2011, Vol., No.47

Cultural-philosophical consideration on the games and the myth in the digital convergence era.

Kim jonggyu | 2011, (47) | pp.5~40 | number of Cited : 1

The aim of this paper is to cultural-philosophically review the bond between online games and myth focusing on the dimension of digital convergence. Generally online games are a representative of rationality and myth is a representative of irrationality. Thus the bond between online games and myth is regarded as a bond between two different world views or a xenogeneic hybrid. This explains the bond between online games and myth as a mysterious phenomenon that the limit of rationality returns to the limit of irrationality. However in this explanation, the bond between online games and myth could not be fundamentally explained. Furthermore, the bond between online games and myth cannot be seen as xenogeneic hybrid. Let us consider why it is briefly. First, digital convergence does not mean a mere juxtaposition of different things. In the stream of digital convergence, the myth is digitally reduced, and thus the bond between online games and myth can not be regarded as a xenogeneic hybrid. Second, the games and the myth are not foreign in their origin. Games are play, and the play is traced back to the ritual, which is a dramatic element of myth. So, in the ritual, play and myth(or mythical thinking) were already bonded. In the mythical thinking, κρίσις(crisis,division) means disaster and disease which can be cured through a ritual. In this sense, the ritual was a kind of play therapy. This is the reason why we call for myth in the digital convergence era. In the digitalization, the separated individuals have a existential desire to maintain their identity, and they demand the myth in order to overcome this separatedness, human alienation. In this situation, the games bonded with myth involve a curing function which 『인문과학』 제47집- 40 -overcomes pathological phenomenon of the human alienation with its function of cyber communication. However the digitalization of the myth or mythical thinking could badly restrict the curing function of the myth or mythical thinking itself. Because myth could not be totally digitalized. If we understand myth in so far as it is digitalized, the original meaning of myth might be reduced and damaged. Futhermore, in this reduction and damage, the curing function of myth could be greatly restricted. Thus, if we have to maximize this curing function, we should accept the secret of myth, and the digitalization of myth should progress asymptotically.

‘TransHuman’, Eine kulturwissenschaftliche Untersuchung über hybrides Wesen von Maschine-Menschen 1 －Selbstorganization der Hybridisierung als eine theoretische Untersuchung des hybriden Wesens－

Yun-Sun Kim | 2011, (47) | pp.41~56 | number of Cited : 7

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Milton’s View of Education Reform －A Study on Milton’s Of Education－

KIM SEONGHOON | 2011, (47) | pp.57~80 | number of Cited : 2

Milton’s Of Education was published in 1644. In this anonymous eight page tract, Milton’s purpose was to lay down principles for ‘a complete and generous education’ designed for peace and war. Milton, however, addressed himself to a much deeper and more universal issue of ‘repair[ing] the ruins of our first parents by regaining to know God aright.’ Serving a dual purpose in education Milton proposed to set up a secular institution, Academy where he planned liberal arts program that will place human in relation to both God and civil society. Despite its brevity and causal origin, Milton’s Of Education was distinguished by the loftiness of his aim that anchored to the earthly method. Driven by the Realistic movement of the period Milton emphasized ‘orderly conning over the visible and inferior creature.’ But Milton was still a Renaissance child who cannot keep himself outside the “old renowned authors’ of the past. Also,Milton was very much influenced by Encyclopaedist like Comenius. Milton’s curriculum was, therefore, at once Realistic, Humanistic and Encyclopaedic. Milton’s teaching methods addressed learning in a number of pleasant ways:stressing the correct sequence of studies; insisting on teaching by example,using gentle persuasion; and, recognizing the individual differences. Milton’s Of Education was a product of his time. Like other contemporary reformers Milton was quarreling with scholastic learning from which grew many mistakes that have made learning unpleasing and unsuccessful. Yet Milton’s noble ideas for reforming education may have their relevance today:Milton’s scheme of liberal education can be an alternative to the current market assault on education; Milton’s methodical thinking can be an earnest plea for making learning-experience ‘a happy nurture’; and, Milton’s claim to national education system for social progress can be a merit everlasting.

