• The Journal of Korean Philosophical History
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• no.31
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• pp.87-111
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• 2011

In moral instruction, one of the important purposes is cultivate students' meaningful moral knowing. To obtain this purpose, generally systems approach has been adopted and used in moral instruction. Systems approach has emphasized efficient designs which do not occur incidental learning that does not contribute to obtain learning objectives. However, moral meaning may occur to the subject of knowing, then occurrence of coincidence can not be excluded. If we approach to moral instruction with operative and engineering ways, we may convey the learning object but it won't be received meaningfully. Because of such problem, moral instruction has been required an alternative perspective contrary to the systems approach. Above all we need to reconsider the logic of explanation based on the systems approach. Because the moral instruction is understood that it is a systematic and operative act according to the logic of explanation. According to the logic of explanation, education is an act that conveys the teachers' knowledge to students who have inferior knowledge to teachers'. During this process, students' interpretation has been overlooked. In moral instruction, the teachers' interpretation of moral meaning can occur and extend by students' interpretation. When we understand moral instruction as the course of alliance between interpretation, it could be stood out that teaching as a symbol, constitution of teaching text as a vacuum, learning as a coincidence. When we stand out these aspects, the moral instruction could be understand as a poetic act. And based on such understanding, we can abstract specific resemblances between the poetic act and the moral instruction. There are semantic invariants and semantic variants in the teaching text of moral instruction. The semantic variants premise uncertainty. The limitation, that is, semantic invariants and the openness which is possible within semantic variants are changed to the moral instruction by students' response. It is essential that a selective attention as esthetic transaction that could be changed from text to poet. Like this, we need to take notice of instructive aspects not to means for reaching learning objectives but to act for being possible disinterested experiential learning.

• Journal of Korean Philosophical Society
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• v.130
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• pp.47-77
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• 2014

The purpose of this paper is to justify the following four points. 1) Both communitarianism maintaining perfectionism and liberalism maintaining state neutralism are wrong. Communitarian liberalism is right. 2) If we accept a standpoint of communitarian liberalism, every state must make its own moral textbook for the achievement of common good. Of course, it dose not mean that a government must be an author of moral textbook. 3) The subjects of unification education and democratic citizenship education must be included in moral textbook. The crucial difference between moral education and civic education lies not in the educational subject but in the educational method. In order to internalize communal values and virtue, moral education prefer reflective internalization to indoctrination. But civic education prefer indoctrination to reflective internalization. 4) An desirable Korean who shares Korean values and virtue, provisional moral truth of Korea is a citizen of two isms, namely nationalism and cosmopolitanism.

• Journal of English Language & Literature
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• v.58 no.5
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• pp.859-880
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• 2012

This paper aims at analyzing Robert Southey's Thalaba the Destroyer in relation to cultural colonialism of the British Romantic period and investigating the ways in which this text portrays the Other through its literary representation of the East. Especially, this paper attempts to show that the Oriental world constructed in Southey's text reveals the imperial subject's self-conscious awareness of its unstable relation with the unknown Other. For this purpose, this paper attends to the formal aspects of Thalaba the Destroyer, examining the process by which the reader's generic expectations about the "epic" undergo complex revisions and frustrations through reading this text. The epic elements contained in Thalaba the Detroyer include the battle between good and evil and the hero's moral epiphany arising from his struggle against malicious enemies. Yet, Thalaba the Destroyer constantly destabilizes the distinction between self and other by leading the reader to recognize the uncomfortable similarity between the poem's tyrannical figures and imperialistic monarchs in the Western civilization. Thus, when the hero enacts a revolution against despotism, the resistant power points not only to the imagined false kingdom within the text, but to the core of the real Empire that seeks to construct its own "garden" in the global scene. In addition, Southey's "panoramic" description of Oriental objects and stories in his footnotes lacks a framing perspective, erasing and de-stabilizing subject/object distinctions. In these footnotes, he exposes his profound attraction to the culture of "Other" and also conveys his aspiration to transforming Eastern myths and stories into profitable literary texts. Southey's attitude to the East in the footnotes appears to be partially grounded upon the interest of mercantile capitalists of the West, who need to discover potential commodities. Yet, simultaneously, he reveals a sense of moral hesitation about his own desire for the materiality of the East, along with deep anxiety arising from the fear of punishment.

