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윤채영(Chae-Young, Yoon) 한국외국어대학교 영미연구소 2009 영미연구 Vol.20 No.-
This study focuses on her exploration of the thingness of objects or things. Modernism, with many faces, shows its various potentials. With its deliberate symbolism it may lean towards idealism, but it may also lend itself to producing a ‘thingly’ work of art that reveals and in some way conjoins the historical movement of being. The modernist Woolf, in the face of the most uncertain and fluid times, seems to be fully conscious of the interaction and interdependence between the outer world and human consciousness. Virginia Woolf, in her very short and deceptively simple story “Solid Objects”, focalizes a man’s etishistic attachment to unusable things to the extent that all human (economic or cultural) value systems look problematic while things reaffirmed in themselves. As such, the story borders at once on Lukács’s critique of reification and on Heidegger’s meditation on the thingness of things. She explores two different attitudes of modernist art towards the marketplace: one turns its back on the marketplace and conceptualizes art as the sum of heroically collected and preserved fragments of life; the other defines itself in through the marketplace, with its meanings multiplied, negotiated, and co-produced by its consumers, which is to say that the marketplace provides moments of shared consciousness and interconnections between strangers. This difference involves not only two differing responses to modernity, but also two differing accounts of the artist’s relation to her work and readers. As mass production rendered mass culture an increasingly defining presence, Woolf would sometimes look nostalgically backward to the times before the age of mechanical reproduction. But she could positively align herself with the marketplace, providing a range of possible experiences which take shape only when one purchases as a consumer. That point is the dilemmatic boundary line on which the modernist Woolf stands just as do many other modernists. In her short fiction, however, Woolf not only privileges the shopper over the collector, but also redefines the shopping itself as an act of creating a social environment, in which the mind wanders freely over spectacles, meditates on losses and desires, and enters into sympathetic relationships with others. In addition, Woolf depicts consumption in the age of mechanical reproduction as an act of generosity and openness. In her portrayal of shoppers and collectors in her short fiction, I could trace some elements of post-modernist technique ahead of her times.
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쓰기 활용 칭찬프로그램이 초등학생의 대인관계 및 자아존중감에 미치는 효과
윤채영 ( Chae Young Yoon ),강명숙 ( Myung Suk Kang ),김정섭 ( Jung Sub Kim ) 한국초등교육학회 2009 초등교육연구 Vol.22 No.4
본 연구는 세 가지 유형의 쓰기 활용 칭찬 프로그램이 초등학생들의 대인관계와 자아존중감을 향상시키는지 검증하고, 이를 교육 현장에 활용하는 데 목적이 있다. 이를 위해 칭찬카드와 온라인 칭찬활동을 통해 세 가지 유형(언어적 강화, 격려, 사회적 인정)의 칭찬을 주고받도록 하는 쓰기 활용 또래칭찬 프로그램을 구안하였다. 연구 대상은 부산광역시 T 초등학교 6학년 2개 학급 학생 50명이었으며, 두 학급 중 1개 학급은 실험집단으로 다른 학급은 통제집단으로 선정하였다. 실험집단의 25명 학생들에게는 재량활동시간에 쓰기 활용 칭찬훈련 프로그램을 매주 1회씩 11주에 걸쳐 실시하였고, 통제집단 학생들은 정규교육과정에 따라 재량활동을 하였다. 대인관계검사와 자아존중감 검사를 사전·사후에 실시한 후 효과정도를 공변량분석 (ANCOVA)을 통해 살펴보았다. 쓰기 활용 칭찬프로그램은 초등학생들의 대인관계를 향상시키는 것으로 나타났다. 특히 의사소통과 민감성의 하위영역에 있어서 통계적으로 유의한 차이를 보였다. 그러나 자아존중감에 있어서 유의한 차이가 없었다. 이는 쓰기 활동으로 구성된 칭찬프로그램의 특징으로 인해 말하기 활동의 칭찬프로그램에 비해 자아존중감을 향상시키는데 단기적인 효과는 보이지 못하는 것으로 보인다. The purpose of this study was to improve affirmative self-esteem and desirable social relationship of sixth grade students through developing written praise activity program and adapting it. The program was developed with three types of praises in written based praise activities. The first type of praise, verbal reinforcement is general praise and second type of praise is encouragement. The third type of praise is social recognition which affects not only for recipients but also others. The experiment was carried out with two classes on the 6th grade at T elementary school in Busan with being divided into one experimental group and another comparative group. The three types of written praise program was executed once a week for 11 weeks and each class was continued for forty minutes. This program was composed with on-line activities and off-line activities using praise cards. Each groups of 25 students were asked to complete the questionnaire about self-esteem and personal relationship. Data were analysed using SPSS and the statistic was conducted through ANCOVA for the difference group. The results showed significant improvement of personal relationship. However, there was no meaningful change in experimental and comparative group on self-esteem. Consequently, three types of written praise program will have a meaningful effect of improving a desirable personal relationship.
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