문헌고찰을 통한 군 간호실무의 결과지표 규명

강선주 ( Sun Joo Kang ),이선미 ( Sun Mee Lee ) 국군간호사관학교 군진간호연구소 1998 군진간호연구 Vol.16 No.-

박물관의 감정적 전시, 방문객의 감정이입, 그리고 역사교육과 유산교육

姜鮮珠(Kang, Sun Joo) 역사교육연구회 2022 역사교육 Vol.161 No.-

A museum is a place for emotions and actively engages in emotional work. The museum has been active in constructing nationalism and patriotism. However, since the memory boom, museums began to represent the past with personal stories and heritages that can rupture the nationalist narrative. In particular, museums tend to expand emotional exhibitions to represent the painful and traumatic past while actively accepting the paradigm shift of ‘emotional turn’. Some museum researchers and practitioners argue that museums should realize its social responsibility for social justice through emotional exhibition. They believe that emotional exhibitions can evoke visitors’ empathy and sympathy, which can be a driving force for changing visitors’ opinions on social problems. In this article, emotional exhibition techniques that represent the sensitive past, and empirical studies on visitors’ emotional responses and empathy were reviewed and analyzed. According to the studies, the majority of visitors to the museum have not not respond emotionally to emotional exhibitions, and even if they did, few experienced a fundamental change in their perspectives or opinions. However, there were a small number of visitors who engaged emotionally to past events or empathized with victims and changed their perspective or opinions. Teaching and learning in museums needs to be structured in such a way that, paying attention to those points, it challenges learners’ habituated cognitive and emotional responses to specific events or figures and provides opportunities for self-reflection on their perspectives and emotions.

세계화 시대의 세계사 교육 : 상호관련성을 중심원리로 한 내용구성

姜鮮珠(Kang Sun-Joo) 역사교육연구회 2002 역사교육 Vol.82 No.-

What we teach about the history of the world in the high schools mostly shapes the future citizens" images and ideas about the world, because after graduation, most of the students will never again be exposed to any other kinds of courses that teach about world history or even world problems. Therefore, decisions about what to include and what to exclude from the high school world history course, how the course should be structured, and what the viewpoint for such a course should be are important. Today"s world of globalization demands history educators to revise world history courses to make them relevant to the social demands of the day. Peoples in the every comer of the world have, more than ever, interacted with inescapable intensity. Such increasing contacts between individuals through trade and travel, on one hand, urge for the global identity uniting peoples in the world and on the other hand. demand for awareness of and tolerance for multicultural characteristics of the human society. In this multicultural and global climate, there is no merit in a conventional way of teaching world history, which is a juxtaposition of the histories of different continents or cultures. Each civilization and people has had its own trajectory of development. It is important that each civilization should be understood in its own terms. However, organizing world history with separate civilizations as the primary units has little value. This is because first examining all civilizations and all nations" and peoples" histories from ancient times to the present is impossible to sustain. Anyone attempting to do this either omits most of history by default or moves so rapidly that each epoch and each civilization can only receive cursory attention. Moreover, many of the most important events in history, even in ancient times, have been played out on a map bigger than any single country or civilization. Therefore, each civilization should not be irrelevantly studied as just a fragment of world history, which would impede students to see the grand movements of world changes. This study underscores that world history should give attention to new problems and issues created by increasing cultural and ethnic pluralism and intensified global interdependence in the present world. In this respect, this study emphasizes cross-cultural interaction as a core organizing principle of world history and examines values of the interregional approach to construct world history. World history constructed with an interregional approach can be organized around big events whose impact was wide enough to involve peoples of differing cultures in a shared experience. These big events, then, would provide the common reference point for investigating and comparing other events and trends that related more narrowly to particular civilizations and cultural groups. Examining participation of the world"s peoples in processes transcending individual societies and cultural regions can give a new meaning to the study of world history: that is, by providing those experiences in which a large number of people transcending cultural and political borders involved, students can better identify themselves as participants in the process of world changes.

“VO 不 C”结构在北京话中消失的年代

姜先周 ( Kang¸ Sunju ) 한국중국언어학회 2023 중국언어연구 Vol.- No.107

能性述补结构“VO不C”在近代汉语中逐渐为“V不CO”结构所替换, 这是一个非常漫长的过程。本文通过分析≪儿女英雄传≫≪三侠五义≫≪小五义≫≪续小五义≫这4部反映清末北京话的小说中的“VO不C”, 说明“VO不C”在清代中晚期仍有用例, 但有一个限制:宾语是单音节的人称代词。“VO不C”在北京话中完全消亡的时间, 当不早于清末。 It is generally believed that the construction VONegC (V stands for verb, O for object, Neg for negation adverb, and C for potential complement) has vanished long before Modern Mandarin Chinese. By investigation of four novels written in Beijing Mandarin of Qing time, the paper, however, shows that this structure was still in use up till the mid-Qing and late-Qing period, though with a significant limitation. That is, O is restricted to a monosyllable person pronoun. It could be reasonably concluded that VONegC disappeared in Beijing Mandarin no earlier than the end of the Qing Dynasty.