Seaway Envoy Trip in 1636 and 『Sungㆍjeongㆍbyeongㆍjaㆍjoㆍcheonㆍrok (崇禎丙子朝天錄)』 of Lee Man Yeong(李晩榮)

ChangRoc Jo | 2011, (47) | pp.81~100 | number of Cited : 8

Korean Woman Poetry and Narcissism

Jin SoonAe | 2011, (47) | pp.101~124 | number of Cited : 4

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Storytelling and City Design －City Storytelling with Use of Sensuous Feature of Epic Story－

Kim, Chang-Hyun | 2011, (47) | pp.125~146 | number of Cited : 6

Joyce’s Narrative Strategy of Palimpsest and His Historical Perception

Dauk-Suhn Hong | 2011, (47) | pp.147~170 | number of Cited : 2

The Aspects of Official memories and Division Images showed on the War related photo exhibitions －Photographies as the medium of records and arts－

KIM SANG MI | 2011, (47) | pp.171~204 | number of Cited : 3

This paper aims to analyze the aspects of official memories which are showed in Korean War related photo exhibition, and to examine deconstructing features of official memories(ideology of anticommunism) focusing on photo exhibitions of post-war photographers. For example, the exhibitions held during a certain period especially 1960s to 1990s have a extraordinary characters, for the memories of photographers were formed by selective procedure affected by documentary photos that were the origin of the War and the division. Hence,the major medium of photographies have helped Korean government’s reproducing the division images project as historical records and the educational materials for anticommunism. The research tells us that the history of photo exhibitions, commemorating the Korean War, had two turning points, which could be before 1990s and after 2000. Photographies of post-war generation show mostly two main features;they objectified official memories and against them at the same time, which are the characteristics showed especially after 2000. Besides, the photos objectified official memories of 1960s-1990s as well. Those features are the very reason of dissolving official memories, pursuing documentary value and artistic value at the same time. Overall, images of the war and the division have concentrated on more artistic value, showing contemporary ‘autobiographical memories’. Meanwhile, it shows whole different images emerging opposite view with it. In other words,photographers’ memories which had been formed by experiencing photo exhibitions of 1960s-1990s made photos of the War and the division change into the artistic objects. Therefore, examining these changes could be a significant procedure to analyze all the images remained. The constant history of 60 years and parallel-psychological conflicts between South and North Korea has been never better without a certain fundamental solution. To examine the possible solution of these conflicts among generations,regions, and ideologies, this paper tried to analyze the history of trial overcoming the division situation, researching the exhibitions of post-war generation. This is a trial of understanding the dissolving procedure of official memories that objectified the Korean War and created an anticommunism. That is, the images made by post-war generation could be examples to prove the changes of the history of photographies and the artistic values. Division images of photographies have perverted the original meaning of War in politicalㆍsocialㆍcultural ways. Thus, these transformed images made by reorganizing documentary photos have been obtaining more reliability than ever, creating more different images from the origin.

The Educational Background of the Chinese Foreign Envoys in the Latter Era of the Qing Dynasty

Kim, Jong-Sung | 2011, (47) | pp.205~228 | number of Cited : 1

The Sinocentrism of Chinese people was visibly shaken by the Opium War(1840). Did the Chinese foreign envoys in the late 19th century have objective intellectual capacity that could relieve the shock of a world view and adapt themselves to their overseas place of work? This paper studied this subject. To solve this question, this paper investigated the educational background of the Chinese foreign envoys in the latter era of the Qing Dynasty. They were 61 persons. The first Chinese foreign envoy was Guo Chongdao, the diplomatic minister to the British Empire. He was dispatched to the British Empire in 1875. He had graduated from Yuelu Academy and passed the last examination for office. He was a typical traditional intellectual. The traditional intellectuals as him was 41persons. They hold a majority. They didn’t receive an education that was necessary for understanding the Western. Rong Hong was the first Chinese student studying in USA. He was dispatched to USA in 1875. The foreign envoys who had studied abroad as him was 7 persons. They received an education that was necessary for understanding the Western and performing their functions at their overseas post. Wang Fengzao was the first envoy who had graduated from Tongwenguan,a government school for teaching Western languages, founded Beijing in 1862. The foreign envoys who had graduated from Tongwenguan as Wang Fengzao was 12 persons. The education that they had received wasn’t suited to understanding the Western, but suited to performing their functions at their overseas post. As above, the Chinese foreign envoys in the latter era of the Qing Dynasty was mostly traditional intellectuals. The majority of them didn’t receive an education that was necessary for understanding the Western. Even if the graduates of Tongwenguan began to stand out since 1902, it was too late.

