sense and agreement, but Sharp’s nonviolent action is not necessarily. Sharp’s nonviolent action is designed to change the sources of power and subjects’ consents and, thus, control the ruler’s power abuse. Lee’s transcendence framework of nonviolence, personal ethic, social ethic, and self-sacrifice aims to avoid an all-out confrontation between rulers’ tyranny and subjects’ rampage and, thus, pursue rationality and eventually peace. An illegitimate regime devoid of self-correction will collapse in on itself in the end as a result of self-enlargement and power hypertrophy. The weak ought not to ask too much but, instead, to keep telling the truth to the ruler, while enduring violence and waiting patiently to the end. Lee’s nonviolence together with minimalism makes his transcendence framework distinct from other theories of nonviolent action.

The name of the University. While there is a close relationship between the environment and peace, this should be reflected in the establishment of an institute or program rather that in the name of the University which should be, as originally conceived, the World Environment University. The credibility of the University will depend on the involvement in it from the beginning of highly influential leaders of the world environment movement. There is no better way of ensuring this than to obtain the formal involvement of IUCN which has in its membership most of the leading nongovernmental and governmental organizations of the environment and conservation movement

The aim of this paper to provide grounds for Jeju 4.3 Human Rights educational activities to students. We have 2015 Revised Social Studies Curriculum Basic Direction - Goals and Contents of Korean History - Goals of Korean History (Revised July 27, 2018). It helps students to grasp the process of pre-modern Korean history, and use it as the basis for understanding self-identity and tradition comprehensively and systematically. Through the in-depth understanding of modern and contemporary history in Korea, students develop the ability to gain insight into the historical problems of modern Korean society. Through the process of exploring and interpreting various historical materials, students develop their ability to think critically with a critical mind and identify the historical roots of the problems faced by modern Korean society and their relevance to the world, and jointly seek ways to solve problems that can be realized at the learner level.

After the 2018 Pyeongchang Winter Olympics, Korean Peninsula got in the mood for peace, prosperity, and unification with the South-North Panmunjom Declaration and the Pyongyang Joint Declaration after a long time. The President Moon spoke in front of the people in Pyongyang for the first in history and won thunderous applause. In line with this atmosphere, South Korean educators are actively responding to it and making constant efforts for inter-Korean education exchanges, such as field trips to North Korea. In this article, I’d like to examine the unification education from the extra-curricular perspective(e.g. students' clubs and creative experience activities), not from the curricular perspective, such as ethics, and social studies.