KJCKorea
Journal Central

This study aims to analyze the impact of reading activities using the social philosophy classic 『Orientalism』 in the liberal arts required course <Reading Masterpieces> at D University on learners’ multicultural awareness. During the course, students read 『Orientalism』 in its entirety and participated in group presentations and discussions based on six key themes presented by the instructor. The assignments submitted thereafter revealed learning tendencies classified into four types: policy, media, culture, and creation. In addition, the changes in learners’ awareness were analyzed through pre- and post-surveys. The key results confirmed through this process can be summarized into three points. First, learners went beyond simple text understanding to define and interpret problems on their own, and applied and reflected on concepts such as otherization and cultural stereotypes to the current multicultural context. This proved that classics are an effective tool for cultivating multicultural sensitivity and critical thinking at the same time. Second, The qualitative deepening of awareness was confirmed through the students' essays and creative assignments. This suggests that classes based on classics can contribute to changes in value judgment and social awareness beyond simple knowledge transfer. Third, generative AI and video production tasks had a positive effect on increasing learners’ participation and creativity and promoting multicultural understanding. Therefore this study is significant in that it shows that classic reading classes are effective in enhancing learners’ critical thinking skills, creativity, and cultural sensitivity, and above all, it presents specific learning methods that can be applied to classroom settings by reinterpreting classics in a modern way.

Orientalism, Edward Said multiculturalism, interculturalism, Reading Classics, AI