민속예술 비교연구의 준거와 비교모형 설정

임재해(Lim Jae-Hae) 비교민속학회 2008 비교민속학 Vol.0 No.36

A comparative study on folk are is classified into six according to purpose, target and relation. For the purpose, there is a comparative study on A)diffusion theory and B)corresponding theory, for the target there is a comparative study on C)culture theory and D)work theory, and according to the researcher and relation there is a comparative study on E)ethnocentrism and F)cultural relativism. An advisable comparative study should be proceeded from A) to B), and E) to F), but a comparative study on C) and D) must be done together. A work theory cannot be excluded in the comparative study on folk art. Meanwhile diffusion theory of comparative study did not meet reference and theoretical principle of a diffusion theory, and it even did not consider cultural and ecological difference by burying in tradition theory. In order to overcome this limit, a new comparativism establishes a comparison model that can coherently study from comprehensive comparison to microscopic comparison. This study established a ‘comparison model for nomadic and agricultural culture’ based on experience of the precedent study. Same and different characteristics between the northern culture and our culture can be grasped and the reasons can be explained. Therefore there is a limitation in propagating influence theory or tradition theory with partial homogeneity without considering ecological reference and cultural context. The bigger problem is not comparing the work itself well propagating tradition theory of the folk art. In art, the work itself is as important as cultural context. However for the case of a masque dance, the northern culture tradition theory is propagated as if came from Mongol without comparing. Masks of Mongol are mostly related with animals like deer, yak, and bird, but in comparison Korean masks are mainly about men. It’s very much comparative animal masks and masque dance of Ongod religion which is based on richness of pasturage is in contrast with human masks and masque dance of religions related with agricultural Gods which is based on richness of agriculture. A ‘nomadic and agricultural comparison model’ has a persuasive point. A diffusion theory is on the assumption of order and superiority of culture, but it is hard to apply this theoretical premise to the Mongolian masque dance and the Korean masque dance. Because there is no evidence that the Mongolian masque dance is superior or precedent than the Korean masque dance. Since a ‘nomadic and agricultural comparison model’ is based on cultural and ecological reference, the two cultures should be examined equally and analyzed with cultural relativism. Therefore, the purpose of a comparative study can be attained by setting a comparison model in a new comparative point of view and comparing the two cultures equally.

비교교육학에서 교육행정학의 위상

박세훈 교육종합연구원 2017 교육종합연구 Vol.15 No.4

This study was attempted to establish the connection of two disciplines by confirming the status of the educational administration in the context of Korean comparative education. To accomplish this, the major research fields of the Korean Association for Comparative Education were investigated, and the status of educational administration was examined through a coauthor network in the 「Comparative Education Research」. Moreover, the main terms were also analyzed related to educational administration as the keyword in the 「Comparative Education Research」 as research trends of educational administration in the context of comparative education were also studied. Results revealed that there are 40.85% of studies related to educational administration. This percentage may be the basis of the opinion that the academic bias of the organization leading the comparative education research is very high. For advocating balanced development of comparative pedagogy, it is suggested to complement the organizational structure of the institute and assign a researcher to represent various subcommittees of the organization. Second, through the co-authors' network, Korea's comparative education society can confirm that the Small Club of the educational administration scholars can lead the society. This phenomenon contributes to the solid leadership of the society, and it is advantageous to promote the efficiency of the operation of the society and prevent the absence of leadership, as the academic tendency can be shifted to one side of education administration. Third, in the text network analysis through the keywords, it was confirmed that education administration is the second highest research topic in the comparative education. It shows that research focused on the United States is changing toward Korea. This means that the contents of the study are diversified through comparative studies between Korea and foreign countries in the form of introducing overseas cases to the center of educational administrative research in comparative education. In terms of content, it can be seen that gradual progress has been made in the areas of high school, high school, and middle school. In the context of Korea's comparative education, education administration was perceived to have a high level of consideration. This high linkage should not act as a factor to hinder the academic identity of comparative education. The Korean Association for Comparative Education should gradually expand its academic outlook. It is desirable that the status of educational administration in comparative pedagogy be maintained at an appropriate scale.

