피카소와 스타인: 「멜란차」에 나타난 진실 재현

강서정(Kang Seo jung) 한국외국어대학교 영미연구소 2016 영미연구 Vol.37 No.-

본 연구는 거트루드 스타인의 『세 여인의 인생』 중 「멜란차」 장을 중심으로 진실 재현의 문제를 논의한다. 이 과정에서 스타인의 글쓰기 방식이 세잔과 피카소의 영향을 받았음을 밝히고 “초상화 소설”로서 대상의 진실을 재현해내는 내러티브 방식 자체가 글의 주제가 됨을 규명한다. 작가 스타인이 작품의 주인공이자 작가 자신의 분신인 멜란차를 그려내는 서술 방식과 함께, 작가의 또 다른 일부로서 그 멜란차를 재현하는 제퍼슨 캠벨의 노력과 성장 과정을 추적한다. 이 과정을 통해 본 연구는 스타인 작품의 아방가르드적 특성을 분석하는 기존 연구에서 한 발 더 나아가 그녀의 초기 소설 『세 여인의 인생』이 당대 미술계의 거목인 피카소가 치열하게 고민한 “진실의 재현” 문제를 문학 속에 구현했음을 구체적으로 밝힌다. 스타인은 피카소의 그림처럼 작품 내에서 복수의 시선을 취하며 현재의 시점을 강조하고 대상의 단일한 특성을 거부하고 있다. 때문에 다양한 관점에서 각 인물들이 경험한 대상의 모습을 몽타주 형식으로 재구성하는 것이 진실을 재현하는 가장 가까운 방식일 수 있음을 독자에게 전달한다. 스타인의 초기 소설 『세 여인의 인생』은 인류 공동의 신념에 대한 믿음이 깨어지는 시대적 현실에서 진실을 파악하고 재현하고자 했던 모더니즘 시기의 작가, 예술가의 치열한 문제의식을 담고 있다. This study aims to specify how Gertrude Stein represents Melanctha, in Three Lives under the influence of Picasso’s cubism. Although the main protagonist is Melanctha, another important character is Jefferson Campbell who tries to portray her in his consciousness. For this reason, it is crucial to analyze the process of Jefferson’s inner growth with his efforts to represent Melanctha. While Stein’s works have been studied in terms of post-modern characteristics, there are only few researches focusing on ways of representation. Under the recognition that Stein vividly communicated with many influential artists, it is timely and just to approach her novel, Three Lives in line with Cubism. Like Picasso, Stein was immersed in how to represent an object. Stein in Three Lives, takes multiple perspectives and emphasizes the presentness of all the phenomena. She juxtaposes various evaluations or depictions around Melanctha. Thus, the “literary portrait” Three Lives is a product of efforts to grasp and represent the truth in the era of doubt.

칼 로저스의 인본주의 심리학과 영문학 교육

강서정(Kang Seo jung) 한국영어독서교육학회 2018 ENGLISH READING AND TEACHING Vol.3 No.1

This study aims to portray a desirable English literature class based on the Person-Centered Approach by Carl R. Rogers: further, I reflect on my experiences of teaching literature. The key to this approach is the belief that a student is in the process of becoming a person with an actualizing tendency. It is a conviction as well that a student can be a fully functioning individual when learning is facilitated. So, Rogers emphasizes learning how to learn for the students. That becomes possible when teachers allow the students to be subjects of learning, while creating a warm ambiance. According to Rogers, the three qualities of a facilitator-or a teacher are genuineness(or realness, congruence), unconditional positive regard, and empathy. This paper illuminates the traits, based on which we can draw insights on English literature education. When I look back on my teaching experiences in literature classes under the influence of Rogers, I can summarize four characteristics of my classes. First, I utilize a variety of mediums, such as art, music, and creative writing assignments to make the best of the written text so that the students can engage emotionally and intellectually as a whole person. Second, I try to provide decision-making opportunities to the learners and to make them responsible for their learning. Third, I encourage my students to collaborate with their teammates in small groups where the members can express and share their responses to literary texts among themselves. Lastly, I promote communication in my classes. To sum up, the best way of understanding the Person-Centered Approach is by realizing that students already have the potential to learn and that the teachers’ attitudes and philosophy are decisive in the learning achievement of the teachers as well as their students. Students should feel free to express their responses emotionally, intellectually, and kinesthetically rather than just accepting the experts’ interpretations. And teachers should accept students’ responses preciously. They should set aside their mask of expertise, while students should learn how to use their expertise as a resource. Teachers should also give students unconditional positive regard, care, and respect. In that way, all-students as well as teachers, -would grow. This is the insight that the Person-Centered Approach by Rogers provides on English literature education.

