한국시단과 W.H.Auden

신주철 ( Ju Cheol Shin ) 韓國世界文學比較學會 2011 世界文學比較硏究 Vol.35 No.-

This study aims to search for relation between W.H.Auden and Korean poets after 1930``s. Koreans`` life had become worst under Japanese imperialism at that time and KAPF was disbanded, and the free of writing was controlled severely. In these situations, Kim Ki-Rim often wrote of Auden and his group at the point of engagement even though he had been considered a representative of modernism. It looks like that he knew Auden and his group``s acting and he had been influenced by them when he urged ``totalism poet theory``. Secondly, this paper examined the meaning some references by Park In-Whan and Kim Soo-Young. Park could be said as a man who understood and his group wrongly because he showed an understanding them just at the viewpoint of poetic devices. Kim Soo-Young noticed Auden``s engagement and his fast moving on the writing of social issues. This paper has a positive point of containing a study of Auden``s influence for modern korean poet world. The author anticipate to examine the meaning of korean modernist``s engagement in the middle of 1930``s influenced by Auden and his group. The author also hope to study the revealed trace of modern korean modernist``s poetry. It would reveal that they also were eager to express their interest of the present society.

동화를 활용한 여성결혼이민자와 유아자녀의 동시적 한국어교육 설계 시론

신주철 ( Ju Cheol Shin ) 한민족어문학회 2012 韓民族語文學 Vol.0 No.62

2000년대 한국사회의 학문적 쟁점 가운데 하나는 ‘다문화사회화’이고 그것을 추동하는 중심축의 하나는 여성결혼이민자의 유입과 그녀들이 구성원이 되어 이룬 가정이라고 할 수 있다. 필자는 본고에서 여성결혼이민자와 유아자녀의 ‘동시적인’ 한국어 교육과 습득에 대한 교육방안을 설계하였다. 여성결혼이민자의 경우 유아 자녀에게 동화책을 읽어주면서 공감을 이끌어내고 창의 성을 키워주는 역할을 대체로 잘 수행하지 못한다. 필자는 이와 같은 상황에 주목하고 다음과 같은 3단계 교수-학습 방안을 설계하였다. 1단계에서는 한국어교사가 동화를 활용하여 아동의 어머니인 여성결혼이민자를 교육한다. 2단계는 어머니(여성결혼이민자), 유아자녀, 교사가 함께 교수-학습을 진행한다. 3단계는 여성결혼이민자가 자신의 유아자 녀에게 동화를 교육하는 가정교사가 되는 어머니와 아동의 상호작용 학습기, 교사의 보완·정리기이다. 이상의 과정이 무난하게 수행되면 다음과 같은 결과를 얻을 것으로 기대한다. 첫째, 여성결혼이민자가 한국 창작동화를 자연스럽게 읽고 이해하고 구연할 수 있다. 둘째, 유아자녀의 텍스트 이해력과 상상력을 확장하고 정서적 안정감을 높일 수 있다. 셋째, 여성결혼이민자가 자신감과 자존감을 증진하고 자녀와의 유대감을 향상시킬 수 있다. For the 2000`s, one of the Korean society`s educational debates are circled around ``multicultural socialization``, and the one of the promoting pivotal focus is the inflow of married immigrant women and the family they have established and become members of. The writer in this report, would like to structure a ``simultaneous`` learning and teaching Korean language education methodology for married immigrant women and children. In most cases, married immigrant women, in their part, are not able to develop creativity and correlate with their children while reading fairytales to their children. The author focuses on this situation, having developed a three-stage teaching-learning method: In the first stage, a Korean Language teacher educates an immigrant woman, who is the married immigrant of a child by utilizing fairytales. The second stage is the period in which the mother (married immigrant), the child, and the teacher teach and learn together. The third stage is a reciprocal learning period for the mother who educates her child with fairytales and also is a period for the teacher`s supplement and organization. If the stages above are carried out with ease, it would result as follows: First, married immigrant women can naturally read, comprehend, and narrate Korean fairytales. Second, it will enhance the children`s emotional stability and expand the ability to understand texts and imagination. Third, the married immigrant women can improve their self-confidence and self-identity and build cohesion with their children. Also, it can be expected that there would be derivative effects as follows: In an academic aspect, it will arouse the importance of Korean language education utilizing materials with context and promote regarding studies. In a social aspect, it will contribute to stabilizing the Korean society, in which multicultural family children`s schoolwork and emotional improvement are in a multicultural socialization. In an educational aspect, the significance of simultaneous education to married immigrant women and their children will be recognized, and it will promote studies regarding the education in various academic fields.

