• The Journal of Art Theory & Practice
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• no.16
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• pp.201-224
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• 2013

The tradition of the representative art style in the Sinosphere, Shanshui hua, expresses the traditional representation of the harmony and principle of the universe. This tradition is reflected in the Chinese garden. These Chinese gardens were precisely the three-dimension representations of Shanshui hua, a visual form of abstract expression of the oriental philosophical thinking. This research determines and draws attention to the vestiges of the reflection of Shanshui hua in the European gardens through visual art and culture. It will also approach the two subjects, Shanshui hua and garden, from a transcultural view to integrally analyze visual art. The appearance of Anglo-Chinese gardens, reflecting Shanshui hua, foreshowed a big change in traditional European gardens. This is a concrete example of the transcultural phenomenon. This has formed the typical naturally curved English gardens in the gardening history. This also divided these English gardens completely from the symmetrical, geometrical French gardens. This study considers the influence and the reverberation of Shanshui hua reflected on European gardens in the European culture. The cultural exchange of European and Chinese styles in the 18th century left an impact on the European gardening style history. Finally, this study analyzes the origin of these Anglo-Chinese gardens and its content to approach it with a transcultural view as a research methodology.

• English Language & Literature Teaching
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• v.10 no.3
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• pp.89-112
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• 2004

This article examines the ways in which language can be exploited in the manipulation of the reader's interpretation of a text to make him/her take certain lines of thought according to the writer's persuasive intents. Such functions of language provide valid foundations to support the teaching of critical reading skills and to explore an adequate approach to discourse analysis. A pilot study was conducted to find out the extent to which the reader can be coaxed into thinking in some fashions guided by specific linguistic devices employed for ideological texts. Forty-seven subjects divided into two groups (humanities majors and natural science majors at undergraduate level) joined the two-fold questionnaire surveys intended to look at their critical reading abilities. The empirical results indicate that college students whose majors are humanities were more inclined to take a holistic approach in processing commercial advertisement texts and their abilities for critical interpretation appeared to be lower than those of the subjects whose majors are natural sciences, who showed a relatively high tendency to take an analytical approach in decoding the textual facts. As a consequence, pedagogic implications for increasing critical reading abilities have resulted in a set of analytical procedures concerning ideological texts which is linked with instructional guidelines to emphasize the importance of the reader's logical and analytical reasoning power, entirely accepted as a general prerequisite for cracking the covert language gambits.

• International Journal of Contents
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• v.13 no.4
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• pp.1-11
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• 2017

This paper studies the effect of flipping the classroom in undergraduate physics classes using English as the medium of instruction (EMI). Data on student use of learning strategies, course satisfaction level and perceptions of the flipped classes were collected through a survey including close-ended and open-ended questions. The sample size was 71 students in flipped classes, with 60 students in non-flipped classes used as a control group (total N=131). It was found that students in the flipped classes showed greater intrinsic goal orientation (p<.05), control of learning beliefs (p<.05), and use of critical thinking (p<.01) than those in the non-flipped classes. While the survey highlighted problems of student engagement with the pre-class activities, students who had previous experience with online classes committed more time to pre-class, suggesting that engagement may improve with exposure to blended learning. It is concluded that the flipped classroom helps students develop their identities as self-directed learners, but that more support is necessary for weaker students in the EMI context. Implications are drawn for the content design of flipped EMI classrooms.

