Jeong Geun-sik, the Superintendent of the Seoul Metropolitan Office of Education, outlined the direction for the second phase of Seoul's education administration during a press conference on July 22. In a subsequent exclusive interview on July 23, he presented a detailed vision for the future of education in Seoul.
In light of recent controversies, including the popular drama 'True Education' and the situation at Paichai High School, Jeong cautioned against private retribution and unilateral punitive measures. Instead, he proposed 'educational solutions' and 'institutional safeguards' as alternatives.
He declared a new paradigm of 'basic education' that extends the scope of public education from primary and secondary levels to encompass lifelong learning, opposing the trend of budget cuts justified by declining school-age populations.
In light of recent controversies, including the popular drama 'True Education' and the situation at Paichai High School, Jeong cautioned against private retribution and unilateral punitive measures. Instead, he proposed 'educational solutions' and 'institutional safeguards' as alternatives.
He declared a new paradigm of 'basic education' that extends the scope of public education from primary and secondary levels to encompass lifelong learning, opposing the trend of budget cuts justified by declining school-age populations.
Addressing School Conflicts Through Dialogue, Not Punishment
The drama 'True Education,' which highlights the decline of educational authority, has gained immense popularity, coinciding with heightened tensions at Paichai High School, leading to increased fatigue within the education sector. While many citizens demand immediate and severe punishment, Superintendent Jeong emphasized the need for a reflective approach to address the underlying issues.
Regarding the recent conflicts in education, including the situation at Paichai High School, Jeong stated, "Simply imposing harsh penalties and criticism will not resolve fundamental problems." He stressed the importance of engaging in thorough discussions to find common ground, even if it takes time.
He argued that the essence of education lies in uniting the educational community and fostering reconciliation, rather than succumbing to societal anger through immediate disciplinary actions.
Jeong also distanced himself from the sensationalized portrayals of private retribution and extralegal control depicted in 'True Education,' asserting that conflicts in education should be resolved through mutual understanding and public systems to restore broken trust.
To support this, he promised to deploy a '100-member legal team for teachers' in cases of false child abuse reports and to transition to a school and education support center-based response system (SEM119) for handling complaints, ensuring teachers can teach without fear.
On the issue of student smartphone regulations, which have become a common source of conflict, he emphasized the need for voluntary agreements rather than outright bans. He noted, "Students desire freedom of use, while parents seek regulation, indicating a need for intergenerational dialogue." He advocated for students to engage in discussions to reach self-imposed agreements rather than imposing unilateral bans.
He added that while the development of a so-called 'Alpha Phone (Edu Phone)' with control features for essential school communication is being considered, there are significant concerns regarding monopolistic practices by specific companies, necessitating a cautious approach.
Regarding the recent conflicts in education, including the situation at Paichai High School, Jeong stated, "Simply imposing harsh penalties and criticism will not resolve fundamental problems." He stressed the importance of engaging in thorough discussions to find common ground, even if it takes time.
He argued that the essence of education lies in uniting the educational community and fostering reconciliation, rather than succumbing to societal anger through immediate disciplinary actions.
Jeong also distanced himself from the sensationalized portrayals of private retribution and extralegal control depicted in 'True Education,' asserting that conflicts in education should be resolved through mutual understanding and public systems to restore broken trust.
To support this, he promised to deploy a '100-member legal team for teachers' in cases of false child abuse reports and to transition to a school and education support center-based response system (SEM119) for handling complaints, ensuring teachers can teach without fear.
On the issue of student smartphone regulations, which have become a common source of conflict, he emphasized the need for voluntary agreements rather than outright bans. He noted, "Students desire freedom of use, while parents seek regulation, indicating a need for intergenerational dialogue." He advocated for students to engage in discussions to reach self-imposed agreements rather than imposing unilateral bans.
He added that while the development of a so-called 'Alpha Phone (Edu Phone)' with control features for essential school communication is being considered, there are significant concerns regarding monopolistic practices by specific companies, necessitating a cautious approach.