시 치료의 가능성 탐색을 위한 시론

신주철 ( Ju Cheol Shin ) 세계문학비교학회 ( 구 한국세계문학비교학회 ) 2005 世界文學比較硏究 Vol.14 No.-

이상 작품에서의 ‘신’과 기독(교)의 문제

신주철(Shin Ju-cheol) 한국외국어대학교 외국문학연구소 2005 외국문학연구 Vol.- No.20

A lot of essays about Lee-Sang and his works have been written, but we haven't studied the meaning of God, Christ and Christianity expressed frequently in Lee-Sang's works. Several courses related to God like trying to believe and difficulty to believe, breaking off from God and a perception of crises, and the will to overcome God's interference expressed in Lee-Sang's works, especially in December 12th. God written in Lee-Sang's works has high possibility of representing Christianity because of the several reasons. For example, he wrote a lot of Christian images in his poetry, novels, and essays while we can't find any images revealing other religion. However, Lee-Sang didn't receive Christianity as a religion because he confessed several times in his writings that he does not believe in God, and he didn't recognize a spirit after death. Lee-Sang expressed God and Christianity as a concern of western culture meaning of 20th century and progressive country. He also used God and Christianity as a rhetorical meaning in his works.

한국현대시를 활용한 시 치료의 이론과 실제 -대학의 시 강좌 사례를 중심으로-

신주철 ( Ju Cheol Shin ) 세계문학비교학회 ( 구 한국세계문학비교학회 ) 2008 世界文學比較硏究 Vol.24 No.-

논문 : 한국어교육에서 한국문학의 위계별 교수사례안 -현대시 작품을 활용하여-

신주철 ( Ju Cheol Shin ) 국제한국어교육학회 2006 한국어 교육 Vol.17 No.2

Until now, it has been discussed considerably to teach about the Korean Literature as a part of the Education of the Korean Language, and some consensus about the course of instruction seems to emerge from the discussions. Literature class as a part of language instruction was suggested in the form of a linguistic model, a cultural model or a human growth model of the instruction. Also, discussants or teachers of the Korean Language who have a practical view on the language instruction tend to appreciate the significance and value of the literary instruction as a way of the Korean Language education. The Korean literary works provide a number of good Korean sentences as well as some contexts or situations in which the Korean Language is exchanged. Despite these discussions and the subsequent consensus, actual plans of the Korean Literature instructions are yet to be prepared. The previous discussants have disregarded the practical issues which might arise from the implementation of the literature instructions. Therefore, a model of literature class developed by those who are mainly interested in practical application of the Korean Literature is urgently needed. The present study proposes a tentative plan for the beginning, intermediate and advanced classes of the Korean Literature while focusing on some famous Korean poems in the past time. The proposal tries to show the usefulness of the Korean literary works for the Korean Language education in that they provide a special training in learning the language. The Korean literary works are not only linguistic materials but also teaching aids instilling the culture of aesthetic sentiments. (Hankuk University of Foreign Studies)