• Journal of English Language & Literature
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• v.64 no.1
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• pp.117-133
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• 2018

This article examines Laurence Sterne's Sentimental Journey in the context of eighteenth-century British travel literature. While literary critics generally read Sterne's work as a sentimental novel, contemporary readers initially interpreted the text as a travel narrative. It is my argument that travel writing, particularly the motion entailed in travelling, plays a significant role in Sterne's critical examination of sympathy and its cultural function during this period. By narrating in great detail his narrator Yorick's mobility and the effects it has on his sentimental encounters, Sterne illustrates how sympathy is not only difficult to activate and therefore requires added stimulation in the form of motion, but also does not necessarily result in charitable actions, a moral failure that is dramatized by the literal distance Yorick maintains from the objects of his sympathy. Calling to mind the figurative distance that constitutes an integral part of Adam Smith's formulation of sympathy in The Theory of Moral Sentiments, the distance Yorick establishes through his travels indicates sympathy's failure to bridge the emotional and socioeconomic distance between individuals, thereby highlighting sympathy's limitations as a moral instrument. I argue that by using Yorick's repeated acts of sympathy to explore the problems of sentimentalism, Sterne both draws from and innovates the tradition of employing imaginary voyages to engage in philosophical inquiries.

• Journal of Information Processing Systems
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• v.19 no.6
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• pp.842-857
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• 2023

Currently, most sentiment classification models on microblogging platforms analyze sentence parts of speech and emoticons without comprehending users' emotional inclinations and grasping moral nuances. This study proposes a hybrid sentiment analysis model. Given the distinct nature of microblog comments, the model employs a combined stop-word list and word2vec for word vectorization. To mitigate local information loss, the TextCNN model, devoid of pooling layers, is employed for local feature extraction, while BiLSTM is utilized for contextual feature extraction in deep learning. Subsequently, microblog comment sentiments are categorized using a classification layer. Given the binary classification task at the output layer and the numerous hidden layers within BiLSTM, the Tanh activation function is adopted in this model. Experimental findings demonstrate that the enhanced TextCNN-BiLSTM model attains a precision of 94.75%. This represents a 1.21%, 1.25%, and 1.25% enhancement in precision, recall, and F1 values, respectively, in comparison to the individual deep learning models TextCNN. Furthermore, it outperforms BiLSTM by 0.78%, 0.9%, and 0.9% in precision, recall, and F1 values.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.28 no.1
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• pp.5-23
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• 2017

The purpose of this study is to analyze media in the elementary moral textbooks with the information processing model and suggest some ways to boost media literacy within the school library. In this study, the three national moral curriculum for the 4th, 5th and 6th elementary students are assayed. As the results of analysis, the inputs of the elementary moral textbooks are bias toward pictures (visual media) and stories (printed media), its' processing focus on investigation and workbooks using the table and its' outputs are based on the writing, speaking and making (creating). But there are so lack of specific activities to achieve relevant information form the media and the reading strategies of visual media as the elements of inputs. The school library should serve various reading materials considering the develop of reading interest, make workbooks for learning strategies according to the text types and try to secure collaborative teaching time to resolve the bias toward media of inputs, increase information processing activities and improve students' media literacy.

• Journal of the Korean association of regional geographers
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• v.20 no.4
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• pp.484-503
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• 2014

This study is to point out importance of narrative as a way of learning values and interests for learners. Thus, geography value instruction models with narrative was developed and applied to teaching model. The results are as follows: First, narrative is useful to value education. Because narrative includes the contextual information, leaners are able to make a moral decision in respect of socio-cultural approach and to reach more truthful and practical decision with empathic understanding. Second, comparing with an expository text, the narrative text is more interesting, understandable, and preferred. Third, Web of meaning, one of scaffolding skills, is helpful to expand the scope of learner's thinking and group activity. Fourth, learner's awareness toward the topic changes. However, it is required to develop a practical method for elaborate assessment tool and for learners' active participation.