공적개발원조(ODA)의 목적에 관한 진화론적 담론:

강선주(Seonjou Kang) 국제개발협력학회 2011 국제개발협력연구 Vol.3 No.2

The objective of ODA is to contribute to economic development and the welfare of developing countries. However, being international transactions with the use of taxpayers money, ODA also carries the nature and structural role that make it inseparable from donor s national interests. Thus, the objectives of ODA can be categorized into four: recipient countries development, humanitarian assistance, donor countries security, and donor countries economic gains. Each of the four ODA objectives is not only an objective in its own right but also a means to achieving the others. They are interdependent. Furthermore, historically the objectives of ODA were not fixed but have been continuously redefined in response to changes in the historical, political, economic, socio-cultural conditions in both donor and recipient countries. Beginning as a temporary diplomatic tool in the face of Cold War, ODA has evolved over time as a tool to promote recipient countries development. One implicaton of this evolutionary nature of ODA is that support for ODA in developed countries is conditional upon its effectiveness. In proportion to increase in ODA, demand for ODA effectiveness will also rise in the future. To that effect, it is necessary to enhance organizational capacity to manage ODA more efficiently

샘 와인버그 著, 한철호 譯 『역사적 사고와 역사교육』 책과 함께, 2006

姜鮮珠(Kang Sun-Joo) (서평자) 역사교육연구회 2006 역사교육 Vol.99 No.-

해방 이후 역사 교육과정 개정을 둘러싼 쟁점

姜鮮珠(Kang Sun-Joo) 역사교육연구회 2006 역사교육 Vol.97 No.-

This paper undertakes an exploration of issues around history curricula developed since 1945 in order to help history educators assess strengths and weakness of school history. This paper seeks to answer the following questions: in developing history curricula what have been issues and problems to which history educators give rise? What directions should history education take to solve those problems? This paper points out that since the time the school curriculum was first developed, the social studies, which at first put history, geography, and social sciences in juxtaposition and later required the three subjects to be integrated one course in a way that any integration theories wouldn"t support, a nationalist approach to Korean history, and a weak status of world history in the social studies curriculum have been the main issues and caused problems in history education. These problems remain unsolved. In order to solve those problems, this paper suggests, history educators first develop teaching strategies to link history with other subjects, second develop a history curriculum that includes a history course, into which integrates Korean history and world history, and third pay their great attention to curricular theories.

학생의 다양성과 역사교육

姜鮮珠(Kang Sun Joo) 역사교육연구회 2018 역사교육 Vol.148 No.-

This paper examines empirical studies of students from various ethnic backgrounds in Europe and North America, analyzing their historical identity and thinking about how to consider student diversity in history education. Many empirical studies conducted in the 1990s and early 2000s have examined and analyzed the relationship between the student’s historical identity and the student’s racial and ethnic backgrounds and found that the “given situation” of the student’s race, ethnicity, religion, gender influence the students’ selection of historical interpretation and narratives and their historical identities. However, recent studies have emphasized that not only students’ “given situation” but also their social awareness of social problems are important factors influencing their selections of historical significance and construction of their historical identities. Therefore, in historical education, the diversity of students needs to be redefined not only by the given situation of the student’s race, ethnicity, religion, gender but also crossing artificial compartments of such conditions.

역사교육의 내용 선정과 조직 연구의 현황 및 문제

姜鮮珠(Kang Sun-Joo) 歷史敎育硏究會 2010 역사교육 Vol.113 No.-

Current social and academic changes and increasing experionental studies about learners in the history class require history eduction researchers to re-examine, re-think, and re-develop new principles of content selection, organization, and structure. In particular, the postmodernist view on knowledge and history has had an significant impact on what history should be taught and how it should be organized. In this context, this article examines previous studies about content selection, organization, and structure in the history course. It questions how history content can be defined and suggests what kinds of further studies are needed.

미국의 20세기 전쟁에 대한 공식화된 기억 - 세계대전과 베트남 전쟁을 중심으로

강선주(Sunjoo Kang) 한국아메리카학회 2008 美國學論集 Vol.40 No.2

  A common past is preserved through institutions, traditions, and symbols. Among those institutions including museums, monuments, school textbooks, archives, commemorations, the school history textbook is one of the most crucial instruments to shape and transmit a collective memory of one nation. The notion of identity depends on the idea of memory. <BR>  The purpose of this article is to analyze three 11th-grade American history textbooks widely adapted in the U.S.- Pathways to the Present, American Nation, and American Odyssey- in order to seek answers to the following questions: how do the American history textbooks present the memories of war taken place in the 20th century, especially, World War Ⅰ, World War Ⅱ, and Vietnam War?; In the textbooks whose memories are accepted as the official memory of the nation. This article finds that "Pathways to the Present" is organized around two kinds of collective memories: one produced by the new-right and the other by the new-left. By integrating them together, the textbook attempts to represent both political views. "American Nation", seemingly adopting an "objective" attitude toward the two political views, in fact, tends to take the side of the new-right, while "American Odyssey" apparently takes the side of the new-left.