1900년 전후 한국(인)과 폴란드·헝가리(인)의 상대 인식

신주철(Shin Ju-Cheol) 한국외국어대학교 동유럽발칸연구소 2011 동유럽발칸연구 Vol.26 No.1

본고는 1900년 전후 한국인과 폴란드·헝가리인의 상호 인식을 살펴 서로에 대한 이해를 증진하려는 의도에서 쓰였다. 먼저 한국인의 폴란드(인)에 대한 인식을 조선 말기 신문과 잡지에 드러난 관련 기사를 중심으로 살펴보았다. 기사의 대부분은 당시 러시아, 독일, 오스트리아 삼국의 분할 통치 아래 있었던 폴란드의 사례를 통해 조선의 위태로운 상황에 대한 경계와 교훈으로 삼고자 하는 것이었다. 하지만 기사 작성자의 시선이 국제 정치의 역학관계와 제국주의 국가들의 야욕을 헤아리지 못하고 폴란드인, 한국인의 자중지란, 애국심 부족 등 민족 구성원의 문제로 환원하는 한계를 보여주었다. 다음으로는 폴란드·헝가리인의 한국(인)에 대한 인식을 그 전에 살펴보았는데 먼저 유럽인의 일반적인 한국인식을 검토하였다. 1600년대부터 시작된 유럽 사회의 한국 인식은 지극히 제한된 정보와 편견, 그에 따른 오류로 이루어진 것이었다. 거기에는 근본적으로 유럽 대 아시아, 아메리카, 아프리카 등을 문명과 야만으로 나누는 유럽중심주의가 작동하고 있었다. 이와 같은 태도는 한국과 관련된 많은 글에서 확인되는데, 그 시작점에는 마르티니(Martino Martini)와 하멜((Hendrik Hamel)의 글이 놓여 있다. 그런데 몇 편 되지 않는 동유럽인의 한국관련 글에서는 앞과 다른 관점이 확인된다. 본고에서는 헝가리인 버라토시(Baráthosi Balogh Benedek)와 폴란드인 세로쉡스키(WacławSieroszewski)의 예를 들어 살펴보았다. 그들의 관점이 남다를 수 있었던 바탕에는 한국에 대한 구체적인 경험, 망국을 경험했다는 동질감이 놓여 있었다고 할 수 있다. This research was conducted to enhance the understanding of the recognition between Koreans and Poles, Hungarians around the turn of the 20th century. The major study limitation was the paucity of data, most of which was inclined to Poland. If further data were found in the future, the discussion presented here could be expanded. Many of the articles about Poland in the newspapers and magazines of the late Chosun suggested that Koreans should take a lesson from the example of Poland that was divided and ruled by Russia, Germany and Austria. However, the present writer's point of view is that Korea and Poland didn't fall because of the relationships between the countries or the ambition of the imperialists, but rather because of themselves. Europe's recognition of Korea since the 17th century was prejudiced and limited by lack of data, leading to serious mistakes. Eurocentrism considered Europe to be a civilized continent compared to Asia, America, and Africa, which were uncivilized continents. This kind of attitude was found many articles related to Korea, from the first one written by Martino Martini and Hendrik Hamel. The few writings concerning Korea in Eastern Europe offered a different point of view to the ones mentioned above. This research has presented a discussion based on the writings of the Hungarian Baráthosi Balogh Benedek and the Polish Wacław Sieroszewski. Their different points of view were attributed to their close experiences of Korea.