진 리스(Jean Rhys)의 『광활한 사가소 바다』(Wide Sargasso Sea)에 나타나는 장소의 상실과 회복

강서정(Kang, Seo-Jung) 문학과환경학회 2015 문학과 환경 Vol.14 No.1

This study stipulates how Rochester destroys Antoinette’s place identity in terms of its meaning and how she performs a ritual to bring it back in Wide Sargasso Sea by Jean Rhys. The basic cause of Antoinette’s suffering is due to the loss of place identity. Her precious place in its meaning is severely damaged by Rochester who is a colonialist and at the same time, male patriarch. To destroy the meaning of a place is an epistemological violence as serious as its physical devastation. The novel depicts the contest of place identities between Rochester and Antoinette in line with the maintenance of their own self-identities. In that process, they use different types of narratives. While Antoinette takes contextual discourses to express her place-related experiences, Rochester chooses totalizing languages. Actually, in the novel there are different kinds of conflicts in relation to meanings of the two places, which are England and the West Indies. While the West Indies are in flame with the Sun, England is a country of snow. Rochester feels a threat in the West Indies and tries to hold his English place identity there. He refuses to assimilate with the West Indies and destroys their culture, history, and meanings. Rochester also denies the identity of his wife, Antoinette. She is firstly, a stranger, then Bertha, a maniac, and then a marionette, a doll. Rochester drags Antoinette out of her own place and leads her into England. He goes one step further and makes her crazy. However, Antoinette resists by setting Rochester’s mansion on fire. That is a ritual in England, a country of snow to recreate Coulibri/Granbois of West Indies her paradise.

북아메리카 원주민들의 순환적 세계관

강서정(Kang, Seo-Jung) 문학과환경학회 2018 문학과 환경 Vol.17 No.3

본 논문은 북아메리카 원주민들의 신화를 바탕으로 이들의 세계관을 재현하고자 한다. 북아메리카 원주민들의 순환적 세계관은 자연에 대한 이들의 태도는 물론, 생활 방식, 서구와의 상호작용에 큰 영향을 미쳤다. 원주민의 문화를 연구할 때 우리는 근본적으로 ‘문화’의 정의를 재검토해야 한다. 문화가 “자연을 이용하여” “인류의 이상을 실현시킴”으로 정의된다면, 자연을 다스림의 대상으로 바라보며 인류의 이상을 자연의 운행과 반대편에 있는 것으로 전제한다. 문화의 정의가 이렇듯 서구 중심적 사고를 담고 있으므로 서구의 잣대로 타 문화권의 문화를 해석, 평가하고자 하는 노력은 서구의 시선에 타 지역 문화를 포섭하려는 것에 다름 아니다. 이에 본 연구는 북아메리카 원주민들의 생각, 가치관 등을 ‘그들의 문화적 관점에서’ 들여다보고자 하였다. 다시 말해 아메리카 원주민들의 문화를 발전 단계 척도 상이 아닌, ‘다름’과 ‘있음’(il y a)의 공간 안에서 해석하고자 하였다. 여기에는 분명히 제한이 있다. 우선 연구자는 서구의 세계관에 익숙한 사람이며 북아메리카 원주민들의 문화적 특수성을 규명하기 위해 서구 담론들과의 비교, 대조를 활용하였다. 그럼에도 역사의 일부이자 문화이기도 한 원주민 신화를 꼼꼼히 읽는 것이 북아메리카 원주민들의 다양한 층위의 문화를 이해하는 데에 도움이 될 것이다. 본 연구에서는 북아메리카 원주민 신화가 서구인들에게 낯설고 어색한 것이 근본적으로 두 세계 세계관의 차이에 기인함을 밝히고 ‘가치판단 없이’ 두 세계의 세계관을 수용하고자 한다. 이로써 북아메리카 인디언들과 서구인들, 그리고 연구자인 필자가 서로의 얼굴을 마주하고 바라보는 기회로 삼으려 한다. This study specifies the circular world view of the North American Indians based on their myths. Their world view has made great effects on their attitudes towards the Nature as well as their life styles and interactions with the West. What is vital in starting to appreciate their culture is to reconsider the definition of the term, ‘culture.’ When we define ‘culture’ as what human beings accomplish by ‘using nature’, we presuppose that nature is the object of human management. Therefore, evaluating other cultures with the Western standards is no other than integrating those cultures on the part of the West. Being aware of the problem, this paper tries to look closely at the thoughts and values of the North American Indians from their own cultural perspectives. In other words, I attempt to appreciate their culture by means of just ‘difference’ and ‘il y a’, not on the western scale of cultural development. Of course, there are definite limitations here: I am familiar with the Western world views, myself, and I resort to compares and contrasts with the Western discourses to get a general picture of the Indian cultures’ peculiarities. Nonetheless, it will be a meaningful attempt to be immersed in the myths of the North American Indian cultures. This study aims to show how to accept other cultures as they are, recognizing that it is the differences in the world view that make the North American Indian cultures seem strange to the Western scholars. So, in this paper, I try to let the North American Indians and the West look at each other, face to face, while accepting the differences.

