• Journal of English Language & Literature
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• v.55 no.3
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• pp.399-413
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• 2009

Pointing out the reality of criticism done mostly on Carlyle s original structure and rhetoric in his Sartor Resartus, this research paper focuses on Carlyle s dualistic philosophy revealed in the work, limiting its focus mostly to the dualistic theme of descendentalism and transcendentalism. The essence of Caryle s descendentalism is his irony and satire on human civilization, not for criticism itself, like other satirists, but rather out of his deep, secret humanism behind his mask. Roughly the two objects of his social criticism in the contemporary, descendentalisitc world, are mechanism and materialism in a variety of new ideologies. To diagnose the Zeitgeist and disillusion man living in contemporary civilization, Carlyle in this work uses a very original metaphor, the clothes-symbol. According to Carlyle, human history and progress can be said to be originated from man s adventitious invention of clothes that was not for biological need or social decency, but for decoration, the instinct of which implies man s innate vanity and desire. Interestingly enough here, however, Carlyle uses the same metaphor of clothes for his vision of transcendence, the world of Everlasting Yea. Man is also God s apparel and Matter is that of Spirit. Carlyle s Everlasting Yea world stresses especially the two attitudes, belief in God and love of man, which have been recently jeopardized in the socalled descendentalistic world. But Carlyle s transcendental and religious vision in Sartor Resartus is, as critics also have agreed, a unique and mysterious vision as something different from orthodox Christianity or other Victorian ideologies, as more like an amalgamation among Calvinism, Romanticism, Platonism and German Idealism. All in all, reading Sartor Resartus is still a valuable experience of an idiosyncratically original vision along with his warning against dehumanizing forces lurking in the name of civilization and with his ultimate eulogy on man, proving descendentalism as just part of transcendentalism, although the reader from time to time can be embarrassed by his male-centered, politically conservative, and individual-oriented dynamism.

• Journal of English Language & Literature
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• v.55 no.1
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• pp.83-105
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• 2009

Modern poetry begins as criticism of modernity and, by so doing, rejects its idea of time. Modernity emphasizes sequential, linear, and irreversible time and progress. Williams rejects the modern view of time, and attempts to substitute literature for history assuming that literature can take us into the immediacy of time. His poetry asserts the true moment of experience as an immediacy, of words co-existent with things. He suggests that modernity and its idea of time already led to World War I and could clearly lead to an actual, manmade apocalypse with continued technological progress. Already in the 1920s, Williams sensed that he was living in a world where such an end could come all true, which is why Spring and All, his greatest early achievement, begins with a parody of the modern apocalypse. Throughout the work, Williams criticizes "crude symbolism" and expresses his longing to annihilate "strained associations," for he believes that the metaphoric or symbolic association is related to order, the center, and the traditional concept of time itself. The metonymic model of Spring and All substitutes a self-reflexive, open-ended, and indeterminate structure of time for the linear and closed one. Instead of supplying an end, Williams only asserts the rebirth of time and attempts to arrive at immediacy while attacking the mediacy of traditional art. His characteristic use of fragmentation and abrupt juxtapositions disrupts the reader's generic, conceptual, syntactic, and grammatical expectations. His radical poetic experiments, such as the isolation of words and the disruption of syntax, produce a sense of immediacy and force the reader to confront the presence of the poem. His destruction of traditional forms, of the tyrannous designs of history and time, opens up rather than closes the possibility of signification, and takes us into a moment of beginning while disallowing temporal distancing. Spring and All, as a criticism of the modern idea of time, asks us to view Williams's work not as an ahistorical text but as a cultural subversion of modernity.