김조규의 이중적 시 쓰기의 양상과 의미 : 만주 이주 후~해방 전 작품을 중심으로

신주철(Shin Ju-Cheol) 우리문학회 2011 우리文學硏究 Vol.0 No.32

김조규가 만주 이주 후 창작한 작품을 살펴보면 이전과는 다른 지점을 발견할 수 있다. 본고에서는 그것을 이중적 시 쓰기의 양상과 의미라는 관점에서 논구하였다. 첫째로 피식민자적 의식과 식민자적 의식이라는 관점을 적용하여 1944년 4월 『조광』에 발표된 「귀족」을 중심으로 살펴 보았다. 이 작품이 친일 성향의 작품으로 분류되는 것은 불가피하다고 여겨지는데, 그렇다고 김조규를 친일시인으로 분류하는 것은 무리라는 견해를 몇 가지 논증을 통해 논의하였다. 논증에는 김창걸의 「절필사」와 김조규가 편집한 『재만조선시인집』의 서문과 작품을 인용하였다. 다음으로는 미발표와 발표라는 관점에서 작품을 논의하였다. 당시 일제의 지배가 강고했던 조선과 일제의 사주를 받는 만주국에서 심각한 수준의 탄압과 죽음을 각오하지 않고 저항적 색채를 드러내기는 불가능에 가까운 일이었다. 따라서 김조규는 저항성을 드러낸 것으로 읽힐 수 있는 작품은 발표를 하지 않고 자신의 노트에만 남겨 두었으며 발표를 하게 되는 경우에는 문제가 되지 않도록 개작하였다. 이와 같은 이중적 전략은 작품을 만주에서 발표할 때와 조선에서 발표할 때에도 적용되었다. ‘오족협화’를 표방했던 만주국에서의 문학활동은 극심한 억압과 착취, 동원이 자행되던 조선에서의 창작과 발표보다는 상대적인 자유가 있었다. 따라서 만주국에서는 만주국의 지도 이념과 상반되게 해석될 수 있는 작품을 발표하기도 했다. 반면에 조선에서의 발표작은 지극히 사적인 서정을 드러내거나 일제의 이념과 전쟁 수행을 옹호하는 것으로도 해석될 수 있는 모호한 작품을 발표하였다. 이처럼 김조규는 만주 이주 후, 신념을 지켜내고 지속적으로 시를 쓰는 방법으로써 이중적 시 쓰기라는 전략을 구사하였다. The Kim Jo-Gyu's poems reveal some different aspect and meaning written after his moving into Manchuria in the early 1938. It could be called as the double attitude and meaning. This essay was written on the three points for explaining the differences of Kim Jo-Gyu's Poems. The first is the consciousness of colonialism and non-colonialism. When introspecting his poems, we could find a extraordinary poem expressing colonist consciousness. Even though 「Guyijok(貴族)」 might be included as a pro-Japanese poem, it could be too much for his writing history. That was because the poet had persisted keeping nationality after starting writing poems. Secondly, the essay was written on the point of announce and non-announce of poems. It was almost impossible tp express the meaning of anti-Japanese if he or she was ready to get severe torture or death under the rule of Japanese. That was why Kim Jo-Gyu just left his poems having the meaning of anti-Japanese instead of announcing them. He announced his poems after rewriting the original safetly. The double writing and announcement attitude were also applied for dividing poems for announcing in Manchuria or Jo-sun. There was comparatively free on writing in Manchuria compared to in Jo-sun operating severe oppression of Japanese rule. Kim Jo-Gyu announced somewhat anti-Japanese poems in Manchuria. On the other hand, he announced poems expressing private feeling or having possibilities of dual interpretation in Jo-sun. He practiced the strategy of double attitude and meaning for keeping his belief as a korean person and writing poems as a poet consistently like above ways.

외국의 대학에서의 시조 교수방법 연구

신주철(Shin, Ju-cheol) 한국외국어대학교 외국문학연구소 2004 외국문학연구 Vol.- No.17

Many debates upon the globalization of the Korean literature have continued up to date. As a result, a consensus was reached that it would be useful to teach unique Korean styles of literature in foreign colleges and universities. Shijo may be a genre which embodies certain unique styles of Korean literature. It is also likely to induce the interests of foreigners as it has been utilized for a long time as literary and extra-literary amusement and it is a genre for which many works are still being composed. When Shijo is taught to foreigners within a limited time, the main elements of instruction will be the theme of works, background thoughts, the methods of utilization, and so forth. It is desirable to mobilize simplification, emphasis, and comparison as instructional principles. The present study suggests translation of the meaning of a literary work, both translation and utilization of a work, and comparative studies regarding a work in Shijo as instructional strategies. Since the traditional works in Shijo have often been utilized as the words of songs, the preferred strategy will be translation and utilization of a work. Further, comparative studies have their own merits in that they will provide an opportunity for foreign students to learn by comparison between the literary works in Shijo and other works they have already mastered.

오규원과 비스와바 쉼보르스카의 시작품 비교 연구

신주철 ( Ju Cheol Shin ) 韓國世界文學比較學會 2009 世界文學比較硏究 Vol.28 No.-

This paper has been written to study on Oh Kyu Won and Wislawa Szymborska`s Poetry in the view of comparative literature. Oh Kyu Won tried pursues the maximum of transparency. It means that he describes `transparent phenomenon` of object and the world instead of idea and image based on metaphor. He called his poetics as `the poetics of living image`. He intended to purse the aesthetics of existence that reaches the object in reality of matters. On the other hand, the polis poet Wislawa Szymborska showed diverse attitude writing on poems not like the traditional viewpoint. She doubted how far from the real status when we point out some objects using human being`s language. Szymborska`s poems showed her effort how much she tried to describe the objects in their point of view. Like mentioned above, Oh Kyu Won and Wislawa Szymborska have the similar attitude in the point of how they describe the objects and the world. It means that they purse the real status of objects uncovered by language. It has the meaning of introspecting our traditional and conventional attitude on using human being-centered language.