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- 저자 : 김길중 ( Kiljoong Kim ) (검색결과 3 건)
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Reading Joyce in This Other Word/World: A Plain Reader's Example
Kiljoong Kim (김길중) 한국제임스조이스학회 2006 제임스조이스저널 Vol.12 No.2
Reading Joyce in This Other Word/World: A Plain Reader's Example Kiljoong Kim The dominant readerly discourse re James Joyce is certainly West-centered as is the case with any other example of European literature. For the representative mainstream reader in the West, the current writer ventures to substitute a Korean reader with all his or her inheritance of culture and proceeds to take a survey of comparable aesthetic and literary perception nurtured in native literary endowment and milieu and markedly compatible, from the aesthetic point of view, with particular textual quality of the Joycean text, particularly Ulysses. So the current paper is sort of interiorized and aesthetic self-examination on the significance of Joycean readership in Korea and marginally in its neighboring countries done according to the expectation of comparative literature. More specifically, the writer examines some of the more familiar aspects of his native literary assets that show aesthetic kinship with some characteristic qualities of Joyce. Korean aesthetic temper found in such writers as Kim Satkat and such genres like pansori and some times such Eastern beliefs and correspondences drawn from I-ching et al are implicated in comparison with some counterpart styles of writing or emotion featured in Joyce. Historical experiences of Korea are sometimes cited along with comparable phases or characteristics of Japan and China and Ireland marginally, for the writer's ultimate purpose of discussing the status of Korean readership is to sound for the possibility of creating beyond the national boundary a meaningful community of readers in East Asia.
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김길중(Kiljoong Kim) 한국영미문학교육학회 2013 영미문학교육 Vol.17 No.3
The English language education in Korea is a phenomenon that goes far beyond the bounds of a common educational subject or a mere pastime in culture. Historically, the power of the language was commonly felt in three major East Asian countries although its influence in Korea was more or less filtered by the intervening colonial Japan. Reflecting the prominent American role in the area, post-colonial Korea began to spend much concerted educational energy in the learning of the privileged language. The effort has always been strenuous but beyond a degree of slow progress the result was never satisfactory for the simple reason that their target is a foreign tongue with limited use in practical life. Despite this innate limit, society at large demanded not necessarily in silence greater strenuousness on the part of students or general public. Meanwhile, a great deal of academic energy has gone to the theories of teaching and art of pedagogy. I dare to conjecture that Korean students could possibly already have reached their maximum point in collective achievements. Nevertheless, though the guiding spirit coming from current theories appears to be rational and practical and even human, they may still be overly rooted in the second language teaching theories to the neglect of the distinct concept of foreign language, thereby possibly harming some significant dimension of humanity in education. On the basis of this incongruence and supported by some indirect social indices, I take the liberty to suggest that for the concerned scholarship and pedagogy in Korea it is time to go back to some fundamental principles of human ways in education that ought to inform the practical pedagogy of English as a foreign language and imagine a new philosophy fit for the second developmental chapter of English education in Korea. The more substantial body of my argument will go to the discussion of an alternative concept of English as a foreign language meaningful in the perspective of such a vision.
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