• Journal of Distribution Science
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• v.18 no.2
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• pp.79-89
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• 2020

Purpose: This research aimed at exploring the antecedents of feeling ashamed and anger when customers perceive the rightness of object of criticism induced from in-group failure triggered due to my mistake or others' mistake, and identifying the effects of shame and anger on customers' consumption type. Research design, data and methodology: This research used 2 (failure caused by my mistake versus failure caused by others' mistake) between- subjects design, and collected 353 data through on-line survey, and structural equation model of Amos 21.0 was used to verify the hypotheses developed by reviewing the past literature. Results: First, feeling anger motivates customers to choose compensatory consumption behaviors whereas shame leads people to choose adaptive consumption behaviors. Second, customer's feeling of shame and anger is depending on the perceived rightness of the criticism induced from the failure caused by my mistake or others' mistake. Conclusions: Marketers should notice that even shame and anger are included to negative emotions, customers who feel ashamed are different from customers who feel anger in view of approaching consumption. They should conduct their marketing focused on the adaptive consumption to ashamed consumers and do the marketing based on compensatory consumption to angry consumers.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.7 no.1
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• pp.247-262
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• 1994

This study is concerned with analysis of all the reviews published by the reviewing periodicals, The Book Review Culture and The Korean Publishing Journal, from 1991 to 1993. The result of analysis for 736 reviews are followed： 1) The percentage of reviews in the field of philosophy & religion, literature ＆ language, science ＆ technology is lower than the percent-age of books published. But in the field of history and social science the reviewing is proportionately higher than the publishing. 2) Book reviews are prepared by professors, literary reviewers, researchers, and experts in the particular subject field except librarian. 3) Basic elements of reviewing are the career and view point of author, trends of suject field, content, value, omissions, limitations, and format of book, reader's level, etc. Ideal method of book criticism may be summarized as follows： 1) The criterion of book selection are the book's value, the social . demand, and the proportion of titles published. 2) For the unbiased criticism, it should be written by the experienced librarian rather than the experts of particular subject field. 3) Book criticism need to provide not only guide to new books but also interpretation and evaluation about each book for its reader.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.209-233
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• 2009

Many difficult literary texts have been disregarded by the teachers as well as the students in the EFL context. The abridged version, however, has its pedagogical usability when viewed as an extension of the literary text like movies and comic strips. Legible abridgments boost up the critical mind among the learners by enhancing their involvement in responding more actively to each class. In addition, to study an abridged version makes the future teachers accustomed to use it as a usable material. Abridgment has its efficacy in the literary study, too: reader-response criticism and narrative scholarship. First, the learners' creative engagement to the text encourages them to draw their personal experiences which are made up of the basic storyline. Second, a personal experience linked to the story has a relationship to narrative scholarship proposed in contemporary ecocriticism. Narrative scholarship is a new academic trend that merges the writer's personal experience in physical surroundings with the text which describes the same or similar natural environment. The role of teachers is a key to succeed in the abridged version pedagogy. They can facilitate a web of learner, text, and social context by providing a friendly atmosphere to encourage students' active participation, as well as supplementary materials of the original text.

• SUVANNABHUMI
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• v.16 no.2
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• pp.39-65
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• 2024

Education is widely considered an essential tool for national development, particularly in Southeast Asia, in which advancing education ideally means advancing social cohesion, and security, and economic growth. This paper juxtaposes The Rainbow Troops: A Novel (2005, hereafter The Rainbow Troops) by Indonesian writer Andrea Hirata and Cho tôi xin một vé đi tuổi thơ (Ticket to Childhood, 2008) by Vietnamese writer Nguyễn Nhật Ánh, understanding their potentially generated dialogue about idealized education. Reading character constructions and narrative flows against educational policies and realities of Vietnam and Indonesia in particular and Southeast Asia at large reveals criticism about the true goals of education programs pertaining to children. Specifically, they provoke in readers questions about the role of education as a tool for national development appropriate to each political and economic context and the respect for the psychological, intellectual, and physical development of children.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.71-90
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• 2010

This study suggests that English literature educators need to be eclectic and flexible in applying theories and methods, not simply adhering to one or two for all situations and occasions. They need to be available to go with the flow and particularly employ whatever is needed at any given moment of class time. There is a current trend emphasizing English literature as merely a language resource rather than the study of English literature as an end in itself. Without much attention given to literary analysis and criticism, students tend to lack creative and critical thinking abilities. Given the current imbalance, it would seem important to address the issue, and create English class programs that maintain a balance between teaching the study of English literature to improve students' critical thinking abilities, and its use as a language resource. To fulfill this goal, thorough preparation is required. Indeed, we can direct our intelligence more effectively when we are well prepared and we are familiar with the basic methods and mechanics of teaching our subject. The greatest achievement of the English literature class I taught was that the students showed unexpectedly remarkable creative and critical appreciation of the novel we studied, in addition to improving their English language skills.

