W. B. 예이츠는 긴 세월 동안의 저작 활동을 통해 세 가지 다른 무드 를 보여준다. ‘최종 무드’를 향한 그의 여정은 도피주의, 낭만주의, 그리고 라파엘 전파를 거치면서 차츰 형성된다. 예이츠는 아일랜드 전통과 민담에 관심을 바탕으로 후기 낭만주의자로 저작 활동 시작했지만 곧 동화와 같은 꿈나라에서 벗어나 삶과 현실의 세계로 들어갔다. 프랑스 상징주의의 영향으로 그는 미와 시에 대한 개념을 더욱 발전시켰다. 초기 시는 옛 시절에 대한 향수로 인해 낙담과 사색적인 무드에 빠졌지만 모드 곤에 대한 실연과 아일랜드 관습에 대한 환멸로 예이츠는 자기 성찰을 하게 되었다. 이후 자연스럽게 시적 주제는 현실적이 되었다. 한편 아일랜드와 유럽에서 벌어지는 전쟁은 예이츠에게 폭력과 파괴에 대해 폭넓게 다루는 계기가 되었고, 특히 중세 시대에 대한 관심을 통해 이를 철학적 함축과 숙달된 이미지에 승화하였다. 진정한 비극적 영웅처럼 예이츠의 여정은 어둠에서 빛으로, 고통에서 가슴에 감춰둔 기쁨으로 이어졌다. 파괴는 배경으로 사라지고 현자의 흥겨움이 전경을 차지했다. 예이츠는 진 정한 가치가 있는 개인적인 경험을 통해 아름답고 고상한 것을 분출했다. 그는 『최후의 시편』에서 시인의 인간 본성에 대한 깊은 이해를 바탕으로 뛰어난 비전을 제시했다. 후기 시에서 예이츠의 시적 기쁨은 초기 시에 표현된 낙담, 황량함, 외로움의 어조를 압도했다.

This case study aimed to examine ways Korean university students in an English critical reading class participated in educational action projects. For this purpose, the reading class was designed to enhance students’ critical thinking skills and global citizenship as readers. Eighteen students in the class were taught by the teacher how to read texts in English using a critical perspective. The reading class was managed in a flexible mode with comprehension check-ups, critical dialoguing, and student-initiated action. Students were invited to connect what they discussed to action outcomes as a group project. Students in groups presented their understanding of readings and what they discussed in critical dialogues of the readings. They then reported what they did outside the classroom to foster themselves as truly active citizens in their local circumstances. Their group reports and project products were collected and analyzed into themes using qualitative methods. It was revealed that critical dialogue activities could help students come up with action-provoking questions on the readings, bring about a variety of action outcomes resulting from collaborations in groups, and help students become more active readers and citizens. Educational implications are also discussed.

The purpose of this study is to explore how Korean university students develop their readership in integrated reading classes that address both conventional and critical reading instructions. The two researchers taught university students in Busan and Seoul, alternatively, to read texts in English critically. Fifty-nine students (thirty-two from the researcher A’s class and twenty-seven from the researcher B’s class) participated in the study. The proficiency level of each class was different; one class is much higher than the other. The teachers followed the same teaching procedure of decoding and comprehension, personalizing the reading contents, and critiquing and reflecting on the reading texts and the students were guided to comprehend the texts that they read, analyze reading texts critically, and discuss alternative perspectives of the reading in class. Students’ discussion notes and observation notes of five three-hour class sessions were collected. Data analysis revealed that an integrated approach in reading class was helpful for the students not only to develop their language sensitivity and awareness in critical stance and challenge dominant social assumptions and ideology, but also to develop reading strategies and emotional engagement. Pedagogical implications were discussed.

The goal of this paper is to analyze the Freedom Center Apacle in Seoul designed by Kin Soo Geun who was a leading architect in Korean Modern architecture. Freedom Center was built in 1963, that was the largest monumental building to support military regime during cold war period in Korea. This paper deals with historical background of construction of Freedom Center and its characteristics compared to similar monumental buildings, especially Corbusier's Chandigar and Kenzo Tange's Hiroshima Peace Center. The Monumentality in Freedom Center came from the reference to these two buildings and its site plan. This paper tried to show how similar the layout of buildings between the Freedom Center and Peace Center. The origin of the sublime aura in Tange's linear layout of Peace Center is from Japanese Famous Shrine(Jinku). Kim translated it to serve the ideological purpose to protect from socialist regime in the name of freedom. Its over-scaled roof and weak contents showed Freedom center was a kind of theaterical setting belong to formalist building. But in spite of its symbolic and representational gesture its also had a architectonic physical quality to make it a monument. The change and duration in time testified the autonomous power of architecture in Freedom Center. Freedom Center was also important for using the exposed concrete and its superior finish. It was influenced not from western way of Benton Brut which was usually called New Brutalism but Japanese way of treating expose concrete. In spite of its limits Freedom center achieved new trend and sensibility in Korean Modern Architecture.

The goal of this study is to investigate EFL readers’ use of critical reading when they read texts. Focusing only on understanding the propositional meaning of a text influences the pedagogy of EFL in that students accept textual knowledge via the teacher as the authorized version of truth and what counts as knowledge so that they are also brainwashed by the ideology of these texts; all texts include a certain ideology because language is not neutral. However, there is also a presupposition that critical reading is merely an additional level tacked onto mainstream literacy education and mainstream discourse analysis. Critical reading practice in this study is an adaptation of Fairclough’s (1995) critical discourse analysis in which issues of power and control are central to the social theories he builds. This empirical study investigated Korean EFL university students’ use of critical reading enhanced by a qualitative method of data analysis. One of the findings is that the participants were aware that language reflects unequal social power that operates within institutions and discourses. There will be further discussion of other findings and suggestions for EFL reading pedagogy.

이 연구의 목적은 초등학교 현장체험학습의 장소인 선사유적 박물관을 ‘젠더 관점에서의 비판적 읽기’(이후 젠더 읽기로 표기)를 통해 선사시대를 바라보는 정형화된 전시의 문제점을 밝히는 데 있다. 잘 알다시피 우리가 알고 있는 선사시대는 실제가 아니라 해석의 결과물이다. 따라서 선사시대를 바라보는 관점이 반영될 수밖에 없다 그렇다면 어떤 관점에서 과거를 재현하고 있을까? 이를 위해 하나의 사례로서 ‘삼양동 선사유적 전시관’에 주목하면서 우리나라 선사유적 박물관들이 ‘남성이 된다는 것’과 ‘여성이 된다는 것’이라는 젠더 차별화가 관행으로 뿌리내리고 있음을 확인하고, 이를 통해 젠더 중립적 관점에서의 새로운 선사유적 박물관의 젠더 중립적 전시와 초등학교 현장체험 학습의 올바른 방향을 탐색한다.