거울의 모티프를 통한 작가적 자아성찰:

강서정(Kang Seo jung) 한국외국어대학교 영미연구소 2017 영미연구 Vol.40 No.-

본 연구는 이창래의 소설『네이티브 스피커』(Native Speaker)의 주인공 헨리(Henry Park)가 작가적 자아성찰을 하는 과정에서 거울의 모티프를 어떻게 활용하는지를 탐색한다. 거울은 글쓰기 과정에 대한 주인공의 치열한 고민을 반영하며 동시에 주인공의 개인적, 민족적 정체성을 드러내는 중요한 모티프이다. 이 소설에는 두 가지 종류의 거울에 맺히는 여러 개의 현실이 존재한다. 그 하나는 주류 백인의 시선으로 바라보는 현실이며, 다른 하나는 헨리 자신의 관점에서 미국 내 소수민족을 형상화하는 이미지이다. 작중 화자 헨리는 외부 주류 백인들의 시선에서 스스로를 바라보다가 점차 자신의 관점을 거울삼아 세상을 재현한다. 이 때 작가는 헨리가 신뢰할 수 없는 화자임을 보여주며, 그가 재현하고 싶어 하는 존 광의 이상화된 모습을 노출시킨다. 즉, 작품 속 거울들은 헨리가 외부 세계에서 인정받고자 하는 욕구, 공적인 역할에 대한 염원을 반영함으로써 그의 고민을 담고 있다. 이러한 의도적인 한계를 지닌 헨리의 혼란과 문제의식은 결국 작가 이창래의 작가적 성찰과 맞닿아 있다. 작가와 헨리는 작품의 후반으로 갈수록 서로 분리될 수 없는 존재가 되어가고, 결국 이창래는 헨리의 시선을 통해 자신의 비전을 제시하며 작품을 종결한다. This study explores how the main character Henry, the alter ego of the author Chang-rae Lee in the novel Native Speaker, creates an independent identity using the motif of the mirror. Mirrors show the author’s keen interest in writing, and simultaneously reveal authorial introspection on both the personal and national levels. The novel has two types of mirrors: one that captures immigrants’ reality through the lens of Whiteness, and the other that Henry creates from his own phenomenological perspectives. Henry begins seeing himself from a main stream perspective and finally constructs his own (national) identity. However, when formalizing the character John Kwang, the author betrays how unreliable Henry is as a narrator because he excessively idealizes Kwang. In other words, Henry projects his desired self in American society through his depiction of Kwang. Thus, Henry’s inner desires to be accepted and recognized in the mainstream and to become a public figure in America are embedded in mirrors. Henry’s confusion and interests as a writer are thus inevitably incorporated into the author’s introspection.

