• Korean Journal of Social Welfare Studies
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• v.40 no.3
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• pp.181-211
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• 2009

Asian Americans are one of the fastest growing minority groups in the United States. One of the stereotypes associated with Asians is that they are more likely to choose careers in science, medicine, and engineering rather than social science, inclusive of social work, mass communication, or humanities (Leong & Serafica, 1995; Tang et al., 1999). This occupational stereotyping of Asians is not just a myth in that only a few Asians choose social work as a career (Lennon, 2005; NASW, 2006). Few studies exist on Asian Americans who do not choose Asian stereotypical career choices, such as social work. Acknowledging this lack of research, the present study was developed to explore the relationships between factors that may influence Asian Americans who choose social work as their career. Based on Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), it was hypothesized that acculturation and family immigration status influenced parental involvement, disapproval by significant others as a perceived career barrier among Asian American social workers. A cross-sectional survey design was used in this study. The sample was derived from the members'database of the National Association of Social Workers (NASW). A total of 900 were randomly chosen among 1,802 of Asian American social workers in the NASW database, and 370 Asian American social workers participated in this study with 41 percent of a return rate. Quantitative data were collected through standardized measurements: Suinn-Lew Asian Self-Identity Acculturation Scale (Suinn, Rickard-Figueroa, Lew, & Vigil, 1987); Career Barriers Inventory Revised (Swanson, et al., 1996); and eight items from Tang et al.'s (1999) Asian American Career Development Questionnaire. The data were collected through a combined method of an online survey with option of a paper mail-return questionnaire. Results of the study found significant group differences among family immigration status groups on parental involvement, and perceived likelihood and hindrance of disapproval by significant others. The group of the 2nd generation reported the highest scores of parental involvement among the family immigration status groups. Also, Asian American social workers who represented the 3rd and higher generation of immigration reported lowest perceived likelihood and hindrance scores of disapproval by significant others. However, there was no significant multivariate effect of acculturation on parental involvement, and perceived likelihood and hindrance of disapproval by significant others. Implications and limitations of this study, as well as suggestions for future research, are discussed.

• (The)Study of the Eastern Classic
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• no.36
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• pp.333-374
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• 2009

Korean traditional education emphasizes moral education than any other country or culture. Education is recognized as practical task for self-realization and self-transcendence in traditional Confucian community. This study starts from two questions. First, how moral education in Korea from late in the 19th, when the modernized schooling started, to now can be classified according to social and political circumstances? Second, what is the main issue of moral education in the progress of Korean education after independence from Japanese imperialism? Especially, this study focuses on reflecting and reviewing these issues by context of Eastern moral education. After late in the 19th century, moral education in Korea is divided into three types: "Education for loyalty and filial piety and Moral cultivation", "Citizenship education and Education for anti-communism", and "Moral education and Character education". This study mainly insists these types of moral education distort the sprit by political interests rather than inherit and develop sprit or basic value of moral education. Furthermore, this study discusses characteristic of moral education and way to improve based on important two issues in Korean society; "Nationalism in moral education" and "Western biased education" Making individual's free will into group consciousness in accordance with political power group's interests rather than developing moral community based on each one's character building, nationalism in moral education deepens self-alienation. Western biased education makes self-negation as it considers western as core, and Korea and other traditional ideas as side. This study emphasizes reanalysis Eastern moral education and need effort for understanding of Eastern moral education to overcome Western biased education in Korean moral education.

• 프린팅코리아
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• s.18
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• pp.44-45
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• 2003

반만년의 역사를 자랑하는 우리민족이 세계에 내세울 만한 유산은 단연 인쇄문화를 꼽을 수 있지않을까 싶다. 1991년 우리나라가 UN에 가입할 당시 '월인천강지곡 인쇄동판' 을 기증한 것도 우리의 인쇄문화가 세계 어디에 내어놓아도 뒤지지 않는 인쇄 종주국이라는 확신이 있었기에 가능했던 일이다. 남들이 엄두도 못 내던 시절에 일구어낸 인쇄종주국의 칭호는 1972년 프랑스 파리 국제도서전이 열리기 전까지는 우리가 아닌 '쿠텐베르크'의 나라 독일의 것이었다. 1972년. 스스로 최고를 자임하던 인쇄종주국 독일의 위상을 변화시킨 사건이 발생했으니'유럽 동양학회 100주년 기념 책 전시회에 당시만 해도 잘 알려지지도 않은 나라 우리나라에서 인쇄된 '백운화상초록불조직지심체요절 이 출품된 것이었다.