Expanding 'Basic Education' from Early Childhood to Seniors
The primary focus of Jeong's second term is the establishment of 'basic education.' This represents a paradigm shift where the state takes responsibility for essential education necessary for the sustainability of the national community, moving beyond mere knowledge transmission.
Jeong stated, "Basic education is essential for maintaining a healthy democratic republic and ensuring the sustainability of our society." He explained that the framework of passive compulsory education, which previously only covered primary and secondary schools, must be broken to guarantee necessary learning from early childhood through to senior education.
He plans to include early childhood education for children aged 3 to 5 within the public education system and significantly expand education for parents and seniors, ensuring that the state supports both the starting and concluding points of education.
Addressing the looming 'budget freeze' due to declining school-age populations, Jeong expressed concern over the government's and budget authorities' moves to cut local education financial grants. He firmly opposed the economic logic of mechanically reducing education budgets based on declining student numbers.
He emphasized, "We cannot close classrooms or halt essential infrastructure investments for school safety simply because student numbers are decreasing." He argued that the need for advanced financial investment is more pressing than ever, as public education must expand its responsibilities to include AI-based future classrooms, personalized education, and mental health support.
Jeong also raised his voice against criticisms labeling student public transportation subsidies as 'cash handouts.' He asserted, "Attending school is compulsory education; it is natural for the state to support students' mobility, whether they walk or need to take a vehicle due to distance." He criticized the older generation for viewing free rides for seniors as acceptable while opposing support for students' right to travel as mere handouts, calling it a painful mistake driven by political calculations.
Jeong stated, "Basic education is essential for maintaining a healthy democratic republic and ensuring the sustainability of our society." He explained that the framework of passive compulsory education, which previously only covered primary and secondary schools, must be broken to guarantee necessary learning from early childhood through to senior education.
He plans to include early childhood education for children aged 3 to 5 within the public education system and significantly expand education for parents and seniors, ensuring that the state supports both the starting and concluding points of education.
Addressing the looming 'budget freeze' due to declining school-age populations, Jeong expressed concern over the government's and budget authorities' moves to cut local education financial grants. He firmly opposed the economic logic of mechanically reducing education budgets based on declining student numbers.
He emphasized, "We cannot close classrooms or halt essential infrastructure investments for school safety simply because student numbers are decreasing." He argued that the need for advanced financial investment is more pressing than ever, as public education must expand its responsibilities to include AI-based future classrooms, personalized education, and mental health support.
Jeong also raised his voice against criticisms labeling student public transportation subsidies as 'cash handouts.' He asserted, "Attending school is compulsory education; it is natural for the state to support students' mobility, whether they walk or need to take a vehicle due to distance." He criticized the older generation for viewing free rides for seniors as acceptable while opposing support for students' right to travel as mere handouts, calling it a painful mistake driven by political calculations.
Reforming College Entrance Exams to Focus on Student Well-being
Jeong expressed a strong commitment to reforming the college entrance examination system, which he believes hinders innovation in primary and secondary education. He pointed out the limitations of the current system, which relies heavily on multiple-choice exams taken simultaneously by all students nationwide, stating that this model is unsustainable in the long term.
He argued that the actual proportion of students entering college based on exam scores is gradually decreasing, and thus the entrance system must be restructured to fully reflect students' growth and capabilities.
As alternatives, he proposed the establishment of written and essay-type evaluations and absolute grading, predicting that AI technology could be the key to resolving fairness issues in assessments. Jeong explained, "The biggest barrier to written and essay evaluations is the concern over subjective grading, but by introducing an 'AI grading system (Chaeum AI)' trained on vast data, we can significantly enhance objectivity in evaluations and alleviate concerns over arbitrary grading."
Regarding the full implementation of the high school credit system, he promised to gather feedback from schools through a monitoring group and to support the system with a focus on educational demand and significant financial investment.