• Lingua Humanitatis
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• v.1 no.2
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• pp.67-90
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• 2001

In the past few years, a trend has emerged emphasizing the interdisciplinary relationship between cultural and literary studies, and "memory" has been suggested as the central theme in this trend. According to Aleida and Jan Assmann, "memory" as collective memory (not individual recollection) has various functions and forms, of which communicative memory and cultural memory occupy opposite poles of a central axis. Whereas communicative memory relates to the living past shared among contemporaries, cultural memory relates to "recollected history" rather than factual history. Cultural memory finds transmission through symbolic media such as myths, festivities, and literary works. Literary works preserve critical and living memories as opposed to forgotten memories. In other words, literature should be better read as "criticism and memory" than "imitation and preservation." Works of literature are characterized by a turning away from repetition toward representation-the process of "making present" of what is past.

• Cross-Cultural Studies
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• v.37
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• pp.81-107
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• 2014

Freud's' discovery of the unconscious' is a great revolution. Because of this, human beings were able to get the opportunity to look into their inner than honest. Lu Xun and Guo Mo Ruo a pair of realism and romanticism literature representative of Chinese modern literature writers. They then absorb the psychoanalytic theory o Freud along with other Western zeitgeist, introduce them widely inliterary theory and creative practice, which was again. Lu Xun was reflected in the human world of the unconscious Freud uncovered on the basis of strict realism literary spirit, Guo Mo Ruo is in accordance with the romantic literary time for the purpose of 'art for art' depicting a man's inner psychological well did. Although Freud spirit they claim to social and literary artistry of literature based on different yarns in the Acceptance of analytical theory, has the characteristics of a common sentiment analysis method to express and describe the unconscious human potential. 5.4 When Lu Xun and Guo Mo Ruo China Journalism writers, including Freud's psychoanalytic theory has embraced the Enlightenment and the old feudal society was a major contribution to want to read exactly what the human inner hearing. Chinese modern literature writers have to accept sometimes positive, sometimes accepting the psychoanalytic theory was intellectually sharp criticism, which could be a great instrument in time to the 5.4 Enlightenment and psychological fiction novel further development.

• Cross-Cultural Studies
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• v.23
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• pp.81-100
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• 2011

The term of world literature is now becoming an issue and lens through which we need to rethink the value of literature on a more universal dimension so as to imagine newly the location of the local or regional literature that has been alienated from the field of world literature. This kind of recognition leads us to consider the term world literature in relation to globalization and universality and to locate it on a problematical territory rather than to understand it in the traditional and Western way. Therefore the concept of world literature is now given to us as a task to resolve from our particular, or more precisely, peripheral context. The peripheral context could best operate as a possibility of reforming the West-centered order of world literature particularly in the way in which world literature obtains a more universal value. When we discuss world literature we need to consider the way of practice to re-highlight the possibility of periphery and pre-modernity without neglecting the 'light' of modernity and center. In this respect, the discourse of 'East Asia' may be useful for a transnational approach to world literature which focuses on the criticism of all kinds of centrism by foregrounding the concepts of othering and de-homogenization. For this I emphasize the attitude and methodology of 'post' which includes the power of othering and de-homogenization. The 'posty' theories such as post-colonialism, post-structuralism, post-nationalism and post-humanism allow us to indicate properly and acutely our aim by means of freer play of thought and at the same time more just definition and practice of our thought; that is, only by embracing both indication and play can we maintain the universal value of world literature. Here we can say that the global and local enterprise of ethics is the fundamental basis of world literature.