Die Entwicklung der Lesemedien und der Wandel der Lesekultur

Sangwon Ahn | 2011, (47) | pp.229~256 | number of Cited : 6

Bei dieser Arbeit handelt es sich um eine Überlegung über die Einflüsse der Lesemedien auf die Lesekultur. Das Alphabet hat einen endgültigen Beitrag zur Formung der frühen Zivilisationen geleistet. Die Dominenz der Literalität hat die auf Oralität beruhende, primitive Gemeinschaft aufgelöst und die Ständeverteilung bewirkt. Von der Antike bis zur Moderne hat die Entwicklung des Lesemediums ständige Einflüsse auf die jeweilige Gesellschaft und Kultur ausgeübt. Die Erfindung des Buchdruckes im 15. Jarhrhundert hat die kirchlichen und weltlichen Autoritäten entkräftet. Sie hatte allgemeine Verbreitung des Wissens zur Folge, und beförderte den Fortschritt aus dem Mittelalter in die Moderne. Im 18. Jarhrhundert hat sich eine allgemeine Lesekultur in Westeuropa verbreitet. Zwischen der Produktion(Autor), der Rezeption(Leser), und der Distribution(Verlag/ Buchhandel) wurde ein kommunikatives System konstruiert. Nach dem Ende der ‘Gutenberg-Galaxis’ ermöglichte die Digitaltechnik eine Revolution des elektronischen Publizierens. Das Lesemedium für E-books hat sich vom PC zum tragbaren E-Book-Lesegerät entwickelt. Digital-Convergence-Medien wie Smartphone und Tablet-PC sind auch als Lesemedien zu gebrauchen. Digitale Publizierung und neue digitale Lesemedien verursachten eine Veränderung der Lesekultur. Dadurch wurden die Autor-Leser-Beziehung und die Struktur der Publizierung und Distribution neu definiert. Neue Medien haben neue Leseweise entstehen lassen. Mit einem digitalen Lesemedium wird die Mobilität des Lesens am höchsten verstärkt. Überdies erschaffen die Digital-Convergence-Medien eine mehrfache Räumlichkeit im Cyberspace. Man kann allein mit einem Digital-Gerät verschiedene Aktivitäten ausführen. Die Grenzen dieser Räume im Cyberspace sind sehr leicht zu überschreiten, deswegen kann auch das konzentriertes Lesen leicht gestört werden. Für de Jugendlichen, die ein Convergence-Gerät als ein Lesemedium verwenden, bekommt das Lesen eine neue Bedeutung als ein Kommunikationsakt. Die leicht lesbaren Texte, die jungen Leser gerne lesen, sind Medien für ihre Kommunikation und ihre eigene Kultur. In der digitalen Lesekultur verändern sich auch die Funktion der Bibliothek. Sie bietet nicht nur analoge Materialien wie Bücher an, sondern auch digitale audiovisuelle Informationen durch verschiedene Medien. Zukünftige Bibliotheken können neue Aufgabe als ein Knotenpunkt ausführen, eine große Menge disitalisierte Informationen zu versammeln und miteinander zu verbinden.

1930’s China Shang-hai Film Study to memorize Modern history

Han, Dal-Ho | 2011, (47) | pp.257~274 | number of Cited : 3

Avatar Discourse

AHN, SANGHYUK | 2011, (47) | pp.275~290 | number of Cited : 6

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Journal of Humanities 2023 KCI Impact Factor : 0.6

2011, Vol., No.47