Mi Yung Hong - A Six-Dimensional Framework for Human Flourishing
1.
Mi Yung Hong
SouthKorea
I n t e r n a t i o n a l T e a c h m e e t B E T T 2 0 2 6
A Six-Dimensional Framework
for Human Flourishing
#BETT2026
2.
BETT
Convergence Education Revisited:A
Six-Dimensional Framework for
Human Flourishing
Mi Yung Hong,
Appointed Professor,
Korea National University of Education
3.
Curricular Integration andthe Roots of Convergence
Theoretical Background
1
Modern Integration Efforts
In the 20th
century, curriculum reformers operationalized
these ideas through project-based and interdisciplinary
approaches
A continuum of curriculum integration, from simple
disciplinary connections to fully transdisciplinary designs,
arguing that such integration enhances complex problem-
solving (Jacobs, 1989)
Empirical work has confirmed that integrated curricular can
increase motivation and Foster deeper understanding
(Drake, 2009)
The contemporary rise of STEAM education extended this
trajectory by explicitly combining arts with STEM to foster
creativity and innovation. STEAM as cultivating ‘convergence
literacy’ by uniting scientific, technology, and artistic modes of
inquiry(Yakman, 2008)
4.
Critical Review ofExisting Models
Theoretical Background
2
STEAM and Interdisciplinary Integration
“Early STEAM lessons often became
flashy demonstrations of science-art
integration but lacked sustained
attention to students’ lived experiences
or moral reasoning”
Yakman(2008) described STEAM as
cultivating “convergence literacy” by
uniting disciplinary domains into real-
world problem contexts
“STEAM projects often increase student
motivation and creativity” (Drake, 2009)
STEAM aims to humanize scientific and
technical learning by fostering creativity
and interdisciplinary problem-solving.
YET, research shows that STEAM
frequently emphasizes cognitive and
disciplinary convergence while
underplaying ethical or experiential
dimensions
STEAM emphasizes knowledge and
thinking but tends to underplays value
and experience.
5.
Six Dimensions ofConvergence Education
Core Framework Development
3
Convergence Education for Human Flourishing
Policy: How can disciplinary knowledge be transformed into
integrative, living knowledge connected to real-world
problems?
Value: How can education explicitly cultivate values that
shape ethical decision-making and personal flourishing?
Thinking: How can learners develop the cognitive skills to
bridge knowledge and practice through critical and
creative thinking?
Experience: In what ways can lived experiences become central
and transformative in the learning process?
Methodology: What pedagogical strategies most effectively
operationalize convergence in classrooms?
Knowledge: How can curriculum, pedagogy, and governance
be aligned systemically to sustain convergence education?
6.
Dynamic Interdependence ofSix Dimensions
Integration into a Coherent Educational Ecology
4
Feedback Loops
• The ecology functions through reciprocal feedback loops:
• A policy reform (e.g., reduced emphasis on
standardized testing) can empower teachers to
adopt new methods, which in turn provide richer
experiences, cultivate values such as curiosity or
collaboration, and deepen knowledge and thinking
• Rigid exam-driven policies can narrow methods,
impoverish experiences, and alienate learners.
• Personal growth loops occur when knowledge
acquisition connects to values and experience.
• Hunan wholeness requires integrating intellect, affect,
and spirit, warning that modern individuals suffer
when meaning is excluded from their learning.
• A curriculum linking knowledge with lived experience
and ethical reflection
7.
Application to ClassroomDesign and Teacher Development
Application
5
Classroom Design for Convergence
Lesson Planner