• Journal of English Language & Literature
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• v.55 no.6
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• pp.937-959
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• 2009

The Queen of the Air, John Ruskin-s highly elliptical publication of 1869, elaborates a complex mythology as a way of responding to the prevalence of scientific thinking, widespread environmental degradation, the pernicious effects of political economy, and mechanistic labor. Benjamin-s desire to rescue human experience from prevailing scientific conceptions is reminiscent of Ruskin-s fear that the peculiar power that shapes the unities of the natural world is simultaneously being "beaten down by the philosophers into a metal or evolved by them into a gas" and obscured by the dreams and theories of philosophers and theologians. As a critic remarks, in Benjamin-s-and, we would add, Ruskin-s-view, "what the modern era lacked was a basis for continuity which would prevent experience from disintegrating into a desultory and meaningless series of events." Despite its frenetic hyper-associativity, then, The Queen of the Air contains a key element that Benjamin believes is necessary for "redemption": the desire for a new form of consciousness that recognizes links to the past and thus to the longings and dreams of our forebears. Thus, although Ruskin most immediately influences Proust, who in turn influences Benjamin, Benjamin-s thought is far more Ruskinian than critics have heretofore observed. Just as Benjamin helps us make sense of the ways in which The Queen of the Air is caught in the grip of the shocking associativity of modern life, so Ruskin assists us in discerning similar impulses in Benjamin-s attraction to a form of archaic consciousness that can, by altering the modern form of perception, reenchant the present.

• Journal of English Language & Literature
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• v.55 no.6
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• pp.975-992
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• 2009

Whereas many Dickinson scholars tend to focus on Emily Dickinson's anthropocentric dimension, her work also reveals an ecocentric aspect. On the one hand, influenced by New England Puritan typology and its offshoot Emersonian Transcendentalist idealism, Dickinson reveals her indebtedness to these two worldviews by emphasizing the invisible over the visible and the spiritual over the physical. At times, she reflects the common thread of the two outlooks-a hierarchical thinking, in which nature is inferior to human beings and does not have its own identity outside of human use. On the other hand, seeing through the downside of the hierarchical Emersonian idealism, Dickinson sometimes suggests an alternative stance on nature in a nonhierarchical way. She often appreciates nature for its own sake, becoming its neighbor and companion. This aligns Dickinson with modern ecocritics and ecofeminists who criticize a hierarchical anthropocentrism and promote an egalitarian ecocentrism in which natural and human beings are fellow citizens of the earth community. And yet, unlike most ecocritics who advocate a complete shift to an egalitarian paradigm, Dickinson embraces both anthropocentrism and ecocentrism in her poetry of "open portfolio." This openness stems from her belief in interrelatedness between God, nature, and human beings. Housing the two opposing perspectives in her poetry, she widely opens the possibility to choose the better way to relate to our sister and brother, nature.

• Journal of Daesoon Thought and the Religions of East Asia
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• v.2 no.1
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• pp.13-29
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• 2022

Daesoon philosophy has been described as a quintessential Korean philosophy. Given the great difference between traditional Western and East Asian ways of thinking, how can such a quintessential Korean philosophy be explained to people who have no background in traditional East Asian thought? After all, the Daeson Jinrihoe way of approaching such core problems as how to make this world a better place is not only very different from the way the West has traditionally approached such problems, Daesoon Jinrihoe uses terminology which most Westerners are not very familiar with. Translation into Western languages such as English helps, but a conceptual gap remains because of the differences in the way key Daesoon Jinrihoe terms are understood in the West. As a first step toward overcoming that gap, I discuss three key teachings of Daesoon philosophy and how their translations into English need to be amplified so that people in the West who are not well versed in East Asian philosophy can gain a more accurate understanding of what those terms and phrases mean in their original language. The three items discussed here are the tenet "virtuous concordance of yin and yang," the Essential Attitude of sincerity, and the precept "do not deceive yourself."

