• Journal of English Language & Literature
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• v.60 no.2
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• pp.249-267
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• 2014

An outsider's perspective is often illuminating and enlightening, as he or she perceives the world differently from us, and sees things that insiders tend to miss. While an outsider's views are fresh and penetrating, an insider's vision is often banal and myopic. Although outsiders' perspectives may not be quite right at times, they always shed light and provide insight, allowing us to reevaluate the conventional interpretations of our literature and folktales. In order to prevent our own understanding and knowledge from growing stale and narrow-minded, we should endeavor to consider outsiders' opinions and view all things from multiple angles. When reading literary or cultural texts, therefore, we need to read through others' eyes because it provides alternative perspectives. And we should learn to co-exist with others and see things from others' eyes. In his celebrated novel, My Name Is Red, Orhan Pamuk, the Turkish Nobel Laureate, explores the themes of clashes between the East and the West, the young and the old, and conservatism and radicalism. The confrontation between the stubborn defenders of tradition and the self-righteous innovators ultimately results in bigotry, hatred and murder. As Pamuk aptly perceives in his novel, the inevitable outcome of such uncompromising conflict is degradation of humanity and annihilation of human civilization. That is precisely why we need to embrace others who are different from us and learn to look through others' eyes. Sometimes, we fear other voices and different perspectives. As the movie "The Others" suggests, however, there is no reason for us to be afraid of others.

• Cross-Cultural Studies
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• v.20
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• pp.203-210
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• 2010

Tolerance education must be based on the fact that tolerance like democracy cannot be achieved once and for all. Students must learn to constantly watch political and cultural processes for negative developments. Tolerance for others' values and behaviour can be learnt by studying previous historiographical views. The basic attitude to be learnt is repect for other cultures - within one's own culture as well as foreign cultures.

• Journal of Medicine and Life Science
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• v.16 no.3
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• pp.76-79
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• 2019

Korean Physicians encounter often the patients with cultural syndromes. This paper surveys those cultural syndromes in Korea, contrasted with those in other countries in five different domains; socio-cultural, sexual, psychological, psychosomatic and religio-spiritual. I discovered three natural consequences if not intervened; 1) healed and readjusted, 2) paradigmatically shifted for the better results and 3) mal-adjustment for the worse. In the hope to let the culture shifted toward better one, I propose to allow our Koreans to be educated, inspired by Park Wansoe's novel; 'Dreaming in an Incubator(꿈꾸는 인큐베이터)'.

• 보존과학연구
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• s.31
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• pp.103-120
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• 2010

Most of the important stone cultural heritage (National treasures and Treasures) in Korea are mainly located outdoor and considerably affected by the changes of the temperature, humidity and rainfalls. 541 of the stone cultural heritage are preserved as National treasure and Treasure. The pagodas occupy 187 remains and next 127 Buddha statues, 68 monuments, 60 stupas, and the others 74 stone cultural heritages. The shelter has been installed for one pagoda, 60 Buddha statues, 36 monuments and two stupas. The shelters are categorized in three shapes as traditional shape, modern shape, and others (tradition+modern). Approximately 100 of shelters that have constructed in traditional ways, and about nine of shelters have modern ways, and the only one has the combination shape of tradition and modern, which has been constructed since mid 1900s and repaired from the 1980s~2000s. Many researchers are studying for improvement of manners such as repairing, remodeling or removing of the shelter because problems have occured on shelters. Architectural form of traditional style of Korean timber building is respected, but it has problems on importing natural sunlight to the inside as well as ventilation and spacial problems. However, it needs to supplement policies to improve the positive roles of shelters such as prevention of artificial damage, blocking acid rain, and so on. For instance, the rock-carved Buddha Triad in Seosan, it had problems with viewing, contamination, and dew condensation on the surface. These problems decreased after dismantling the shelter, the space was made for improvement of viewing and dew condensation, and moisture problems were in better conditions. The velocity wind is an important factor in drying conditions on the surface of the rock, therefore the condition has improved after dismantling the shelter.

• Cross-Cultural Studies
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• v.19
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• pp.205-232
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• 2010

The purpose of this paper is to examine the possibility of application of some French and German movies to teaching of multi-culture in elementary, middle and high schools. Three different films are selected. (2005), a French animation film directed by B?n?dicte Galup and Michel Ocelot, is appropriate for the education of understanding cultural relativity and improving multi-cultural sensitivity in elementary school. is a French short film directed by Walter Salles and Daniela Thomaso and included in omnibus style film (2006). This short film relating a story of an immigrated woman who leaves her baby in a cr?che and travels through Paris to work for a bourgeois mother can be used for developing a bond of sympathy between natives and immigrants. It is recommended for the class of junior high school. Finally (2007), a German film directed by Fatih Akin, provide a learning model for the education of multi-culture in high school classrooms. The cinematographic aesthetic of this film is focused on a process of reconciliation with others over the cultural, racial, national and generational differences. Analyzing the structure of the film and being guided by teachers the students can understand better in improving abilities to understand others.

