버지니아 울프의 ‘존재의 순간들’과 다시 쓰는 유토피아

손영주 서울대학교 인문학연구원 2004 人文論叢 Vol.51 No.-

나라말쌈 발간에 즈음하여

손영주 대구대학교 국어교육과 1991 나랏말쌈 Vol.6 No.-

“입증할 수 없는 것”으로부터 배우기 —쿳시의 『엘리자베스 코스텔로』

손영주 한국현대영미소설학회 2009 현대영미소설 Vol.16 No.3

Taking a cue from J. M. Coetzee's analysis of Erasmus's (non)position in the essay, “Erasmus: Madness and Rivalry,” this paper examines the question of the ethics of writing and reading in Elizabeth Costello. Coetzee's view of the limits and possibilities of the Erasmian (non)position -- meaning “off the stage of political rivalry” in the era of political turmoil -- sheds much light on the writer-protagonist Elizabeth Costello's position in the novel, as well as that of Coetzee's own in postcolonial discourses. As a writer who is notoriously elusive or silent on political matters, Coetzee has frequently been accused of political and/or moral irresponsibility. On the other hand, other critics have focused on Coetzee's postmodern metafictional writing from a different perspective, arguing that Coetzee's formal experimentalism enacts an ethics which is not assumed to be secondary to politics, but initiative of alternative politics. Drawing on recent studies in relation to ethics, particularly those about the ethics of postmodern theories, these critics emphasize that Coetzee's texts reveal the unknowability of the Other, the unbridgeable gap between self and Other, language and body, and text and world, namely, the limit of representation. Few critics, however, have noted the fact that Elizabeth Costello directs the reader's attention to the 'stages' that constantly seek to make Elizabeth's statements part of the discourses of power, and thus, deliberately foregrounds the ways in which the unsympathetic and overly rational audience simplify, misunderstand, and/or distort her language about literature, ethics, and being. Elizabeth's lectures at times sound absurd, passionate, or simply crazy, and yet, the seemingly common sensical and logical accusations against her turn out to be even more problematic in their failure to read Elizabeth's “unverifiable” yet true messages: alternative knowledge and experiences that affirm “knowing” and “being” the Other. Far from endowing Elizabeth with the authority to deliver and teach truth and ethics, the text suggests that the ethics of writing would not be possible without the existence of a reader who is willing to “listen” to the “unverifiable” through an on-going process of learning how to read. Taking a cue from J. M. Coetzee's analysis of Erasmus's (non)position in the essay, “Erasmus: Madness and Rivalry,” this paper examines the question of the ethics of writing and reading in Elizabeth Costello. Coetzee's view of the limits and possibilities of the Erasmian (non)position -- meaning “off the stage of political rivalry” in the era of political turmoil -- sheds much light on the writer-protagonist Elizabeth Costello's position in the novel, as well as that of Coetzee's own in postcolonial discourses. As a writer who is notoriously elusive or silent on political matters, Coetzee has frequently been accused of political and/or moral irresponsibility. On the other hand, other critics have focused on Coetzee's postmodern metafictional writing from a different perspective, arguing that Coetzee's formal experimentalism enacts an ethics which is not assumed to be secondary to politics, but initiative of alternative politics. Drawing on recent studies in relation to ethics, particularly those about the ethics of postmodern theories, these critics emphasize that Coetzee's texts reveal the unknowability of the Other, the unbridgeable gap between self and Other, language and body, and text and world, namely, the limit of representation. Few critics, however, have noted the fact that Elizabeth Costello directs the reader's attention to the 'stages' that constantly seek to make Elizabeth's statements part of the discourses of power, and thus, deliberately foregrounds the ways in which the unsympathetic and overly rational audience simplify, misunderstand, and/or distort her language about literature, ethics, and being. Elizabeth's lectures at times sound absurd, passionate, or simply crazy, and yet, the seemingly common sensical and logical accusations against her turn out to be even more problematic in their failure to read Elizabeth's “unverifiable” yet true messages: alternative knowledge and experiences that affirm “knowing” and “being” the Other. Far from endowing Elizabeth with the authority to deliver and teach truth and ethics, the text suggests that the ethics of writing would not be possible without the existence of a reader who is willing to “listen” to the “unverifiable” through an on-going process of learning how to read.

Electrospinning of multi-component nanofibers with hydrogel properties

손영주,유혁상 한국고분자학회 2013 한국고분자학회 학술대회 연구논문 초록집 Vol.2013 No.4

無의 表現과 作品行爲에 관한 硏究

孫永周 대구대학교 인문과학 예술문화연구소 1999 人文科學硏究 Vol.20 No.-

삶(1) - 그대에게 바치는 노래 -

손영주 대구대학교 국어교육과 1990 나랏말쌈 Vol.5 No.-

1993학년도 신입생의 실태조사 및 가치관에 관한 연구

손영주 제주한라대학 1993 論文集 Vol.17 No.-

College freshmen get unually faced with many problems from the new environment, the college, and even from deeply reflecting their moral values, society and their own lives, unlike the days of high school where they live only passively, burdened with the only great target, the college entrance examination. As soon as they begin college life, they need to make self-controlled decision and action, and to consolidate their own sound moral values. More than that, they should accomplish their concrete objects, that is, diligently studing their sujects and newly forming personal relationships. In doing so, most of them might experience several psycological and social conflicts, because they don't have ego-identity yet. Therefore, it is needful for college itself to help them perform their studies and adjust themelves to their college life, and become psycollogically and socially mature experts. For this purpose, our college's Student Life Research Institute surveys annually the personal, psycological, social characteristic and values of every years freshmen. The surveyed object of this study is 858, 89.4%, of 1993's 960 freshmen (daytime students : 647, 95.2%, of 680, night : 211, 75.4%, of 280). The survey is performed in each department on the first week of June three months after their entrance. The surveying method is almost the same as last years', except few clauses added to it. In comparison with last years' surveys, We had almost the same results, except a few things. We hope our college's authorities and every department's professors will take this study usefully as essential datas for long term and synthetic education, and as basic materials for guiding students about their college lives.