• Journal of Popular Narrative
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• v.25 no.1
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• pp.193-215
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• 2019

According to ethical literary criticism, every type of literature has its text. The original definition of oral literature refers to the literature disseminated orally. Before the dissemination, the text of oral literature is stored in the human brain, which is termed as "brain text". Brain text is the textual form used before the formation of writing symbols and its application to a recording of information, and it still exists after the creation of writing symbols. Other types of texts are written text and electronic text. Brain text consists of brain concepts, which, according to different sources, can be divided into objective concepts and abstractive concepts. Brain concepts are tools for thinking while thought comes from thinking with understanding and an application of brain concepts. Brain text is the carrier of thought. The termination of the synthesis of brain concepts signifies the completion of thinking, which produces thoughts to form brain text. Brain text determines thinking and behavioral patterns that not only communicate and spread information, but also decide our ideas, thoughts, judgments, choices, actions and emotions. Brain text is also a deciding factor for our lifestyle and moral behaviors. The nature of a person's brain text determines his thoughts and actions, and most importantly determines who he is.

• Journal of English Language & Literature
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• v.53 no.2
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• pp.281-306
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• 2007

M. M. Bakhtin's dialogic concept of multi-voiced discourse allows us to open up the text of The Clerk's Tale and to account for its radical heterogeneity. Once we recognize the multi-voiced character of The Clerk's Tale, then what was heretofore regarded as discontinuous or ignored can be seen as the clash of several different world-views. Such a conceptual framework gives an added depth and scope to such thematic subjects as sovereignty, the status of women, and rhetorical style. There are three different and antagonistic voices involved in the tale's narration. These voices project different viewpoints or world-views, and they consequently engage each other in a polemic debate. Their relationship with each other is discontinuous and dialectical rather than continuous and harmonious. The first voice is the Petrarchan voice of moral allegory, which is the voice of tradition, authority, and high seriousness. This voice of moral allegory regards the story of Griselda as an exemplum of spiritual constancy and virtuous suffering. The second voice is the Clerkly voice of pathos based on human experience and feeling. This voice is defined by the Clerk's asides and apostrophes interspersed in the narrative proper, which function to engage the Petrarchan voice in a polemical debate. The third voice is the voice of parody, nominally identified with Chaucer the poet, which is located in the second ending, including Envoy. Whereas the other two voices are earnest and serious, the voice of parody is irrelevant, playful and antagonistic to both the Petrarchan voice of moral allegory and the Clerkly voice of secular humility.

• (The)Study of the Eastern Classic
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• no.32
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• pp.279-310
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• 2008

In this research, the writer investigated the thought in realism and view on education appeared in the text, GUANZI("管子") roughly. The thoughts and contemplation in GUANZI mostly contain practical issues of politics, law and economy, as well as military policy and also get involved in the education pursuing an organic relationship therewith. In GUANZI, the rule of law and morality were applied to the politics in a harmonious fashion. Although the text upheld agrarian-oriented policy in connection with nation's economy, it, however, succeeded to secure the national wealth by having implemented the polices concerned with industry and commerce in an appropriate manner. In addition, he established strong military organization through political stability and by securing economic strength. In short, this is the policy in order to pursue 'a rich nation with a strong military.' Under such situation, education made a positive contribution to meet the realistic needs in order for reinforcement of politics, economy, and military. In the level of moral education that will set right the decorum and proprieties of the people, and their loyalty and integrity, vocational training that enabled the four divisions of society, that is, the official class, farmers, artisans and merchants, to carry out their given jobs successfully was highly valued in GUANZI. These are substantial efforts in order to establish the order of community by means of putting emphasis on people's morality and loyalty, and also to create the public weal through reinforcement of producing activities of each class of society. After all, the realistic thought and view on education appeared in GUANZI can be understood as an expression of strong will to accomplish national prosperity and military strength in order to overcome disturbing situations in the society in those days.