In this blog post, we’ve compiled sample personal statements and key points for students preparing to apply to the Department of Ethics Education at Daegu National University of Education. These examples are based on your academic efforts during high school, school activities, instances of consideration and cooperation, and your personal background.
Writing About Academic Experiences and Reflections
I strictly adhered to a schedule when studying. I focused intently while studying and took sufficient breaks to manage my stamina, which improved my efficiency; as a result, I was able to devote my full attention to my studies during study time. Since I felt I had relatively low stamina, I created a personalized study plan. I woke up early in the morning to go jogging and build my basic stamina, and before school, I would do some light previewing and review my notes to slowly wake my mind up. During school classes, I always paid close attention to avoid dozing off. Knowing that once I doze off, I tend to keep dozing off, I made a conscious effort not to miss any key information during class. I listened carefully to the teacher’s instructions and took thorough notes to aid my review later. During breaks, I gave my mind a rest by listening to music or doing some light doodling, and I clearly distinguished between break time and study time to make the most of both. By applying the same principles to self-study periods and studying at home and consistently following through, I was able to stick to my plan without getting easily exhausted and maintain stable grades.
Major School Activities and Reflections
By joining the philosophy club and studying philosophy, I experienced a different kind of intellectual joy and fulfillment beyond my academic studies. Since childhood, I’ve been interested in children’s philosophy books, so I sought out related lectures and publications, which led me to believe that philosophy is less about learning and more about enlightenment. In the club, I broadened my horizons by listening to and discussing diverse perspectives with friends who shared my interest in philosophy. During my time in the club, we selected socio-ethical topics and engaged in school activities, volunteer work, and discussions of newspaper articles. This led me to reflect on social ethics not merely in terms of right and wrong, but from the perspectives of human rights and various ideologies, such as capitalism and socialism. I believe this habit will serve as a foundation for respecting students’ human rights and fostering ethical thinking as an elementary school teacher.
I wrote an essay reflecting on the meaning of a teacher from a philosophical perspective, submitted it to a school-wide essay contest, and received an award. The central argument of my essay was that human rights exist for everyone and that respecting these rights is the starting point of education. In particular, I argued that elementary school teachers are not merely figures who teach students unilaterally, but rather must respect human rights and properly guide students in understanding social ethics. Drawing on relevant books and research, I provided a well-reasoned account of a teacher’s philosophical values and educational responsibilities in the paper, and it received high praise for its thorough research and logical argumentation.
Writing About Examples of Compassion, Sharing, and Cooperation, and My Reflections
Through my club activities and interest in social ethics, I frequently provided psychological counseling to underclassmen. Rather than offering definitive answers, I made an effort to listen carefully, show empathy, and provide advice from a human rights perspective. Most counseling requests centered on anxiety about schoolwork, the future, and career paths, and I encouraged them to view these concerns in a positive light. I mainly encouraged them to think about what they truly wanted to do, focusing on “values” rather than just “careers,” and I realized that many students were wavering due to the opinions of others or concerns about social status. I told them that choosing a path based on their own desires would make them stronger, and that taking responsibility for the outcomes of their choices was also important. I encouraged them to take ownership of their lives by making their own decisions and taking responsibility for them, advising them to take on challenges joyfully without undue pressure, while remaining prepared to adapt based on the results. This approach to counseling taught me to respect and support others, and it became the foundation for the values I wish to convey to my students as a teacher.
My parents always respected my right to make my own life choices, and as a result, I developed a sense of independence by personally experiencing the responsibility that comes with those choices. Although I sometimes felt hurt as a child, as I grew up, I came to understand that my parents’ approach was an expression of love meant to help me make my own life decisions and take responsibility for them. This family environment led me to reflect on the attitude required of an elementary school teacher. I believe I must go beyond simply imparting knowledge to become someone who respects students’ human rights and helps them hold onto and realize their own dreams. While teaching the curriculum faithfully is important, it must be grounded in a commitment to respecting students’ human rights and individual worth. Based on this conviction, I will continue to study and strive to protect my own human rights and dreams, and to be a teacher who serves as a role model for my students.