• Archives of design research
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• v.20
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• pp.231-240
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• 1997

In the every genre of arts we can find the oriental Yin-Yang idea which has been descended from olden time in the Orient. It arouses our big interest especially in the domain of design and plastic arts as well as in the every field of human culture, and its study and application will enrich the qualities of design and plastic arts. I think it is with the Yin-Yang idea that we have to chase to our own cultural activities to make differance from the others. Without it, we cannot advance any more the traditional heritage into better and higher state of level than the West, and our philosophy and spiritual activities be stagnant in the same cultural categories as oter countris have in common. The countries which have no distinguishing feature of their own are very easy to place themselves in the border of world culture, not in center of it only to give an immitatin of others. I would like to put great emphasis on Yin-Yang idea in the field of design and plastic arts because it will give newness and novelty to all the p대ple who are not familiar with the oriental Yin-Yang idea.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.395-426
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• 2010

The purpose of this study was to delve into parents who turned their children into creative achievers in the East and the West in an attempt to determine the cultural generality and specificity of the rearing of gifted children. The subjects in this study were Western parents, who brought up Marie Curie, Einstein, Edison and Newton, and Eastern parents, who raised Lee Hwang, Lee lee, Jeong Yak-yong and Heo Nanseolheon. To compare their parenting characteristics, common denominators and differences, a variety of data were investigated, including historical records about the parents, biographies, critical biographies, autobiographies and letters. As to the common features of the parenting style of the eight Asian and Western parents, they were talented themselves or capable of educating their children in their talent areas, and provided them with optimal learning environments or chances without pushing them. They accentuated independent spirits and emphasized renovative and open way of thinking. And at least one parent in each family showed absolute support for their child. Regarding differences in parenting style between the East and the West, the Western parents urged their children to develop their talents with more intention, rather the Asian parents prized the well-rounded personality and growth of their children. The former interacted with their children in an horizontal manner, but the latter had a vertical relationship with their children. The former expressed their feelings in an active way, but the latter had their emotion in control. Besides, the Western parents disclosed themselves to their children by showing them even their mistakes or improper behaviors, whereas the Asian parents strived in everyday life to give their children a good example or a good role model.

• Sim-seong Yeon-gu
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• v.28 no.2
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• pp.107-138
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• 2013

The purpose of this article is to awaken our colleagues to the culture and mind issues that have been forgotten or neglected by contemporary psychiatry under the prevalence of materialistic orientation. Cultural psychiatry too, though it has been contributed a great deal to widen the mental vision of psychiatry, has revealed several limitations in its approach. In the course of one sided search for culture specific factors in relation to mental health, conventional cultural psychiatry has neglected an effort to explore the common root underlying the different cultures and the common foundation of human mind. Cross sectional comparisons of the cultures alone have inevitably prevented the global considerations to culutre and mind in historical aspects and the dynamic interactions between mind and culture more in depth. The author suggested that the total view of mind and total approach of analytical psychology of C.G. Jung might be capable to replenish those limitations. Author explained the ways of C.G. Jung's observations and experiences of non-western culture and his concepts of culture and mind. The author demonstrated Jung's view of culture with the example of Filial Piety, Hyo, the Confucian moral norm which can be regarded as components of the collective consciousness though connected with archetypal patterns of behavior of intimacy between parent and child. In regard to the coexistence of multi-religious cultures in Korea the author made a proposal of 'culture spectrum' model for understanding value orientations of person in religious cultures. He identified in case of the Korean 4 types of cultural spectrums: Person with predominantly the Buddhist culture; with the Confucian; with the Shamanist; and with the Christian culture. The author also made an attempt to depict the dynamic interactions of different religious cultures in historical perspectives of Korea. Concepts of mind from the Eastern thoughts were reviewed in comparison with Jung's view of mind. The Dao of Lao Zi, One Mind by Wonhyo, the Korean Zen master from the 7th century, the Diagram of the Heaven's Decree by Toegye, a renowned Neo-Confucianist of Korea from the 16th century and his theory of Li-Ki, were explored and came to conclusion that they represent certainly the symbol of the Self in term of C.G. Jung. The goal of healing is 'the becoming whole person'. Becoming whole person means bringing the person as an individual to live not only within the specific culture but also to live in the world beyond the culture which is deeply rooted in the primordial foundation of human mind.