비교교육학과 교육사학 : 비교교육학사 서설(敍說)

한용진(Hahn, Yong-Jin) 한국비교교육학회 2018 比較敎育硏究 Vol.28 No.3

비교교육학의 학문적 정체성을 확인하기 위한 학사적(學史的) 정리를 하는데 가장 적합한 학문적 방법론은 역사학일 것이다. 그런 의미에서 이 글은 교육사학의 관점에서 비교교육학이라는 학문을 조명하며, 비교교육학사에 대한 시론적(試論的) 접근을 목적으로 한다. 모든 학문에는 그 학문의 역사를 정리하는 것이 이를 전공하는 사람들을 위해서도, 그리고 학문 자체의 발전을 위해서도 반드시 필요하다. 본 연구를 통해 얻어진 결론은 다음과 같다. 첫째, 일반적으로 비교교육학의 연구방법은 ‘비교연구’뿐만 아니라, 개별적 ‘지역연구’도 포함하는 것이지만, ‘비교교육학사’라는 시간계열에 의한 연구를 통해 학문적 깊이를 더 할 수 있다. 둘째, 비교교육학의 시기별 발전과정은 1단계 비교교육학 전사(前史), 2단계 ‘맹아기’, 3단계 ‘성립기’, 그리고 4단계 ‘발전기’로 나누어 볼 수 있다. 특히 세계화 시대를 맞아 비교교육학의 학문적 확장 가능성은 매우 높다는 점에서 추가적으로 ‘확장기’를 고려해 볼 필요가 있다. 셋째, 비교교육학의 학문적 정체성 확보를 위해서도 ‘비교교육학사’에 대한 이해가 필요하다. 이를 통해 비교교육학에 대한 개념적 이해와 함께 향후 비교교육학의 전망과 과제를 보다 쉽게 확인할 수 있을 것으로 기대되기 때문이다. In order to confirm the academic authenticity of comparative education, the academic methodology which is also appropriate for the historical arrangement is the history. In this sense, this article focuses on the study of comparative education from the viewpoint of history of education and aims for a tentative approach to comparative education history. In every discipline, it is essential to organize the history of the discipline both for those majoring in it and for the development of the discipline itself. The conclusions obtained from this study are as follows. First, in general, the method of studying comparative education includes not only ‘comparative studies’ but also ‘regional studies’, but it can add academic depth through the study of time series called ‘comparative education history’. Second, the developmental process of the comparative education can be classified into four stages; the first stage is ‘the pre-history’ of the comparative education, the second stage is the ‘embryo stage’, the third stage is the ‘establishment stage’, and the fourth stage is the ‘development stage’. Especially, in the era of globalization, the academic potential of comparative education is even higher, so it is possible to add an ‘expanding period’. Third, it is necessary to understand the ‘comparative education history’ in order to secure the academic identity of the comparative education study. It is expected that it will be possible to more easily confirm the perspectives and issues of comparative education in the future, together with a good conceptual understanding of comparative education.

송욱의 문학연구와 비교방법론 재고 ― 세계시민주의 시대의 한국비교문학을 위한 하나의 시론(試論)

정정호 한국비평문학회 2009 批評文學 Vol.- No.34

Wook Song(1925-1980) was the first comparativist in the latter part of the 20th-century literary studies in Korea. He published several major scholarly books on comparative methodology, poetics and criticism in the 1960's and 70's. He approached to literary background and philosophical interrelations between Korean and Chinese thought, East Asian and Western, and Korean and the Western literature in terms of comparative method. His comparative studies did start comparative poetics and thought in literary criticism and literature in Korea. Now we are living in the age of globalization and cosmopolitanism, and we need to learn Song's exemplary comparative method in literary studies for the comparative world literature. The aim of this paper thus is to discuss his pioneering comparative practice in the field of literary and cultural studies. From Song's comparative performance in his concrete critical and literary activities, I will submit several memos to Korean Comparative Literature in the 21st century. First we need to institutionalize comparative literature at undergraduate and graduate level in Korean University. Second, we have to establish the comparative method as the interdisciplinary and consilient approach in the crisis of the Humanities. Third, We'd better form an academic community of Korea, China and Japan to challenge the Euro-centered comparative literary and cultural studies. Fourth, we may start International Association of World literature to promote the cooperation of Non-Western literatures. Fifth, we may develop the close ties between comparative literature and cultural studies in the literary departments. To achieve this long-awaited project successfully, we now must study Wook Song as comparativist in a more detailed and concrete way.

