The Journal of The Korean Association of Geographic and Environmental Education ISSN:1226-511X(Print) 2586-5641(Online) 한국지리환경교육학회지

This study aims to establish a concrete organizing principle through which the relational perspective reflected in the 2022 Revised Korean Social Studies Curriculum (Geography) can be effectively implemented in school regional learning. To this end, the organization of regional learning presented in the curriculum was analyzed through the analytical framework of the Logic of Scope and the Logic of Relations. The analysis revealed that, although the achievement standards and curriculum guidelines are oriented toward a relational perspective, the actual organization of learning content continues to be structured around fixed spatial units such as administrative districts, continents, and regions, resulting in a dual structure in which the Logic of Scope and the Logic of Relations coexist. To bridge the gap between the intended orientation and the organization of learning content, this study proposes the repositioning of the Logic of Scope and the elaboration of the Logic of Relations as principles for restructuring regional learning. Furthermore, it introduces Core Relations, which explain the formation and transformation of regions, together with a Relational Inquiry Framework for applying these relations in classroom practice, thereby providing a systematic inquiry procedure and a practical framework for implementing the relational perspective in school regional learning. By moving beyond the theoretical acceptance of the relational perspective, this study systematizes it into coherent organizing principles and practical guidelines that can be implemented in curriculum design and classroom practice.