• English Language & Literature Teaching
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• v.15 no.3
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• pp.223-248
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• 2009

Previous research on the impact of pretask planning on subsequent second language (L2) production has mainly focused on the linguistic quality of planned production, while learners' thought processes and perceptions about planning have been relatively less explored. In addition, few previous planning studies have examined whether the learners did in fact follow the pretask instructions, thus leaving the role of pretask instructions in the planning process unexplored. Therefore, the present study investigated whether pretask instructions affect attentional allocation as well as what cognitive operations planners engage in and what their perceptions about planning are. Forty-three Korean EFL classroom learners were divided into two groups: before having time to plan for an oral story retelling task, one group received general instructions, while the other group received specific instructions. The findings, based on both quantitative and qualitative data analysis, indicated no large effects of pretask instructions on the planners' attentional focus. Rather, the qualitative analysis identified a number of other factors that influenced learners' decision making as well as their general processes and approaches to planning and their perceptions about planning and thinking aloud while planning. Implications for L2 teaching as well as limitations of the study are discussed.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.157-175
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• 2009

This paper offers a critical review of a newspaper argument regarding the problems of high school education assessment for university entrance examination system in the United Kingdom. The media account raises three sets of questioning to hold that the nation's long-standing A-levels have failed and is no longer viable as a high-stakes test. However, it is found that the writer's argumentations involving misleading conceptions can be deconstructed because of invalid reasoning and unreliable evidence. So, it is proposed that a reasonable solution to replace the discredited A-level exams should be to adopt an eclectic approach for assessing candidates' multiple capabilities; performance, potentiality and critical thinking skills. These criteria for component-oriented assessments are designed to measure their high school academic achievements and intellectual capacity for tertiary education; in the process of such measurement, critical-logical reasoning abilities for sound judgment and problem-solving tasks should be incorporated with the basic precondition that each university possesses its own discretion for the determination of adequate proportions to reflect each of the assessment outcomes. It is, therefore, expected that this critical review will inspire the readers to understand aspects of assessment as an educational field and to confirm how seriously they may be misguided by a distorted media argumentation without substantive background knowledge.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.598-607
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• 2016

The purpose of this study is to suggest necessity of idea expression method suitable for people in our country and deduct Graphic Ideation method by grasping problems of existing idea expression method. The idea expression method (association stimulating method, conceptual shifting method, information combination method) used by many graphic designers is effective in suggesting initial keyword, but has difficulty in the course of deducting the concept. Though deduction of core keyword is important to develop as a concept, the course of separation, combination in keyword connection play an important role, and most of idea expression methods are unavailable for suggesting concrete method for the course. Also as most of idea expression methods were developed and delivered in English-speaking world, it is suitable in English-speaking world culture which has thinking focused on words, but people in our country, which have thinking focusing on narration, cannot consider difference in language thinking due to limitation in idea for each stage. This study deducted idea expression method suitable for emotion of people in our country by proving the value of this idea expression method with style of suggesting and demonstrating 4 hypotheses in order to make the course for easy connection, separation, combination of keyword deducted by existing idea expression method, as well as suggesting idea expression method design based on these hypotheses. This idea expression method used rhetoric so that it is suitable for people our country who are strong for narration expression.

• The Journal of Korean Academic Society of Nursing Education
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• v.12 no.2
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• pp.151-161
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• 2006

Purpose: The purpose of this study was to assess the needs of RN-BSN students concerning the RN-BSN curriculum and make suggestions for improvement in the curriculum based on the needs of the students. Method: A descriptive survey study was used. Data were collected from 707 RN-BSN senior students in 21 universities. The research instrument, which was developed after in-depth interviews with 13 RN-BSN students, consisted of 10 curriculum objectives, 34 cultural courses, 48 major courses, three questions on clinical practicum, and teaching methods for 5 required courses. Result: The curriculum objectives selected by the RN-BSN students were problem solving, clinical applicability, critical thinking, creative thinking, and decision making. They wanted cultural courses such as English, understanding of human behavior, social welfare, women's studies, psychology, nutrition science, leadership, recreation, computer applications, exercise and health. They wanted major courses to include the nursing process, nursing research, health assessment, advanced adult nursing, infection control, spiritual/hospice nursing, and nursing of cancer patients. They responded that a clinical practicum was not necessary. They wanted to experience various teaching methods according to particular characteristics of subject being taught. Conclusion: This study suggests some recommendation for improvement of the curriculum based on the needs of RN-BSN students.