비교교육학과 교육평가학

박찬호 한국비교교육학회 2018 比較敎育硏究 Vol.28 No.1

This study was conducted to help establish the status of comparative education as an academic discipline by investigating its relationship with educational evaluation. Comparative education as a subfield of education covers other areas of study in education, while educational evaluation is a study of methodology. First, international comparative study was investigated, and recent methodologies in educational evaluation were introduced. International comparative study started in 1960's, and is being expanded. The participating countries hope for better education by comparing their educational curricula and practices with others. For international comparative studies, a differential item functioning analysis as a multigroup analysis can provide information on what sociocultural factors other than the construct are affecting the measurement results. The study dataset has a hierarchical structure so that multilevel item response theory is suitable to obtain multidimensional national profiles. Although there have been methodological advances in educational evaluation, the methods are not available in comparative education. In order to reduce the gap, scholars in educational evaluation should try to make the methods easily available, while those in comparative education should try to use the exact and precise methods in their studies. 이 논문은 교육평가학과의 관계를 점검함으로써 비교교육학의 학문적 위상을 정립하는 데 도움을 주려는 목적으로 작성되었다. 비교교육학은 교육학의 분과 학문이면서 교육학의 다른 분과 학문들을 포괄할 수도 있다는 점에서 독특한 성격을 지닌다. 그리고 교육평가학은 평가의 내용을 다루기도 하지만 평가 방법론이 연구 영역에 포함된다는 특징을 지닌다. 교육평가학과 비교교육학 간 접점으로는 먼저 점차 확대되고 있는 국제비교평가를 들 수 있다. 국제비교평가는 1960년대 12개국의 수학교육을 비교하기 위해 실시된 국제수학연구를 필두로 대상 과목과 참여국가가 점점 확대되고 있다. 국제비교평가는 단지 참여국의 순위 경쟁이 목적이 아니라 각국의 교육과정 및 교육실천을 다각도로 비교함으로써 교육 개선을 위한 시사점을 제공하기 위해 실시되고 있다. 국제비교평가에는 다집단 분석을 실시할 수 있으며, 특히 국가 간 사회문화적 차이 등 측정구인 외의 요소가 어떻게 작용하고 있는지 밝히는 차별적 문항기능 분석이 가능하다. 또한 국제비교평가 자료는 다른 교육 자료들과 마찬가지로 위계적 구조를 지니고 있어 다층모형 또는 위계적선형모형이 적절하다. 따라서 문항반응이론을 확장시킨 다층문항반응이론을 적용할 수 있으며, 이를 통해 국가 간 차이에 대한 다차원적 진단이 가능하다. 교육평가학의 방법론적 진보에도 불구하고 비교교육학과의 간극으로 인해 그 도구들은 적절히 사용되지 못하고 있다. 이를 해결함으로써 비교교육학은 학문으로서 진일보할 수 있을 것이다. 결론적으로 방법론을 쉽게 풀어 널리 알림으로써 연구자가 도구를 손쉽게 사용할 수 있도록 하는 교육평가 학계의 노력과 함께 이러한 도구들을 사용함으로써 보다 정밀하고 정확한 분석을 통해 정책적 시사점을 도출하고자 하는 비교교육 연구자들의 노력이 함께 요구된다.

국제지역연구로서 중국학의 방법론에 대한 고찰

이규태 한국중국문화학회 2016 中國學論叢 Vol.0 No.49

In general, International area studies integrates all the issues including culture, history, politics, and society, focusing on a certain international area like China. Therefore, this study requires comprehensive analysis capability for wide fields such as culture, history, politics, economy etc. about a certain area. Accordingly, when compared to study methodologies requested by single academic category like existing politics, economics, cultural studies, historical studies etc., it would be natural that this requires more comprehensive, interdisciplinary thinking. But limitation of study method in international area studies including sinology has always become an important issue in the study realm - related scholars mainly quoted methodology of existing academic studies because independent study methodology for International area studies is still poor. Due to such limitation of methodology, scholars with critical view in the nations where International area studies including sinology are comparatively active have discussed problems of their academic study, and suggested main issue of limitation as an independent academic studies. In Korea, International area study actively started after middle 1990s, so it can be said that study on its study methodology just actively started. In the body, the author analyzed problems of study methodology in international area studies including sinology discussed until now. Based on its results, the study intended to discuss possibility of study methodology which can overcome issue of study methodology under going and can bring more objective study results, considering integrated and interdisciplinary aspects of international area study.

