Bom Mo Chung lead developmental education of South Korea and his work of studies evolved over time while portraying what the development signified at each stage of development and how it shaped and determined a new society with a larger economy. As this study investigated Chung s theory from the 60s throughout the 80s, from the early development philosophy to the emergence of post-developmentalism, it found three key features that penetrate the entire trajectory of Chung s developmental theory; its chronological perspective, its interpretation by the stages of development, and its dichotomous classification. While Korea intends to share its development experience in education with developing countries, it is significant to reveal that education development theories in Korea have changed chronologically according to the relations and responses of education to social and political change. Conclusively, education development should be carefully considered as a major road toward national development, accompanied with social and political needs and situations of developing countries.
Ⅱ. Human Capital Theory and the Emergence of Chung’s ED Theory
Ⅲ. Evolution of Chung s ED Theory during the 1960s through 1980s