• English & American cultural studies
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• v.14 no.2
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• pp.251-285
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• 2014

Monsters cannot speak. They have been objectified and represented through a particular concept 'monstrosity' that renders the presence of monsters effectively simplified and nullified. In contemporary monster narratives, however, the site of monsters reveals that they could be the complex construction of society, culture, language and ideology. As going into the structure that concept is based on, therefore, meanings of monsters would be seen to be highly unstable. When symbolic language strives to match monsters with a unified concept, their meanings become only further deferred rather than valorized. This shows the language of monsters should disclose the self-contradiction inherent in 'monstrosity,' which has made others—namely beings we define as 'different' from ourselves in culture or physical appearance—embodied as abject and horrifying monsters. Unable to be understood, accepted, or called humans. I analyse Frankenstein and Dracula that firmly converge monstrous bodies into a symbolic meaning, demonstrating how this fusion causes problems in the multicultural society. I especially emphasize the undeniable affirmation of expurgated others we need to have empathetic relations with, because their difference, unfamiliarity, and slight divergences are likely to be defined as abnormalities. In the multicultural society, thus, we must learn to embrace diversity, while also having to recognize there are many others that have been thought of as monsters; ironically enabling us to think about an undeniable imperative of being responsive to other people. In this respect, the monstrous inhuman goes to the heart of the ethical undercurrent of multiculturalism, its resolute attempt to recognize and respect someone else's difference from me. A focus on empathetic relations with others, thus, can strengthen the process of creating social mechanisms that do justice to the competing claims of different cultural groups and individuals.

• 한국경영정보학회:학술대회논문집
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• 2008.06a
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• pp.1-6
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• 2008

Organizations are increasingly adopting Knowledge Management Systems (KMS) to effectively manage knowledge within the organization and realize firm and operational level benefits. However, many KMS implementations fail to yield desired outcomes due to the lack of understanding of the antecedent of successful knowledge management. Prior studies have established that organizational cultural values are one of the key enablers of knowledge management. We develop a computational model of organizational knowledge processes and employ simulations to examine the impact of KMS in different organizational cultural settings. We find that cultural values that govern the employees' predisposition towards seeking knowledge from others have a greater influence on KMS effectiveness than those that govern the employees' attitudes towards sharing their knowledge with others. We also find that organizations with cultures that foster high levels knowledge sharing behaviors can expect performance gains if KMS implementations incorporate knowledge seeking activities into the employees' work processes.

• Journal of Christian Education in Korea
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• v.61
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• pp.263-294
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• 2020

In South Korea which has become a multicultural society, ethnic and cultural others have suffered from discrimination against them and isolation from society. Multicultural policies and multicultural public education have simply focused on the assimilation of cultural others without providing opportunities to build a reciprocal relationship between Kor eans and cultural others. Noting this reality, this paper proposes intercultural Christian education as a prophetic and educational role of faith communities in society. Intercultural education, intercultural theology, Miroslav Volf's drama of embrace, and Sang-Jin Park's theory of the ecosystem of Christian education offer theoretical foundations for intercultural Christian education. Based on these foundations, the paper discusses the definition and goal of intercultural Christian education and argues for the roles of intercultural Christian education to help Christ ians "SEE" the self, the other, and the community through self-reflection, embrace, and ecological transformation. As intercultural Christian education pursues to nurture Christians to have a respectful and hospitable mindset toward cultural others, such education will help faith communities seek a multi-colored kingdom of God.

• 한국문화재보존과학회:학술대회논문집
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• 2002.11a
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• pp.7-14
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• 2002

In Katap-ri, South Korea, potteries and roof tiles are excavated with the assumed raw materials. Using NAA, the provenance of these cultural remains was examined among the neighboring others, and the correlation the assumed raw materials with potteries and roof tiles also was examined. From the results of statistics it is concluded that this cultural site is distingushed from others by several trace elements, Ba, Cr, Sc, Yb, Eu, and Rb with 93.2 % accuracy. Also it turned out that the assumed raw materials wasn't raleted to potteries and roof tiles with 96.3% accuracy.

• The International Journal of Costume Culture
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• v.12 no.1
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• pp.85-92
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• 2009

The objectives of the research are to explain the nature of cultural diffusion and its associated theoretical concepts, to review the nature of traditional Indonesian textiles and to focus particular attention on the origin, evolution and diffusion of motifs and patterns associated with the decoration of two important categories of Indonesian textiles: batiks and ikats. Cultural diffusion refers to the process by which cultural traits, material objects, ideas, inventions, innovations or patterns of behaviour are spread from one social or geographical context to another. Examining the decoration on traditional textiles produced across the Indonesian archipelago, certain motifs and patterns are shown to have been retained from ancient times, and others have been adopted from elsewhere. There is great cultural diversity across the archipelago and ample evidence of cultural diffusion.