A South Korean City Brings the Great Books Method to Classrooms
By Emma Carter
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Intro
At a public elementary school in Chuncheon, South Korea, a discussion of Mary Shelley’s *Frankenstein* leads students to consider a modern question: can artificial intelligence be human? Their classroom uses the Great Books model, which emphasizes close reading and discussion.
Vocabulary
| Word | Part of speech | Meaning | Example |
|---|---|---|---|
| adopted verb | verb | Meaning: started using or accepted something as a method or plan | Example: The library adopted a new system for organizing its books. |
| lecture noun | noun | Meaning: a formal talk in which one person presents information to a group | Example: The professor gave a lecture about the history of modern cities. |
| assigned adjective | adjective | Meaning: given to someone as a task or responsibility | Example: Students discussed the assigned chapter before class. |
| viewpoints noun | noun | Meaning: ways of thinking about or understanding a subject | Example: The committee considered several viewpoints before making its decision. |
| exchange noun | noun | Meaning: a discussion in which people share ideas or information | Example: An exchange of opinions helped the group understand the problem. |
| assessments noun | noun | Meaning: tests or evaluations used to measure knowledge, skills, or performance | Example: The school uses regular assessments to track students’ progress. |
| sustained adjective | adjective | Meaning: continuing for a long time without stopping | Example: Writing a detailed report requires sustained attention. |
The story
At Toegye public elementary school in Chuncheon, South Korea, a discussion of Mary Shelley’s *Frankenstein* turns toward a question about artificial intelligence: can something created by people be considered human? Student Ma Yeonwoo argues that AI may be intelligent, but lacks creativity. The exchange reflects the kind of open-ended debate encouraged by the school’s teaching model.
Toegye has adopted the Great Books approach used by St. John’s College, whose main campus is in Annapolis, Maryland. In this model, teachers guide discussion instead of delivering most of the lesson as a lecture. Students work from assigned readings, their own reasoning, and conversation with classmates. They do not rely on outside sources such as the internet to supply answers during these discussions. The model also has no majors or elective courses.
For Ma, the value is in hearing several viewpoints. He says that when students debate together, they can develop more ideas than when only the teacher speaks. That exchange can help students explain their thinking and respond to arguments from peers. The class’s move from Shelley’s fictional creature to AI shows how a literary question can lead to discussion of a current technology.
The approach is emerging amid broader concerns about education in South Korea. International assessments such as PISA have shown a post-pandemic decline in South Korean reading skills, following decades in which South Korean and other East Asian students often performed better than their American counterparts. At the same time, AI tools are entering students’ study routines: OECD figures cited in the report indicate that 51% of South Korean students use AI chatbots to study at least once a week.
Students also face intense competition to pass college entrance exams. This pressure reaches even young children, while many families turn to cram schools for an advantage or choose foreign schools to avoid the system. In this setting, the Great Books model puts sustained reading and discussion at the center of learning, giving students practice in forming and sharing their own ideas.
Warm-up questions
- What makes a classroom discussion useful, and how can students build on one another’s ideas?
- Can a fictional story help people think about a real technology? Describe how.
Comprehension questions
- What question does the discussion of Frankenstein lead students to consider?
- How do teachers and students work together in the Great Books model?
- Why does Ma value debate with classmates?
- What evidence does the article give about students’ use of AI for studying?
- What pressures shape the educational setting in which the model is being used?
Opinion questions
- Should teachers spend more class time guiding discussion and less time lecturing? Explain your view.
- Do you think students should use AI chatbots regularly for study? What benefits or drawbacks matter most to you?
Further discussion
- How might a discussion of a fictional character help students form ideas about current technology?
- What could schools do to reduce exam pressure while still helping students prepare for future opportunities?
Writing prompt
- Write a short opinion essay on whether guided discussion should have a larger role in elementary education. Develop your position with reasons and an example.