• 프린팅코리아
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• v.14 no.7
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• pp.74-87
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• 2014

최근 인터넷에서는 숫자 12의 비밀이 화제였다. 우리 일상생활에서 흔히 찾아볼 수 있는 숫자 12에 굉장히 많은 비밀이 있다는 것이다. 서양의 문화인 그리스 신화에 등장하는 신과 성경 속 예수의 제자는 각각 12명이다. 동양에는 12간지 12마리의 동물이 띠를 이룬다. 피아노의 건반은 한 옥타브가 12개의 반음으로 이뤄져 있다. 연필 한 다스에는 연필 12자루가 들어있고, 일반적인 축구공 한 개에는 12개의 정오각형이 들어 있다. 우리가 가장 많이 쓰는 컴퓨터 키보드는 F1부터 F12까지 12개의 기능키가 있다. 하루는 24시간으로 오전과 오후 12시간으로 나뉘며, 1년은 12개월이다.

• 프린팅코리아
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• v.13 no.10
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• pp.63-69
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• 2014

오프셋 인쇄시장이 축소됨에 따라 대한잉크, 동양잉크 등 국내 굴지의 인쇄잉크 제조 및 공급사들이 인쇄잉크 외에 인쇄기자재를 함께 공급하는 등 사업 범위를 확대하고 있다. 세계적인 잉크제조사도 잉크뿐 아니라 안료, 기자재 등을 함께 공급하는 사례가 늘고 있는데, 이는 출판시장은 물론이고 오프셋인쇄시장이 점차 축소됨에 따라 새로운 돌파구를 찾기 위한 노력의 일환으로 풀이된다. 인쇄잉크산업과 잉크 제조사들이 공급하고 있는 기자재 공급 현황에 대해 살펴본다.

• KLA journal
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• v.18 no.1
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• pp.20-25
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• 1977

이 글은 1976년 5월 서울에서 개최된 국제도서관협회연맹(IFLA)대회시 “출판물의 일반적 가용성에 관한 IFLA 계획에 대하여” 대영도서관대출부의 M. B. Line에 의하여 작성된 것을 도연맹부회장인 P. 하바드 윌리엄스박사가 소개한 것이다.

• English & American cultural studies
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• v.9 no.1
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• pp.51-70
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• 2009

For a long time Westerners have considered the Orient as unknown and mysterious, but Orientals soon came to be seen as weak and dependent, or feminine. The Oriental woman became a synecdoche for the Orient itself. We can find this theme in several British plays that deal with the Orient and Oriental women, including Shakespeare's Antony and Cleopatra and Dryden's All for Love. Both of these plays have Egypt as their setting and Cleopatra as a main character. For a better society, Shaw emphasizes the importance of education. In Caesar and Cleopatra, Shaw sees Egypt as a weak and dependent country which needs the help of Rome. Accordingly, he depicts Cleopatra as young and ignorant, needing to be educated in her role as a queen. Shaw finds possibilities for growth and independence in the Egyptians and Cleopatra, who recognize themselves as Egyptians and pursue their identity apart from the colonialization of Rome. Here the Egyptians attempt to resist and escape the oppression of Rome. Young, dependant and ignorant Cleopatra becomes independent and knowledgeable as the result of her education by Caesar and in the end she becomes a real Egyptian queen. According to Shaw, the Orient and women have the potential to develop themselves and ultimately to overcome the government of Western countries and men. In this play, Shaw emphasizes the potential of the Orient and women and the importance of education. Shaw thinks women can grow and develop through education. Especially through Cleopatra's growth, his thought can be applied for Oriental women as well as Western women. His thought is beyond the 19th century British society in which this play was written. Through this play, we can see Shaw's thought is not limited by race, time and place and also has universality to transcend everything.