의(擬)비교문학 방법에 대한 비판적 고찰

김춘희 한국비교문학회 2008 比較文學 Vol.0 No.45

A Critical Standpoint on False Extension of Comparative LiteratureChoon-hee KIM (Seoul National Univ.)The scholars of comparative literature are expected to establish a redefined methodology in the age of multi-cultural age. This study responds to the urgency of methodological perspective to be recontextualized under the current circumstances of a "cultural studies boom" of international dimensions.This study shows a sequence of steps necessary to compare essays used in this study. The first step is a short survey of a study on Henry James's The Tragic Muse. The second step is to compare two critical works: one is the study of Henry James's The Tragic Muse and the other, as an example of comparative analysis, a comparative study of The Tragic Muse and Zola's Nana. This analysis functions as method and approach to the next step. The third step is to analyze a study on Henry James and Machado de Assis in the framework of "inter-American literature". This study reveals, in the most comprehensive way, how the analysis to compare Henry James and Machado de Assis in the framework of "inter-American literature" falls into a critical fallacy, and results in its 'false extension' in comparative analysis.The act of redefining comparative literature to reestablish the value of the past and present for the future needed to look at differences and conflicts between comparative literature and cultural studies leading to the intersection of the two. That's how comparative literature, on the way through redefining itself, met cultural studies just to arrive at their symbiotic

연구논문 : James G. Frazer의 한국 문화에 관한 비교사적 서술 분석

노용필 ( Yong Pil Noh ) 호남사학회(구 전남사학회) 2014 역사학연구 Vol.56 No.-

종전에는 James G. Frazer의 The Golden Bough에 한국 문화와 관련한 인용이 있다는 사실, 그것도 전적으로 고대사 분야 가운데서도 부여(扶餘)의 왕권 행사와 관련하여서만 극히 제한적으로 언급되고 있었을 뿐이었다. 이를 탈피하기 위하여, 1권에 불과한 영문 초역본(抄譯本)은 물론 13권에 달하는 영문 원문본(原文本)을 샅샅이 비교 분석하여 보았다. 그 결과, 첫째, 영문 초역본에는 초역본에 따라 불과 3-5군데에 불과하지만, 영문 원문본에는 무려 24군데서나 한국의 문화에 대해 구체적으로 서술하고 있음을 확인할 수 있었다. 즉 고대사뿐만 아니라 근현대사에 이르기까지 한국 문화의 다양한 주제에 대해 기술하고 있음을 밝히고, 그리고 그 원문을 일일이 번역하여 제시함으로써 앞으로의 본격적인 연구를 위한 토대를 구축하고자 하였다. 둘째, 이 연구를 통해 Frazer의 The Golden Bough 속에서 다루어진 한국 문화에 대한 비교사적 서술 내용을 분석하여 제시함으로써, 세계사 속의 한국 문화에 대한 인식을 제고시킬 수 있는 바탕으로 삼고자 하였다. 앞으로 이를 통해 세계인들에게 한국 문화의 특징을 올곧게 이해시키는 데에 보탬이 될 것이라 믿는다. 이러한 견지에서, 비교사학의 전범(典範)이라고까지 평가되기도 하는 James G. Frazer의 The Golden Bough에 기술되어 있는 한국 문화의 여러 양상이 지니는 공통점과 차이점을, 장차 전 세계적인 여러 문화 현상들과 비교하여 조망해내야 할 것이다. 그럼으로써 앞으로 한국 역사학의 발전에 비교사적 연구에서는 물론이고 사학사적으로도 큰 의미가 있는 진전을 이루게 될 것으로 기대한다. The existing studies say on ‘The Golden Bough’ by James G. Frazer that there are only few references on Korean culture limited to the exercise of royal authority in ancient Buyeo Kingdom. In order to examine this, this study did thorough comparison and analysis on the full original English edition of ‘The Golden Bough’ in 13 volumes, in addition to the 1 volume abridged edition of the same book. As the result of analysis, followings were found. First, in the original unabridged edition, there were 24 detail references on Korean culture in addition to 3 to 5 references in the abridged edition. This study clarified that there are references on various themes of Korean culture from ancient history to recent and modern history. This study provided with a foundation for future full scale study on ‘The Golden Bough’ by translating and suggesting all references on Korean culture in the unabridged edition. Second, this study intended to enhance the awareness on Korean culture in world history by analyzing and suggesting the comparative references on Korean culture in ‘The Golden Bough’ by Frazer. It is believed that this study would contribute in better understanding of global citizens on the characteristic of Korean culture. ‘The Golden Bough’ by James G. Frazer is recognized as a classic in comparative study on history. It is believed that the commons and differences of various Korean culture aspects in ‘The Golden Bough’ should be compared with various world cultural phenomena in the future. It is expected that it would contribute in the significant advance in comparative study on Korean history and the study on historical studies.

