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남민우 ( Nam Minwoo ) 서울대학교 국어교육과 2021 先淸語文 Vol.49 No.-
This article aims to clarify the characteristics and meaning of freedom in Kim Soo-young’s poetry through a reconsideration of the concept of freedom, and to present the basic direction of Kim Soo-young’s poetry education centered on freedom. To this end, Kant and Hegel’s philosophical conception of freedom, Isaiah Berlin’s political and sociological conception, and the debate on freedom in Korea in the 1950s-60s prepared a framework for understanding freedom. In addition, I grasped Kim Soo-young’s perspective on freedom, which appeared in Kim Soo-young’s prose written after the 4.19 Revolution of 1960. Based on this, the shape of freedom in Kim Soo-young’s poetry was analyzed. Basically, Kim Soo-young recognized and insisted on freedom as an absolute criterion for choosing the content and form of a poem. Kim Soo-young spoke of freedom and tried to express freedom freely. In the poems before the 4.19 Revolution, the Isaiah Berlin’s viewpoint of negative freedom is revealed, and the will to pursue literature freely in the non-interference of others is expressed. In this period, Kim Soo-young’s poems first show a pattern of establishing the sameness between freedom and sadness in a context setting centered on a figurative existence representing freedom. Second, they dramatize poetic self who is in conflict between the will to seek freedom and abandonment. On the other hand, in the poems after the 4.19 Revolution, the Isaiah Berlin’s viewpoint of positive freedom is revealed, and the will to realize various freedoms, such as political freedom and literary freedom, is expressed in an active relationship with others. In this period, Kim Soo-young’s poems do not reveal internal conflict in the process of pursuing freedom. Second, the will to realize various and concrete freedoms is expressed while taking a structure of refutative confrontation with various and practical others. In this way, Kim Soo-young shows the aspect of establishing freedom as the absolute ideology of poetic activity. When presenting the basic direction of Kim Soo-young’s poetry education centering on freedom, first, it is necessary to recognize that the dilemma of Hegel’s concept of freedom appears in Kim Soo-young’s poetry. There are negative aspects of freedom, such as vulgarity, abusive speech, and a bold exposure of immorality. But to exclude it is not to educate Kim Soo-young’s poetry on the true reality of freedom. Therefore, from the viewpoint of educational purity and choice, an approach that encompasses negative aspects of freedom is needed rather than practicing Kim Soo-young’s poetry education only with good poetry. Second, it is necessary to provide a framework for interpretation of the meaning of negative aspects of freedom such as vulgarity, abusive speech, and bold disclosure of one’s immorality. For example, a framework of interpretation needs to be provided, such as Thomas Aquinas’s view of the meaning of anger. Third, it is necessary to critically recognize and educate the active freedom that appeared in Kim Soo-young’s poetry. The positive freedom that appeared in Kim Soo-young’s poems after the 4.19 Revolution showed a similar tendency to the metaphysical idea of the low/high self criticized by Isaiah Berlin. Therefore, educating the poetic self of Kim Soo-young’s poetry as a ‘high and great’ self may be a way to overlook the inherent dangers of freedom.
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대동맥 열공부에 발생한 비전형적 대동맥 협착증: 외과적 수술을 가한 1례
남민우,유회성,지정희 대한흉부심장혈관외과학회 1972 Journal of Chest Surgery (J Chest Surg) Vol.5 No.1
In 1835,Schlesinger first described a case of subisthmlc lower thoracic aortic coarctation. Since Olim`s unsuccessful reconstructive surgery in 1949 and Beattie`s first successful resection with homograft replacement on such a lesion in 1951 were reported,about 20 cases of atypical aortic coarctation had been treated by definitive surgery until 1964. In Korea, only 2 cases of atypical aortic coarctation treated by bypass graft were reported until now. This is the third case-report treated by reconstructive surgery. The patient,11 year old girl who had 2 year history of headache, visual weakness, intermittent claudlcation, and general weakness, was first diagnosed of having the hypertension due to atypical coarctation by the findings of high blood pressure[170/110mmHg] at the upper extremity and weak pulsation on both femoral artery,murmur on the epigastrium, absence of aortic knob, and aorto graphy. Aortography demonstrated the isolated segmental narrowing[length 5cm, diameter 0.4cm] at the level of aortic hiatus 2cm above celiac arterial origin, the dilated right 9th, 10th, 11th intercostal arteries with multiple dimunitive collaterals and no associated abnormalities in the other arteries. Preoperatlve positive findings were strong positive mantoux test, high AST[720 units]. transient mild cardiomegaly with right lung infiltration on chest X-ray and suggestive left ventricular hypertrophy on ECG. On December 1970, through separate left thoracotomy and abdominal approach, bypass graft between descending thoracic aorta and abdominal aorta below renal artery was performed. The operation was first successful with satisfactory reduction of hypertension on the upper trunk[postoperatlve 130/80mmHg] and strong pulsation on the lower extremities[postop. O, postop. 140/100mmHg]. However,6 weeks after surgery, she expired of sudden hemoptysis and shock due to anastomotic leak within the thorax. Operative finding disclosed that the affected aorta was firm, with rich periaortic fibrosis and the outer diameter of stenotic site was not attenuated. Histopathology of the resected specimen was also compatible with primary arteritis.
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남민우 ( Min Woo Nam ) 한국문학교육학회 2011 문학교육학 Vol.34 No.-
The aim of this study is to review the assessment framework of poetic education in NAEA(National Assessment of Educational Achievement) and to suggest the way to redesign it. As we know, one of the function of educational evaluation is to collect data for improving curriculum and teaching method. From this point of view, the data of evaluating student`s poetic competence in NAEA aren`t functional for poetic education because the assessment framework of NAEA has problematic issues. First of all, the test tasks of poetic competence in NAEA were selected arbitrarily without independent framework of poetic education so that the evaluation of poetic education has not validity fully. Therefore, to improve the way to evaluate the poetic competence we need to redesign the assessment framework of especially, literary domain in NAEA. In this paper, there are suggestions for this problem. First, we need to re-design the framework to make for the independence of each genre in literary education. Second, it`s more refining the concept and structure of ``poetic competence``. This paper suggest a model for poetic competence to consist of eight category and three dimensions. Third, we rethink the way to select and the aim to test tasks in poetic evaluation. Concerning this matter, we should not interpret ``the curriculum-based evaluation`` literally but pay more attentions to the function of assessment for diagnose the strength and weakness of a curriculum. In conclusion, there be needs to change the framework to focus on the characteristics of each genre in literary education and give the priority to the final aim of NAEA.
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