Furthermore, he identified 'teachers' research capabilities' as a core driving force for college entrance reform and future education. Jeong noted that there are over 880 teachers with doctoral degrees in the Seoul Metropolitan Office of Education, yet teachers in South Korea are often viewed solely as instructors rather than researchers.
He stated, "To teach well, research must be conducted in parallel," advocating for providing teachers with time to focus on research and increasing budget support for teacher learning communities to foster a culture of research within the teaching profession.
Finally, Jeong identified 'enhancing students' mental health' as his top priority for his four-year term. He emphasized, "Before learning, children's mental health must be prioritized for growth and the opening of various possibilities." He vowed to reverse the rising trend of student suicides driven by excessive academic pressure and isolation. He concluded, "To achieve this, I will successfully establish a 'Mental Recovery Campus' that integrates healing and learning, ensuring that no child is left behind in warm Seoul education."
He argued that the actual proportion of students entering college based on exam scores is gradually decreasing, and thus the entrance system must be restructured to fully reflect students' growth and capabilities.
As alternatives, he proposed the establishment of written and essay-type evaluations and absolute grading, predicting that AI technology could be the key to resolving fairness issues in assessments. Jeong explained, "The biggest barrier to written and essay evaluations is the concern over subjective grading, but by introducing an 'AI grading system (Chaeum AI)' trained on vast data, we can significantly enhance objectivity in evaluations and alleviate concerns over arbitrary grading."
Regarding the full implementation of the high school credit system, he promised to gather feedback from schools through a monitoring group and to support the system with a focus on educational demand and significant financial investment.
Furthermore, he identified 'teachers' research capabilities' as a core driving force for college entrance reform and future education. Jeong noted that there are over 880 teachers with doctoral degrees in the Seoul Metropolitan Office of Education, yet teachers in South Korea are often viewed solely as instructors rather than researchers.
He stated, "To teach well, research must be conducted in parallel," advocating for providing teachers with time to focus on research and increasing budget support for teacher learning communities to foster a culture of research within the teaching profession.
Finally, Jeong identified 'enhancing students' mental health' as his top priority for his four-year term. He emphasized, "Before learning, children's mental health must be prioritized for growth and the opening of various possibilities." He vowed to reverse the rising trend of student suicides driven by excessive academic pressure and isolation. He concluded, "To achieve this, I will successfully establish a 'Mental Recovery Campus' that integrates healing and learning, ensuring that no child is left behind in warm Seoul education."
Jeong Geun-sik, Superintendent of the Seoul Metropolitan Office of Education, was born in 1957 in Iksan, Jeollabuk-do. He graduated from Jeonju High School and earned his bachelor's, master's, and doctoral degrees in sociology from Seoul National University. He began his teaching career as a full-time lecturer in sociology at Chonnam National University in 1985 and served as a professor in the sociology department at Seoul National University from 2003 to 2023, dedicating nearly 40 years to nurturing future scholars. He has engaged in extensive academic activities, serving as a visiting professor and researcher at institutions such as Harvard University, Kyoto University, the University of Chicago, and Free University of Berlin. In 2004, he served as president of the Korean Society for the History of Sociology. During his tenure at Seoul National University, he held various key positions, including deputy director of the Kyujanggak Institute for Korean Studies, chair of the council, and director of the Institute for Unification and Peace Studies. Since March 2023, he has remained at the university as an emeritus professor. Beyond academia, he has been deeply involved in addressing significant historical issues in Korean society and promoting peace. He served on the Commission on the Truth and Reconciliation for the Japanese Colonial Era in 2005 and chaired the second Truth and Reconciliation Commission from December 2020 for two years, mediating complex social conflicts and fostering reconciliation. Elected as the 23rd Superintendent of the Seoul Metropolitan Office of Education in October 2024, he successfully secured re-election in this year's election, leading the administration of Seoul education that encompasses the entire life cycle.
* This article has been translated by AI.
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