• Journal of Korean Academy of Nursing
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• v.35 no.7
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• pp.1333-1342
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• 2005

Purpose: This paper was aimed to inquire into Ricoeur's self -hermeneutics and narrative ethics, and apply it to personal identity constituting caring and care ethics in the practice of nursing. Its purpose is to provide a philosophical foundation for caring in nursing. Method: According to Ricoeur's narrative identity, ontological caring was interpreted as personal identity constituting caring. His ethics were described as care ethics, which contributed to preserving and promoting the personal dignity of the client, as self in search for the good life in the nursing practice. Results: Narrative understanding of the client pointed to the ontological role of care in the constitution of personal identity. From an ethical aspect of the narrative, respect for personal identity and personal dignity of the client was crucial to an ethical caring attitude, promoting self-esteem in the nursing practice. Conclusion: This paper suggested that Ricoeur's ethics could provide a philosophical basis for understanding ontological and ethical caring in nursing. This contributed to protection of the client from the threat of personal identity, as well as respecting their personal dignity.

• The Korean Journal of Archival Studies
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• no.67
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• pp.237-266
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• 2021

In archival science studies, personal archives is a relatively unexplored field. In particular, it is difficult to find a way for ordinary individuals to organize an archive for themselves. This study suggests how individuals organize archives for themselves and suggests life memory composition as a way to utilize them. For the structure and metadata design of life-time narratives archives, this study refers to Narratologie studies and memory studies of psychology, which are combined with the concept of hierarchy and collectivity of archives. In addition, the plot concept of the narrative was proposed to form a life narrative, which was used as a tool to construct one's own life narrative. Research into the composition and utilization of these life-time narrative archives may be helpful when individuals want to create archives for themselves in the future.

• 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.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.133-140
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• 2023

The origin of texts we refer to as literary or artistic may be imagination, but many are based on experiences. In fact, experiences can be the source of artistic imagination since imagination often builds upon experiences. Therefore, the act of verbalizing human experiences using them as raw material can become a great form of art. Transforming past experiences into stories and infusing them with vitality inevitably requires a creative process of reconstruction, which is essentially a literary process. As such, 'Personal Narrative' holds significance as a literary process that weaves facts into stories and shapes them into forms. Individual experiences are stored as personal memories, and these 'personal memories' continuously generate stories. Collections of individual stories are stored as multiple memories, which gradually form 'collective memories' with distinct social and cultural inclinations through the passage of time and invisible yet potent societal and cultural censorship. The problem lies in the fact that individuals may tend to align their own memories with the inclinations of collective memory rather than simply recalling what they personally experienced. In the context of actual history, personal memories and collective memories communicate with each other, producing non-fictional content close to reality and sometimes manifesting as fiction content enriched with imagination. 'Personal Narrative' holds a significant genre as one genre of non-fiction content within our culture.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.161-175
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• 2011

This paper examines Korean EFL high school students' reader responses on an expository text and a narrative text with the same topic. The purpose of the study is to investigate whether they have different reading models depending on the two genres and whether there are any differences depending on the learners' proficiency levels. The analysis focuses on textual, critical, and aesthetic reading models in the reader responses written in English by science-gifted high school students (N=30). The results show that the participants have different reading models in reading an expository text and a narrative text. They tend to read the expository text in a more critical way while reading the narrative text in a more personal and emotional way. Moreover, regardless of the proficiency levels, they wrote longer responses on the narrative text than the expository text. However, the proficiency level of English does not support any significant differences in the types of reading models. The findings provide Korean EFL high school students' characteristics in L2 reading and suggest the pedagogical implication to pursue linguistic development as well as reading for pleasure.