물의 우화: 「이타카」 장에 나타나는 예술가의 초상

강서정 ( Seo Jung Kang ) 한국제임스조이스학회 2014 제임스조이스저널 Vol.20 No.1

James Joyce addresses his calling as an artist through the parable of water in the “Ithaca” episode of Ulysses. An idealistic concept of an artist is in the harmony of the opposites. In other words, an artist has the ability to grasp the similarities between seemingly conflicting qualities. Furthermore, the artist has the ability to connect the opposites; as currents of water flowing from all directions meet in the sea, the artist is able to blur all kinds of boundaries. This attribute of water or Nature is reflected in the characterization of Bloom, his opinion of Molly, and even in the narrative style of “Ithaca.” The author also considers vulgarity along with economic and sexual interests as innate traits of human beings. The characterization of Stephen or Bloom may indicate Joyce’s internal struggle between materialistic concerns and transcendental ideals. While Bloom mentally roves in regard to Molly’s adultery, his consciousness embodies the rhythms of nature: the rhythms of sexual organs or of the heart, which pumps blood throughout the body. He finally makes peace with conflicting pairs-such as the body and the spirit, the real and the ideal-in that process. Bloom comes to life as an artist again by accepting Molly’s sexual energy and by confronting human conditions as they are. Joyce presents a portrait of an artist who is the most realistic and sincere in history through the parable of water or the order of Nature.

칼 로저스의 인본주의 심리학과 영문학 교육

강서정(Kang Seo jung) 융합영어영문학회 2018 융합영어영문학(구.English Reading and Teaching) Vol.3 No.1

This study aims to portray a desirable English literature class based on the Person-Centered Approach by Carl R. Rogers: further, I reflect on my experiences of teaching literature. The key to this approach is the belief that a student is in the process of becoming a person with an actualizing tendency. It is a conviction as well that a student can be a fully functioning individual when learning is facilitated. So, Rogers emphasizes learning how to learn for the students. That becomes possible when teachers allow the students to be subjects of learning, while creating a warm ambiance. According to Rogers, the three qualities of a facilitator-or a teacher are genuineness(or realness, congruence), unconditional positive regard, and empathy. This paper illuminates the traits, based on which we can draw insights on English literature education. When I look back on my teaching experiences in literature classes under the influence of Rogers, I can summarize four characteristics of my classes. First, I utilize a variety of mediums, such as art, music, and creative writing assignments to make the best of the written text so that the students can engage emotionally and intellectually as a whole person. Second, I try to provide decision-making opportunities to the learners and to make them responsible for their learning. Third, I encourage my students to collaborate with their teammates in small groups where the members can express and share their responses to literary texts among themselves. Lastly, I promote communication in my classes. To sum up, the best way of understanding the Person-Centered Approach is by realizing that students already have the potential to learn and that the teachers’ attitudes and philosophy are decisive in the learning achievement of the teachers as well as their students. Students should feel free to express their responses emotionally, intellectually, and kinesthetically rather than just accepting the experts’ interpretations. And teachers should accept students’ responses preciously. They should set aside their mask of expertise, while students should learn how to use their expertise as a resource. Teachers should also give students unconditional positive regard, care, and respect. In that way, all-students as well as teachers, -would grow. This is the insight that the Person-Centered Approach by Rogers provides on English literature education.

폐경 후 골감소증 여성에 대한 12주간의 영양교육과 운동 중재 전,후식품 및 영양소 섭취량 변화와 골밀도 지표 변화와의 관계

김서진(Seo Jin Kim),강서정(Suh Jung Kang),박윤정(Yoon Jung Park),황지윤(Ji Yun Hwang) 대한지역사회영양학회 2013 대한지역사회영양학회지 Vol.18 No.3

