A Genealogy of Media in Contemporary Korean Art: From Shadow Play to VR ['미디어 계보학, 그림자놀이에서 VR까지'] (Art in Culture) Mar. 2020 (original) (raw)
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The Comments on the Korean Classical Texts, 2020
This paper analyzes Yang Ju-dong(1903~1977)’s research on the Korean classical poetry, focusing on its contexts of the ‘Korean Parnassus’ group in the late Japanese colonial period of Korea, from the late 1930s to the early 1940s. At the time of the second Sino-Japanese war, writers of “Munjang”, a popular coterie magazine founded in 1939, tried to ‘invent’ the language and literature of Joseon(Korea). Yang Ju-dong’s research on the Korean classical poetry, particularly interested in lexicology of ancient Korean language and literature, were related to such tendency of Munjang and its writers at that time. Concerning the discourse of ‘Korean classical literature’, Yang ju-dong conceived double boundaries of the Korean classical literature, the diachronic ‘past’ and the spatial ‘Korea=Orient.’ By fusing these concepts of time and space, he organized a singular ‘function’ of space-time of the Korean literature, that the Korean classical literature was valuable because it came from the past(classical antiquity), which meant it preserved Korean=Oriental aesthetics very well. These imagined boundaries and their function relied on two inventions. The first was the invention of the continuity of Korean language, from the language of Silla dynasty to the modern Korean. The second was the invention of the genealogical extension of Korean language toward Manchurian or Mongolian, based on the hypothesis of ‘Ural-Altaic language family.’ It seems that Yang ju-dong’s research internalized, to a certain degree, the logic of Japanese Imperialism, especially on its Orientalism or direction of ‘post/anti-westernization.’ To quote Homi Bhabha’s words, however, the invention of Yang ju-dong’s research can be analyzed as ‘resistance,’ because it interpellated Joseon(Korea), which was completely eliminated, into the Japanese imperialistic initiative of ‘Greater East Asia’, and therefore, implied “the signs of cultural difference and reimplicate them within the ‘deferential relations’ of colonial power.”
유머를 이용한 한국어 문화 교육 (Learning While Laughing: Integrating Language and Culture through Humor)
Bilingual Research (이중언어학) , 2009
Wang Hye-Sook. 2009. 2. 28. Learning while Laughing: Integrating Language and Culture through Humor. Bilingual Research 39, 171-211. This paper examines the use of humor in Korean language education. While various materials such as movies, TV dramas, proverbs, folk tales and the like have been widely used in Korean language education over the past decade or so, the application of humor in the classroom has not received due attention from educators and researchers to date. Although some teachers must have been using humor to varying degrees in their classes, the field lacks more formal discussion of the use of humor in Korean language education in general. The present paper discusses ways to use humor, the benefits and pitfalls of using humor in language classes, guidelines and principles of choosing humor, challenges of using humor, and actual examples that could be considered for use in the classroom. Humor can be, if properly used, an effective tool for integrating language and culture education
과학기술학연구, 2020
Historians and sociologists have analyzed the (re)building of the postcolonial knowledge production systems of the liberated Korea, largely in terms of the emergence of the modern scientific institutions and personnel, the amalgamation of science and technology, and the construction of the statist and capitalist hegemony in so-called ʻscience-technology(과학기술).ʼ However, they have rarely paid attention to how and which specific knowledge was produced and circulated, and that much worse in the context of the primary and secondary education systems. Yet, those who could be called as the teacher-cum-researcher in the colonized and postcolonial Korea, were at the center in (re)building the post-colonial knowledge production systems, where the boundaries between research and teaching often became blurred and porous. The deficiency in teaching materials and resources usually led teachers at school not just to draw upon any information available from books and experts for their pedagogic purposes, but to garner and produce various forms of useful knowledge in their local contexts, alone and together, often with the help of their students and neighboring residents. The aim of this paper is to shed new light on that knowledge systems and their reproduction by following the practices of a couple of groups of those teacher-cum-researchers, roughly between 1949-1970s. Here, the focus is put on the National Science Fair, where teachers and their students were annually invited to present their observations, investigations, and researches in order to promote the scientific spirit in postcolonial Korea. The Science Fair is a very rare case for historians and sociologists of science in Korea, it is argued, to be able to look into how and which scientific knowledge was produced and circulated, particularly in the context of teaching situated between the official knowledge-making systems and the local information orders, that is the information order of the teaching-led research of the postcolonial education systems.