Korean Educational Passion (KEP) is the desire for education. This passion is the greatest of all types of human natures. So, this kind of element should be assessed and tested properly. However, there have only been a few attempts to investigate what the essence of the fever for education as a passion really is, when compared with the real importance of the fever for education.
In many studies on the importance of the fever for education, it has been shown to be valued and criticized for its effects on society, the economy, and pursuit of political capital. But, the fever for education by itself is worth it; not as a means for society, the economy or political purpose, but because it encourages positive perspectives and understanding.
The purpose of this research begins with a critical analysis of the definition of the fever for education based on existing research. After analyzing the results, using the theory of Emotional Capital, a fever for education was redefined as "A strong educational power which leads to national development."
To achieve this purpose, the research will re-conceptualize the traditional methods of documentary research which are journals, symposiums, books, and master's and doctoral thesis'.
Chapter 1. Discusses the purpose and necessity of Korean Educational Passion (KEP), the purpose of the research, its contents, methods and definitions of terms.
Chapter 2. Than it looks at the concept of emphasis on education and formation in background. It presented a discussion on the existing research results and concepts by analyzing the previous studies.
Chapter 3. It explores the emotional capital factors as general education emotion, through the emphasis on education comparison of Korea and China.
Chapter 4. Provides the results of comparative analysis between Korea and China. Explain why a re-conceptualization is necessary, and the dialectic of emphasis on education explains. The results are organized and Korean Educational Passion is re-conceptualized from the educational theory of Emotional Capital Point.
Finally, Chapter 5. Contains the whole summary and determines the implications of the re-conceptualization of KEP in social development.
The significance of the research is its attempt to re-conceptualize KEP by looking at the positive effects of KEP using the theory of Emotional Capital. The primary limitation of this research is there is no way to document in detail its use in KEP.
The re-conceptualization of Korean Educational Passion should be done delicately, where the development of educational theory of Emotional Capital is tracked in a way that it can be followed up by future research.