대조분석을 위한 말뭉치의 타당성 연구 -한중 대조분석을 중심으로-

황은하 이중언어학회 2021 이중언어학 Vol.82 No.-

This study aims to analyze and verify the bilingual corpus used in the Korean-Chinese contrastive analysis. To this end, Chapter 2 describes the problems of the corpus construction and corpus used in contrastive linguistics. Chapter 3 analyzes the characteristics of the two kinds of the bilingual corpus - parallel corpus and comparative corpus used in Korean-Chinese contrastive analysis. In Chapter 4, in order to examine the validity of the parallel corpus used in the Korean-Chinese uni-direction contrastive study: the corpora used in five different studies on the Korean particle ‘e(에)’ and ‘eseo(에서)’ and their correspondences in Chinese were compared, and the results of the study were compared. As a result, the corpora used in these five papers were different, and the research results for the study subjects were different, which proved the effect of parallel corpus structure in contrastive studies. Furthermore, we conducted a replica study focusing on the comparative study of Korean-Chinese suffixes. Focusing on the large difference in corpus size between the Korean and Chinese sub-corpora of the comparative corpus, we resized the Korean sub-corpus and conducted a replica study on the suffix. As a result of increasing the Korean corpus size, it was confirmed that the study results on the Korean suffix significantly depend on the corpus size. In summary, it is vital to apply strict standards for representativeness, balance, and size in constructing parallel and comparative corpus in contrastive linguistics studies. 이 연구는 대조분석 연구에 사용되고 있는 말뭉치의 구조적 특성을 파악하고 말뭉치의 구조가 대조분석 연구에 미치는 영향이 어느 정도인지를 사례 연구를 통해 입증하는 것을 목적으로 한다. 이를 위해 2장에서는 대조분석용 말뭉치에 관해 제기되는 문제를 자세히 기술하고 3장에서는 말뭉치 기반 한외 대조분석 연구 중 논의가 가장 활발한 한중 언어쌍 연구에 초점을 맞추어, 그에 사용된 말뭉치의 구조적 특성을 정리하여 문제점을 짚어 본다. 4장에서는 병렬말뭉치와 비교말뭉치를 나누어 일부 연구 사례를 중심으로 비교 분석과 재연(replica) 실험을 통해 말뭉치의 구조가 대조분석 연구에 미치는 영향을 입증해 보였다.

