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Do-seon Eur(어도선) 한국라깡과 현대정신분석학회 2009 현대정신분석 Vol.11 No.1
Relying on Bakhtinian and Facaultian concepts of discourse, New Historicists in the Romantic field have made determined efforts to explicate the politics of William Wordsworth's poems. Regarding his poems as "historical products," they have sought to read Romantic texts in the light of socio-political contexts and discover what Bakhtin calls "ideological reverberations" in the texts. It is because, as suggested by the subjects of Wordsworth's poems, Wordsworth's poems, particularly his poems of "encounter" between nature and suffering people, are deeply related to a large scope of social, cultural, economic and political realities of his age. Certainly, New Historicism has been most relevant to expounding the ways in which Wordsworth's poems transcribe, reflect, challenge, crystallize, resolve, reproduce or react to so-called "Romantic Ideology." This is, as McGann explains, a system of "illusions," "false consciousness," or "contradictions" that serves to distort, disguise, and mask reality and even ideologies. Hence, contextually re- or de-constructing their "historicity" presumably ingrained in the aesthetic complexity of Wordsworth's poems, New Historicists have tried to explore the effects of the Romantic ideology on Wordsworth's ways of "representing" the Romantic contexts, especially "the poetics of displacement" among them--that poetics found most in the examples of the alliance of Romantic nature and politics. However, New Historicists' inquiries of political contexts in Wordsworth's poems have theoretical pitfalls. Their critical questions of "ideological ties" between Wordsworth's poems and "Romantic Ideology" have left a gap, what is left out of explanation in New Historicists when they overlook the ways in which such ideological ties produce different subjects by repositioning their desire and identity. This gap can be filled in only with "the critique of the subject" based on Lacanian questions of what effects the unconscious has on the supposed transition or circulation of ideology from the socio-political realm to the subjective one, as well as what sorts of "desires" are involved in the causes of the poetics of displacement and historical imagination. 이 논문은 정신분석학적인 관점에서 워즈워드의 시를 분석하고 낭만주의 이데올로기의 의미를 되짚어보는 것을 목적으로 한다. 낭만주의는 주체화의 문제와 관련해서 이해할 때 전모를 드러낼 수 있다. 신역사주의자들이 드러내는 다양한 문제의식들을 라깡의 정신분석학에 맞추어 재해석하는 것이 이 논문이 의도하는 바이다. 낭만주의 연구를 주체의 문제에 초점을 맞추어 세분화한 이 논문의 결론은 낭만주의적 은유에 내재한 주체의 불안과 갈등을 통해 낭만주의 연구의 정신분석 학적 지평을 모색하는 것이다.
방과 후 생활시간 활용에 따른 학교생활 만족도의 차이 : 중학생과 학부모의 인식 탐색
어정인(Jeongin Eur),임규연(Kyu Yon Lim) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.12
목적 본 연구는 중학생의 방과 후 시간 사용에 따른 학생 및 학부모의 학교생활 만족도를 탐색함으로써 청소년의 학교 안과 밖 생활 모습 및 그 관계를 총체적으로 이해하기 위한 목적에서 실시되었다. 방법 이를 위하여 한국아동⋅청소년 패널조사 2018(KCYPS 2018) 데이터를 활용하였으며, 중학교 1학년 및 학부모 2,546명의 응답을 분석하였다. 결과 분석 결과, 학습시간 중 학원 및 과외시간, 스스로 학습하는 시간에 따른 학교생활 만족도의 차이가 학생과 학부모 응답 분석에서 모두 확인되었다. 이때 자녀의 학교생활에 대한 학부모 만족도의 경우 평일뿐만 아니라 주말 학원 및 과외시간에 따른 유의한 차이가 있었다. 다음으로, 여가시간의 경우 그 유형에 따라 다양한 결과가 나타났다. 독서시간과 스마트폰 사용시간에 따른 학교생활 만족도 차이 분석에서는 학생과 학부모가 유사한 결과를 보였으나, 운동 및 신체활동시간, 친구들과 노는 시간, 컴퓨터 사용시간에 따른 학교생활 만족도 차이 분석에서는 학생과 학부모의 인식에 차이가 있었다. 결론 이러한 연구결과를 바탕으로 청소년의 균형 있는 생활시간 활용에 대한 인식과 지원에 대해 논의하였다. Objectives The purpose of this study is to comprehensively understand adolescents’ life both in and out of school by exploring students’ and their parents’ school satisfaction according to the after-school time use of middle school students. Methods The data from the Korean Children and Youth Panel Survey 2018 (KCYPS 2018) were used, and responses from 2,546 middle school 1st graders and their parents were analyzed. Results The results of this study are as follows. First, regarding the types of study time, differences in school satisfaction according to the time spent on private lessons and self-study were confirmed in both students and their parents. In this case, for parents, the differences in school satisfaction according to the private lesson time appeared not only for weekdays but also for weekends, which confirmed a tendency to perceive that the time spent on private lessons is important for school satisfaction. Second, regarding the types of leisure time, various results were confirmed according to the types of leisure. Students and their parents showed similar results depending on the time spent on reading and using smartphones. On the other hand, in terms of the time spent on exercise, playing with friends, and using computer, there were differences in school satisfaction of students and their parents respectively. Conclusions Based on these results, support for adolescents’ balanced time use were discussed.