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한국 아동서사문학의 ‘ 학교’ 공간에 나타나는 권력의 양상과 전복의 상상력
박성애(Park, Seong-ae) 한국아동청소년문학학회 2015 아동청소년문학연구 Vol.- No.16
This article aims at analyzing aspects of power and revolutionary imagination of Korean children’s literature. The school is a space of co-existence for children. Writers want the school to be the space that children’s variety can be showed, but the school of Korean children’s literature is not a space for children’s community. Writers think the school is a space that the Other is disappeared by the power of Subject. Writers have common understanding about this problem, but each writers show different imagination for revolution. The writer of ‘I ask for the trial’ suggests enlightenment to overthrow the power of the Subject. Enlightenment precondition that the Subject of enlightenment is predominant over the Other. So, this has a limit to change the system. In ‘No whisper area’, Yerin, the bad character is ruined by her immorality. Sera who have been bullied by Yerin is skeptical about good and evil. Scepticism of Sera helps her reflect. Sera is like with the writer of this text, so she can not show the children’s characteristics. In ‘Sign number 3, Sukbbong An’, the Other-characters do not lose their characteristics under the power of the Subject. Their characteristics can be kept by the comicality in this text. It is a strong way for the revolution against the power of the Subject that the Others are in the school by maintaining their characteristics. Children being make the school the space of community.
웃으며 어른의 세계를 교정하는 방법 -2010년대 아동 서사문학 텍스트에 나타나는 희극성과 그 의미-
박성애(Park, Sung-ae) 한국아동문학학회 2020 한국아동문학연구 Vol.- No.38
희극성은 텍스트의 세계와 인물에 대한 독자의 ‘거리두기’를 전제로 한다. 아동 서사문학의 희극성은 성인 작가가 아동 독자의 지적 능력을 신뢰하고 주체적 판단 가능성을 전제할 때 발현될 수 있다. 희극성은 그 형식과 내용에 있어 독자의 지성에 의지하기에 독자들은 문학 체험을 통해 희극성의 형식과 내용을 학습할 필요가 있다. 이는 희극적 형식(요소)이 다양하게 담긴 텍스트를 체험함으로써 가능하다. 서사문학에 나타나는 희극성은 여러 단계로 나눌 수 있는데, 낮은 단계의 희극적 요소는 독자의 몰입을 유도하고 경쾌하고 즐거운 분위기를 유지하도록 한다. 또한 높은 단계의 희극적 요소는 반복되는 문학 텍스트 읽기를 통해 독자에게 학습될 수 있으며, 이에 아동 독자도 풍자와 같은 높은 수준의 희극적 요소가 담긴 작품을 접함으로써 작품을 향유할 수 있게 된다. 『기호3번 안석뽕』, 『맹준열 외 8인』, 『담임선생님은 AL』는 낮은 단계부터 높은 단계까지의 희극적 요소가 잘 담긴 작품으로 희극적 요소를 교육하기에 적절한 텍스트라고 볼 수 있다. 또한 이 세 작품에는 가장 높은 단계의 희극적 요소인 풍자가 드러나는데, 풍자를 통해 교정하고자 하는 것은 아동의 세계가 아니라 아동의 세계에 일방적으로 영향을 끼치는 어른의 세계이다. 주체적인 독자들이 지적 거리를 통해 비판적으로 바라보는 지점에는 이중적이고 모순적인 어른의 세계가 존재했다. 작가들은 윤리적 우월성을 갖지 않는 겸손한 주체의 자리에서 스스로의 세계를 냉소적으로 펼쳐 놓는 역할을 하고, 아동 독자는 ‘어른의 세계’를 웃음을 통해 교정하는 역할을 맡는다. 아동문학의 희극성은 아동 독자를 문학텍스트의 주체로 초청한다. 이는 희극적 형식과 내용이 아동독자에게 더 자주 체험되어야 할 이유이다. Comicality presupposes ‘keeping Distance’ against the world and characters of the text. When adult writers trust the children reader’s subjective judgment, Children literature reveals Comicality. Children readers need to study the form and contents of comicality, because comicality depend on the reader’s intellectual ability. It can be real in case that children readers have literary experience about variate comical texts. The comedy element of literature can be divided into several levels. The low level comedy makes the reader immerse to the text and convivial. Even though the high level comedy(like satire) is regard to difficult to be accepted to the children readers, it is possible that the children readers learn the way to read high level comedy through Repeat reading of comedy texts and they can enjoy it. 『Candidate No.3, An, seokbong』, 『My teacher is AI』 and 『Maeng, Junyeol and 8 others』 include variate comedy elements, so these are valid texts to educate the comicality. There is satire in these texts. Writers try to correct two-faced adults that influence to children’s world unilaterally through using satire. In these texts, writers just show the inconsistent world of adults, and the readers take the role to make it right. Comicality of children literature invites children readers as Subject of children literature texts. Therefore it is very important for children to have opportunities to read comical texts in order to experience them.
