A Case Study of Non-face-to Face Multicultural Education Class Using Restorative Circle: Focusing on the Issue of Conflict in the Construction of a Mosque in D City

This paper intends to analyze what positive changes appear in the acceptance of restorative justice viewpoints and attitudes as a flexible multicultural perspective by learners who dealt with the issue of conflict over the construction of a mosque in city D in a non-face-to-face multicultural liberal arts education class using restorative circles. The results of the learners’ restorative circle activities are as follows. 1) In the initial activities that dealt with the issue of conflict in the construction of mosques, learners were unfamiliar with recognizing and expressing the emotions that social issues cause to them, and they took for granted the already internalized legitimate feelings and opinions. 2) After two months of the initial restorative circle activities, learners improved their ability to explain their feelings and understandings with key words or concepts in a very rich and in-depth way. 3) Learners wanted to expand what they realized in learning into the field of life and showed motivation to practice in the future. 4) In a non-face-to-face, unfamiliar learning environment, nonviolent (empathy) communications and restorative circle activities contributed to learners experiencing comfort and satisfaction through self-care and mutual care and enjoying a self-directed world.