Few studies investigated the effects of nutrition education and exercises in women with osteopenia. This study examined the relationship between changes in dietary intakes and changes in indicators related to bone health in postmenopausal women with osteopenia (?2.5 ≤ T-score ≤ 1) after a 12-week intervention. Thirty-one postmenopausal women aged > 50 years residing in Seoul were recruited and participated in nutritional education regarding bone health and general nutrition practices and aerobic exercises (three times a week; 60 min per session). Twenty-five subjects completed the study and were eligible for the analysis. Bone mineral density (BMD) at femoral neck was measured by dual energy x-ray absorptiometry. Serum calcium, osteocalcin, and intact parathyroid hormone (PTH) were also measured. Dietary intake was estimated by using a one-day 24 recall by a clinical dietitian. After 12 weeks, meat consumption increased (P = 0.028) but vegetable intake decreased (P = 0.005). Intakes of animal protein (P = 0.024), vitamin B1 (P = 0.012) and vitamin B2 (P = 0.047) increased, and sodium intake decreased (P = 0.033). Intact PTH (P = 0.002) decreased and osteocalcin (P = 0.000) increased, however, BMD decreased (P = 0.000). Changes in mushroom consumption were positively correlated with femoral neck BMD (r = 0.673, P = 0.003). Changes in animal iron intake were negatively correlated with intact PTH (r = ?0.488, P = 0.013) but were positively correlated with osteocalcin (r = 0.541, P = 0.005). These results suggested that the association between animal iron intake and biochemical markers of bone turnover may play an important role in bone metabolism. Further studies are needed to shed light on complicated mechanisms of diet, hormonal levels of bone metabolism, and bone density. (Korean J Community Nutr 18(3) : 213~222, 2013)

쑥으로부터 유래된 나노입자의 화장품 제품 응용

정소영,강해란,유한준,최형,허효진,차병선,이소민,여혜림,강서정,이대엽,곽병문,이미기,빈범호,Jung, So Young,Kang, Hae-Ran,Yoo, Han Jun,Choi, Hyeong,Heo, Hyojin,Cha, Byungsun,Brito, Sofia,Lee, So Min,Yeo, Hye Lim,Kang, Seo Jeong,Lee, Dae Yeop 대한화장품학회 2021 대한화장품학회지 Vol.47 No.3

나노입자(nanoparticles)는 그 크기가 피부를 구성하는 세포보다 작다. 따라서 세포막을 통과하고 약물 또는 유전자를 전달하는 매개체로서의 역할에 매우 적합하며 특정 성분을 피부 속에 전달할 수도 있다. 본 연구에서는 쑥으로부터 나노입자를 추출하여 dynamic light scattering (DLS)를 통해 100 nm 전후 크기의 입자를 얻었음을 확인하였고, MTT assay를 통하여 섬유아세포에서 cell viability를 농도 의존적으로 증진시키는 결과를 얻었다. 또한, quantitative real time PCR 분석법을 통해서 COL1A1 mRNA 발현량을 증가시키고 IL-6 mRNA 발현량은 감소시킴을 확인하였다. 세포실험뿐 아니라 화장품 제형에서도 적용 가능하며, 안정함을 확인하였다. 최근 화장품 산업 동향에서 화학 성분을 배제하고 식물 유래 성분 수요가 지속적으로 높아지고 있는 반면, 식물에서 유래된 나노입자의 응용분야를 제시하는 연구 결과가 거의 없다는 한계가 있다. 따라서 현시점에서의 화장품 산업의 한계점을 극복하고자 본 연구를 통해 얻은 결과를 견주어 쑥으로부터 유래된 나노입자를 고기능성 화장품 소재로서 제시하고자 한다. Nanoparticles are substances that are smaller in size and smaller than cells that make up the skin. Therefore, they are very suitable as mediators for transmitting drugs or genes across cell membranes, and also deliver specific ingredients into the skin.In this study, nanoparticles were extracted from mugwort and particles of around 100 nm were obtained through dynamic light scattering (DLS), and the results of concentration-dependent enhancement of cell viability in fibroblasts were obtained through MTT assay. In addition, it was confirmed that the COL1A1 mRNA expression level was increased and the IL-6 mRNA expression level was decreased through the quantitative real-time PCR analysis method. Moreover, as these nanoparticles were confirmed to be stable, they can be applied not only to cell experiments but also to cosmetic formulations. While the demand for plant-derived ingredients continues to increase, excluding chemical ingredients from the recent cosmetics industry trend, there is a limitation in that there are few research results suggesting the application field of plant-derived nanoparticles. Therefore, in order to overcome the limitations of the cosmetic industry at the present time, the results obtained in this study present nanoparticles derived from Artemisia princeps (NDAP) as a highly functional cosmetic material.