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영화 < 미드소마(Midsommar, 2019) >에 나타난 희생제의와 에로티즘 : 조르주 바타유(Georges Bataille)의 ‘연속성’ 개념과 내적 변화를 중심으로
고마리 ( Koh¸ Marie ) 한국종교학연구회 2021 宗敎學硏究 Vol.39 No.-
Midsommar, a folk horror film written and directed by Ari Aster, portrays the gruesome deaths taking place at the Swedish Midsummer festival. However, these deaths are allowed and encouraged in this festival because they are part of the public ceremony in observing the “life cycle” that the Hårga community believes. This form of ritual is a turning point to the community for the next cycle. Midsommar displays a form of sacrificial ritual as the villagers plot the killing of outside guests for the community’s ritual practice. The purpose of this sacrificial ritual is to offer a life by turning death into life. This paradox between life and death can be explained by Georges Bataille’s Erotism, which deeply delves into the concept of Eros. Bataille defined the foundation of the existence as “continuity” and introduced Erotism as a process of transforming into new continuity. Through this process, death no longer leads to discontinuity. Bataille claimed that sexual behavior and religious offering resemble each other based on the principle of Erotism. I analyze Midsommar by focusing on how deaths become acceptable in the exchange of a new life that the Erotism refers to. Such analysis is an approach of religious studies, viewing the deaths taking place at Midsommar as sacrificial ritual. Deaths at Midsommar, which involve Taboo, violation, and the internal change, will be evaluated by the notion of Erotism. In particular, the characteristic of the sacrificial ritual that is tied directly to a community’s survival will be examined and applied to the fundamental function of this festival. The next step will be to analyze how religious Erotism leads to self-affirmation at an individual level through Dani, who is the main character of this movie.
Les Dynamiques sociodemographiques en Afrique et La francophonie
( Marie Eve Harton ) 서울대학교 불어문화권연구소 2012 Revue dEtudes Francophones Vol.1 No.-
RESUME. Quel pourrait bien etre l`effectif de la population ap-partenant a la Francophonie ? Quelle est sa repartition a travers la planete, et quelle sera-t-elle dans les decennies a venire: la francophonie sera-t-elle concentree dans quelques regions ? Dans un contexte ou mondialisation semble rimer avec anglicisation, il nous a paru interessant de tenter un exercice prospectif pour cerner ce que sera la francophonie de demain, en examinant ses tendances demographiques sur les differents continents a l`aide des plus recentes projections des Nations Unies, celles produites en 2011. Depuis 2000, les exercices prospectifs des Nations Unies ont la particularite de reposer sur une approche nouvelle qui permet d`entrevoir pour la planete un avenir demographique fort different de celui qui avait ete envisage par le pass?. En nous appuyant sur differents definitions de l`espace francophone et en utilisant les nouvelles donnees de l`ONU, nous tentons dans cet article de mieux cerner les contours demographiques de la francophonie de demain, tout en relevant certains des enjeux politiques et sociaux de cet exercice prospectif.
Student Engagement during EFL High School Lessons in Korea: An Experience-Sampling Study
Marie-José Guilloteaux 한국외국어교육학회 2016 Foreign languages education Vol.23 No.1
This study adopts a flow theory perspective to investigate the learning engagement levels of 224 Korean high school students during EFL classes and the factors that may relate to differences in their engagement. Engagement was defined as the simultaneous experience of concentration, interest, and enjoyment. The experience sampling method was employed to measure 10th and 11th graders’ appraisals of instructional activities. Each participant was sampled twice randomly during each of three observed lessons. Momentary levels of engagement were examined in relation to students’ appraisals of activity qualities (importance for future goals, difficulty, possessed skills/competence in the area of the activity), and contextual factors (gender, grade, teacher, ability-track). Descriptive analyses, ANOVAs, and t-tests revealed that only 13% of the students were optimally engaged in lessons that were predominantly teacher-centered; increased engagement was associated with students’ appraisals of activity importance for future goals and with feelings of competence; and learner group engagement differed according to who taught them. Some teachers seemed to use an approach more conducive to engagement.