언어네트워크 분석을 활용한 ‘교사’ 연구동향 분석: 한국과 미국의 기독교교육 비교연구

손정위 한국기독교교육정보학회 2018 기독교교육정보 Vol.0 No.59

The purpose of this paper is to study ‘TEACHER’ research trends among Christian Education study in Korean and USA through language net work analysis(keyword network analysis). In terms of keyword frequency, ‘TEACHER EDUCATION’, ‘CHURCH SCHOOL TEACHER, ‘CHRISTIAN TEACHER’ and ‘PRELIMINARY TEACHER’ are appeared distinctively in Korean research. ‘CHRISTIAN TEACHER’ and ‘PRELIMINARY TEACHER’ are related to school education which means the importance of bring up Christian teacher in school education. ‘TEACHER EDUCATION’ is related the role of teacher, which is changed from traditional role as just giving information to leadership role in which teacher facilitates learning community. In USA research, ‘THEOLOGY’ and ‘BIBLE’ are appeared distinctively. This result shows the main role of Christian education teacher is to teach theology and Bible. In terms of centrality analysis, ‘REFLECTIVE JOURNAL’, and ‘FEEDBACK’ are appeared typically in Korean study. These keywords have very low value in degree centrality and betweenness centrality but have very high value in closeness centrality. This result means that these keywords have strong influence in spite of having low connections in net work system. In USA study, keywords shows higher value in degree centrality and betweenness but lower value in closeness centrality comparing to Korean study. This result means keywords are appeared with concentration in USA study, but appeared with diversity in Korean study. In terms of sub group analysis, in Korean study, ‘TEACHER EDUCATION’ is studied with community paradigm as well as individual paradigm. ‘CHURCH SCHOOL TEACHER’ is studied with essential role of teacher rather than functional role. ‘RELIGIOUS SCHOOL’ is studied with bringing up religious school teacher. In USA study, ‘THEOLOGY’ is studied with theoretical elements as well as practical elements. ‘LEARNING’ is studied with educational content as well as the situation and need of learners. 이 연구의 목적은 한국과 미국의 기독교교육 교사 연구 분야에서 언어네트워크분석을 활용하여 키워드 빈도수, 연결정도 중심성, 매개 중심성, 근접 중심성, 그리고 하위집단의 비교 분석하는 것이다. 아울러 연구결과로 나타나는 각 나라만의 특징과 두 나라 간의 유사점과 상이점을 비교분석하여 한국과 미국의 기독교교육 교사연구의 동향을 탐구하는 것이다. 키워드 빈도분석에서 한국의 연구에서는 ‘교사교육,’ ‘교회학교교사,’ ‘기독교교사,’ ‘예비교사’등이 그 빈도수가 높고 특징적으로 나타났다. 교회학교교사를 제외한 교사교육, 기독교교사, 예비교사는 교육의 장이 학교라는 점과 이 키워드들이 종교교사양성을 염두에 두고 있다는 사실은 한국 기독교교육 교사연구의 특이점이었다. 미국연구에서는 ‘신학,’ ‘성서’등이 특징적으로 많이 나타났다. 이것은 미국에서 기독교교육 교사의 역할이 기초적 교리를 중심으로 하는 신학과 그와 관련된 교육사상을 가르치는 것과 성서를 가르치는 일을 중요하게 여기고 있음을 알 수 있다. 중심성 비교분석에서 한국연구의 특징적인 것은 ‘반성적 일기,’ ‘피드백’과 같은 종교교사양성과 관련된 키워드들이 연결정도 중심성이나 매개 중심성에서는 그 값이 평균치 이하로 아주 낮았지만, 근접중심성의 경우 최대값으로 나타난 것이다. 이는 종교교사양성이라는 주제가 표면적으로 중요한 역할을 못하는 것으로 보이지만 실제적으로 큰 영향력을 미치고 있다는 사실을 알게 해 준다. 미국의 연구는 한국의 연구에 비해 연결정도 중심성 값이 높지만, 매개 중심성에서 미국연구보다는 한국연구에서 지표가 높은데, 이것은 미국의 연구에서는 키워드의 집중화가 한국의 연구에서는 키워드의 다양화가 나타났음을 알게 하여 준다. 하위집단분석에서 한국연구의 특징적인 것은 교사교육의 연구동향이 개인적인 패러다임 (정체성, 영성 등)과 아울러 공동체적인 패러다임(공동체)이 균형적으로 어우러져 있음을 알 수 있었다는 것이다. ‘교회학교교사’의 경우에는 교회학교교사들의 기능적인 면보다 본질적인 교사됨을 강조하는 연구가 진행됨을 알 수 있었고, ‘기독교학교’의 그룹에서는 종교교사양성과 관련된 연구들이 진행된 것으로 나타났다. 미국 연구에서는 ‘신학’ 그룹에서 기독교 신학의 이론적 요소와 실천적 요소가 골고루 균형적으로 나타났었고, ‘학습’ 그룹에서는 성서교육과 관련된 연구들과 아울러 학습자의 필요와 상황등과 연관되어 나타났는데, 이것은 교육의 내용과 학습자의 상황과 필요가 균형잡힌 모습으로 연구된 것을 의미한다.