1992학년도 신입생의 실태조사 및 가치관에 관한 연구

손영주 제주한라대학 1992 論文集 Vol.16 No.-

The purpose of this study is to understand students in many sides, and to provide basic materials needed for advising them more effectually to solve their problems. As an annually regular research, it serves to deeply understand the annual change of freshmen's personalities to establish our college's longterm educational plan and to provide the primary datas for guiding student's college lives. To make this study practical and needful, Our college's Student Life Research Institute surveyed characters, backgrounds, family circumstances, including their college life's plans for major subjects and other students, future hopes, and moral values. The surveyed object is 651 students (532 daytime students, 119 night students) of 1992's 760 freshmen, and the surveying time is the first week of June when students can become enough used to his college life for three months from the entrance cermony, of course the surveying method is the same as 1990's. Concludly, the results of this analysis are almost similar with 1990's. We hope our college's authorities and every department's professors will use this study usefully as essential datas for long-term and synthetic education, and as basic materials for guiding students about their college lives.

기숙사생들의 만족도 및 불안과 자아존중감에 대한 연구

손영주 제주간호보건전문대학 2010 論文集-논문집편집위원회 Vol.33 No.-

This study was conducted to analyze student satisfaction of the facilities including dormitory and the college’s cafeteria, satisfaction related to living in the dormitory and, anxiety and self-esteem. The participants fiuipants(subjects) of the study included 345 Halla college students (male students 41.4%, female students 58.6%: 1st year 46.4%, 2nd year 38.3%, 3rd year 15.1%) The result will be used to identify the problems, provide better quality of service, and give some data to establish more resonable and effective dormitory management plan. The main reason of entering the dormitory was home is too far from the college (59.7%)’ 1) Satisfaction of facilities It was found that satisfaction of main facility and subsidiary facility were 2.87 and 2.88 (highest score 5) each. ’Bed structure’ ’ the condition of desks and chairs’ ’ a biliard room’, ’a fitness center’ ’toilets’ ’ bath room' took the score above 3.0, while ’ian internet searching area’ ’ sound proof structure’ ’heating system for the dormitory room’ took the lower score of less than 2.51. 2) Satisfaction of the cafeteria It was revealed that satisfaction of the cafeteria scored 2.77, which presented ’moderately satisfied (42.9%)’ ’ not satisfied (30.7%)’and extremely not satisfied (12.8%). The major problem of the cafeteria was ’the menu (42.0%) , which was followed by ’the quality of food (38.6%). 3) Satisfaction of the dormitory living The students' satisfaction regarding living in the dormitory scored 3.28. Moreover, the students answered that the relationship with roommate as ’good (4.04)’ ’moderate (3.80)’ and ’they are living a stable life’ However, ’satisfaction of the internet system in the dormitory (2.28)’was the lowest score indicating the major factor. The result also showed that anxiety scored (1.87) and self-esteem scored (2.55) with regard to living in the dormitory. Therefore. it is recommended that: 1) It is necessary to continue monitoring dorrnitory students' satisfaction and to improve the services appropriately. 2) It is required to develop programs to encourage the students’learning motivation and elevate their learning achievement, which can help the students to actualize themselves.

위기치료에 관한 문헌고찰

손영주 제주한라대학 1989 論文集 Vol.13 No.-

Crisis therapy was pioneered by Eric Lindermann and Gerald Caplan, and its theory and practice is based upon psychoanalysis theory and preventive psychiatry. Crisis is everywhere in everyday life. It's a turning point to either maturity or regression in human life, and disequilibrium sensed when severe conflicts and problems, as were solved before, were not solved and looked upon as a threat. The types of crisis are divided into maturational crisis, situational crisis, and adventitious conflict. The therapy of crisis is applied to those who are deficient in capacity adapt-able to the life, and its goal is to overcome the present crisis. The focus of the therapy is " right now" and the therapy is, therefore, to help to restore the state before the crisis. The period of the treatment is short-term, within 6 weeks once to six times. The process of crisis therapy is lined up into assessment, planning, intervention, evaluation and the techniques of the therapy make use of environmental manipulation, generic approach, general support, and individual approach. The use of the therapy is made with telephone talks, individual crisis interviews, family crisis interviews, and group crisis interviews. Those who are engaged in crisis therapy are not only professionals in a given field but they are variously composed of those who specialize in medicine, psychology, nursing, public welfare service, and semi-professionalists, experts in non-health, public service volunteers, and so on. The nurses as health controller, specializing in crisis therapy, must be able to help to treat the crises in those who are suffering from both psysical and psychological crises in general hospitals, public health center, and public health clinics.