• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6056-6065
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• 2014

The aim of this study was to develop a scale of the Korea citizen's intentionality out of their inborn ability and mission. To set up the concept of the above intentionality, there have been many academic and religious studies for reference in addition to the existing productivity, Korea elderly successful aging scale, and the scale of life qualities for review. The first 57 items for questionnaires were created thereafter. The final 27 items were confirmed, which were constantly modified by a professor of statistics and corresponding author in effective response and in removing the redundant items after the first items had been reduced to 44 preliminary items through the many an item-by-item discussions with pastors, theologians and social workers. A survey was conducted around the metropolitan area and 380 records were collected. Factor analysis to verify the validity of the measurement tool was completed, and showed that there were 6 sub-factors; "recognition of being", "autonomous life", "self-completion", "initiative", "acceptance", and "economic feasibility". In addition, reliability analysis was implemented and found to be reliable because the Cronbach's ${\alpha}$ value was 0.6 or more.

• Journal of English Language & Literature
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• v.55 no.1
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• pp.3-24
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• 2009

The Harry Potter series is considered to represent the multicultural aspect of contemporary British society and to show critical perspectives of racism. This series, however, also includes many elements of British imperialism. This paper examines the ideas about education and Harry's role in relation to British imperialism. One of the main ideas prevalent in 19th century British boys' public schools was that people's blood origin is the most important element in determining their characteristics, ability and moral qualities. The students' inherited capacity and their family background are more highly regarded than their secondary learning and training. This reflects a 19th century concept that ultimately, inborn quality makes 'a hero', a truth presented in the educational policies of Hogwarts. Hogwarts' educational policies and systems can also be related to 'developmentalism', which defines children as imperfect, in-progress and incomplete, thus needing proper training and discipline. As this concept functioned to justify the control of children while educating them, Hogwarts adopts diverse controlling devices and oppressive policies, which are mainly justified in the name of education. On the one hand, child characters are controlled and oppressed by the school authorities, on the other hand, some of the students such as Harry have remarkable magic powers enough to resist the adult authority and even to save the magic society from the evil power. Harry plays dual roles, which the British boys of the Empire were assigned from their society; they are important heirs to conquer the 'evil' or 'barbarous' world but need to be obedient to a 'good' authority to achieve the mission. Harry's magic power and self-discipline ultimately contribute to fulfilling Dumbledore's mission, which mirrors 19th century British boys' roles as the heirs of the British Empire.