박성애,박정호,홍경자,윤순녕,이인숙,박현애,Park, Sung-Ae,Park, Jung-Ho,Hong, Kyung-Ja,Yun, Soon-Nyung,Lee, In-Sook,Park, Hyeoun-Ae 서울대학교 간호과학연구소 2004 간호학의 지평 Vol.1 No.1
The purpose of this study is to evaluate the revised curriculum of the college of nursing, Seoul National University. This curriculum was consisted of three conceptual framework: health promotion, illness care and professional development. Especially it is intended to enhance the ability in solving health problem by focusing on the topic of health promotion. Further, the curriculum is strengthening on the professional development through encouraging scholarly inquiry of students. The result of survey was as follows: 1) Is the curriculum focusing on the health promotion generally? - 81.2% of graduates answered positively. 2) Is the curriculum reflecting on the six aims of the education for the college if nursing? - 64.6% of graduates answered positively. 3) Is the curriculum reflecting on the concept of health promotion properly? - 72.8% of faculty answered positively. 4) Did the curriculum achieve the six aims of college of nursing effectively? - 82.6% of faculty answered positively. 5) Was the lecture of each subject in the new curriculum given with focus on the concept of health promotion? - 60.9 % answered affirmatively 6) Did the optional subjects achieve the goal of professional development effectively? - 83% of faculty answered affirmatively.
광전자 촉매시스템(PECS)을 이용한 TiO₂ 코팅 비드의 광분해 효율
박성애(Park, Seong-Ae),하진욱(Ha Jin-Wook),도영웅(Do, Young-Woong),유동식(Yu Dong-Si),이지호(Lee, Ji-Ho) 한국산학기술학회 2007 한국산학기술학회 학술대회 Vol.- No.-
본 연구는 광전자 촉매시스템을 이용해 TiO₂ 졸이 코팅된 구형 비드의 광분해 효율에 대해 고찰한 것이다. TiO₂ 졸이 코팅된 구형 비드인 알루미늄비드, 유리비드, 실리카비드 화이트겔(1 · 2 · 3형) 다섯가지 비드를 사용하였고 실험은 산화환원지시약인 메틸렌블루 수용액이 광촉매의 산화환원반응을 통해 색상 및 흡광도 변화를 통해 환원 정도를 고찰할 목적으로 실행되었다. 소재별 실험 결과, 실험에 사용한 소재 중 실리카비드 화이트겔(1 · 2 · 3형)만이 반응성을 나타냈다. 이들 1 · 2 · 3형은 TiO₂의 함량을 달리한 비드들이며 1형이 가장 적은 함량을 가지며 3형이 가장 많은 함량을 가지고 있다. 실험 결과 3형이 반응성이 가장 좋은 것을 알 수 있으며, 이 실험에서는 코팅물의 함량과 고정물의 상태가 광촉매 반응에 영향을 주는 것을 알 수 있다.
박성애(Park Seongae) 한국아동청소년문학학회 2016 아동청소년문학연구 Vol.- No.19
This article aims at seeking for the alternative to the coercive and dichotomous order in Babo Ondal [Idiot Ondal] and explores the meaning. Babo Ondal is the story showing the new world against enforced ideology under the coercive order of 1970s. Idiot Ondal features ethics not divided into Subject and the Other in him. Nation treats his ethics as something dangerous, and labels him as an ‘idiot’ to eliminate it. The Author, Lee Hyunju criticizes for the violence by doubting the ideology, Nationalism and by putting new interpretation on ‘Idiot’ and seeks for subversion. It is highlighted to live as living given by nature instead of the nation interpellated by Nation. Standing on the dichotomous border is the way to stop the dichotomous order of power and to reform the enforced nation. Therefore, Babo Ondal is the narration to raise the questions about enlightenment and nationalism and to resist dichotomous power system by being on the border.
박성애(Park, Seong-Ae) 한국아동청소년문학학회 2011 아동청소년문학연구 Vol.- No.9
Korean children's literature has had writer's compassion for children since it started. In 1950s, writers showed their compassion for children through the adult character of their works directly, but most literary works did not include guilt. On the other hand Yosub Kim and Wonsu Lee showed their guilt and self-reflection about children suffer in their literary works. They created these works based on the responsibility for children suffer and it showed the ethical subject.