• Journal of Korea Multimedia Society
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• v.19 no.3
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• pp.659-672
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• 2016

In animated films, characters materialize narratives through acting. The narrative is an element to materialize accurate delivery of lines and emotions. The non-verbal actions should express lots of emotions and lines in scenes, and also they can be used as a way of empathy. This study analyzed the visualization factors of narrative focusing on a cat character frequently shown in animated films. For this, the visualization factors of non-verbal actions expressed in characters' personal space and dynamic space were extracted. Based on this, it aims to suggest the emotion expressing method of characters to realize effective narrative visualization. In the future, it aims to be used as reference data in case when producing non-verbal communication for 3D characters.

• Korean Journal of Family Social Work
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• no.61
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• pp.5-34
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• 2018

The goal of this study was to identify important priorities of 'family narrative' program to enhance resilience, and to seek significant variables of students' personal characteristics and family narrative-related characteristics that are positively related to the domains of resilience. This study aimed to suggest a plan of resilience program for university students. Resilience consists of 7 domains, and they were analyzed using logistic analysis. Specifically, the effects of personal characteristics and family narrative-related characteristics of the students were examined in relation to each domain of resilience. The result indicated that the key priorities for family narrative programs, which were suggested by Social Welfare university students, were (1) understanding and finding meanings within major family stories; (2) identifying family strategies for overcoming crises and exploring their underlying meanings; and (3) identifying and finding meanings within family achievements. Based on the result, this study suggested resilience program plans that were intended to improve the level of resilience of university students.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.143-150
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• 2022

The folk language that lives and breathes in modern works does not just come from old stories, but it is a personal narrative which is based on the experiences of the narrator. Like many genres in oral literature, most of these personal narratives occur from the impulse of communicating and reinventing rather than from the impulse of creating. Compared to traditional folktales, stories about an individual's experiences, such as personal narratives are often performed by adding the individual tendencies of the narrator. In so doing, the phenomenon of "processing the experience by estimating it and reinterpreting the memories roughly" occurs, and this is a significant factor in making the oral literature. However, the question that arises here is: How can we deal with these significant elements that are inevitably captured when performed orally? Text linguistics, the main methodology of this paper, implies the possibility of expressing the impromptu elements of oral literature. Also, textual linguistic analysis of personal narratives provides the possibility of discussing oral characteristics from various angles which have been difficult to analyze, such as on-site atmosphere, speaker mistakes, contradictions in stories, and audience reactions. Hence, it is possible to effectively discuss oral-poetics in oral literature which are based on the one-off of 'words', the 'roughness' of the on-site atmosphere, and the stackability of the 'wisdom of crowds'. Furthermore, it is expected to contribute to the study of personal narrative storytelling that plays an important part in Veabal art in community culture.

• The Korean Journal of Archival Studies
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• no.66
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• pp.37-67
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• 2020

Recently, industrial heritages have been transformed into cultural facilities in the wake of urban Regeneration. This focus is mainly on appearance, and the explanation is often abbreviated as a master narrative, and the placeness is not sufficiently inherited. The placeness of industrial heritage contains not only historical but also personal memories. Place memory must be collected and managed in order for the placeness that can be the source of identity to be preserved and utilized. To this end, this study suggested collecting place memories based on personal life histories. Using the case of collecting Andong Station and Cheongju Tobacco Factory, the life narrative was broken down into an event and the process of reinterpreting it as a place memory was proposed to implement archiving of industrial heritage sites. This methodology means that it can be supplemented rather than replaced.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.3
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• pp.486-502
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• 2011

The purpose of this study is to investigate the model of curriculum supervision that can substantialize the educational value by studying actual condition and problems of present curriculum supervision. And this study focuses on reciprocal actions based on communication and dialogs. As the model of supervision mentioned above, this research proposes the supervision model of curriculum based on narrative. We need to move the view point of bureaucratic administrative supervision to new vision. For the supervision matched with this new approach, the teachers' experience has to be reinforced by dialogs and communication between school members and the person in charge of supervision in the mood of respect. The educative value of school can be recovered by the narrative through interaction, respecting school members' experience and meanings in their life according to personal practical knowledge based on teacher's experience, forming the school community by mutual communication, and constructing school culture coping with change of new environment.