KCI등재
21세기 한국의 중국어문학 대학원 과정은 어떤 인재를 어떻게 양성활 것인가? - 현행 교과과정에 대한 검토와 향후 개선 방향에 대한 제안
저자
발행기관
학술지명
권호사항
발행연도
2003
작성언어
Korean
주제어
등재정보
KCI등재
자료형태
학술저널
수록면
403-429(27쪽)
제공처
소장기관
The key role of graduate schools of Korean Universities in the later half of 20th century was to import western knowledge and to train researchers/teachers who would skillfully conduct such duty. Western knowledge and values which was internalized through the function of these institutions served as a basis for legitimization of the `modern`. Fields such as English language and literature, French language and literature, German language and literature, not to say of various disciplines in social and natural sciences, were key fields in such process. They were given mission to educate languages of `developed` nations/regions and to train educators of these languages. They were also given mission to educate and conduct research on Western literature which was thought to bear the essence of Western civilization and to train professionals to do such work. Although they fundamentally supported the modern; zation process of the Korean society, these disciplines also critically tackled the process based on various critical thinkings burrowed from the West. It can be said that these disciplines were at the core of the production/reproduction of discourses in Korean society.
Chinese language and literature, although a line up in the field of foreign language and literature, due to historical and political circumstances had a quite different position. In an era where Western-modem civilization was considered the ultimate role-model, Chinese ideas and literature had little meaning in the eyes of the `modern` Koreans. Loss of direct contact with Chinese society (other than Tiwan) during the cold-war age, also was a important factor of such neglection. Graduate schools of Chinese language and literature were few in numbers. It even seems a miracle that this discipline was institutionalized after all. Unable to participate in the process of legitimizing the `modern`, and in the same token in the process of criticizing it, this discipline took the duty of preserving the classical knowledge which was considered, mainly by the members of the discipline of course, to bear `timeless truth`. Research and teaching was more or less restricted to Chinese classics, literature of modern China was considered a taboo, for it was perceived as leftist literature.
Entering the 1980s, circumstances surrounding the discipline began to change:
First, Critical role of disciplines in the humanities field became bigger as Westernization modernization began to be questioned after long years of hard dictatorship and state driven modernization of economy. Younger generation of researchers in the Chinese language and literature field began to question the scholarship centered on classics, and yearned to participate in the critical discourse of the times. Modern Chinese literature in spite of all the restrictions caught the interest of many and was used as a source for advocating the alternative. Modern Chinese vernacular was taken as an important tool to appropriate modern Chinese texts.
Second, with the fade of cold-war age, direct/indirect contact with China increased rapidly, and with establishment of diplomatic relations with mainland China in 1992, request for pragmatic knowledge of China increased. Demand for skillful users of Chinese language also increase rapidly.
Third, as Korean economy entered such stage of capitalism that uses knowledge and information as important capital, the state is stressing the universities and graduate schools to produce multi-functional individuals as compared to one field professionals educated under strictly divided disciplines who served as a main work force for the industrialization in the past decades. The state is constantly requesting `reform`.
Fourth, there is also voices within the academic institutions calling for reform, although from different perspectives. Critical scholarship is calling for a new system to place the 이d department based graduate schools in order that it can produce discourse other than pro-Westernization/ modernization discourse.
The discipline of Chinese language and literature as well as the graduate schools that make the stem of the field is facing such challenges that it has to change somehow in order that it would survive and become something of a meaningful scholarship in the Korean society.
I suggest that we who make part of the discipline have to come to some degree of agreement on future agenda of our discipline. I suggest that it should be renewed into a more open field which I think can be achieved by reviving the traditional Chinese term `wen(文)` which means civilization and culture and wider usage of `text` as well as modem aspect of literature/words. By introducing wider scope of Chinese `texts` into our studies we can hopefully widen our place regarding the future stance of the field. More important, we have to agree upon what characteristics the new Chinese language and literature should have. I argue that it should produce knowledge that increase our understanding of our big neighbour and thus contribute to our peaceful co-existence and also contribute to maintaining the diversity of our cultures. The new Chinese language and literature will have to produce knowledge other than what Western Chinese studies(or Sinology) and Japanese Sinagaku (支那學) used to produce in the process of defining `the other` for the sake of ruling and exploiting. What it produces will have to be and can be different from what scholarships of English, French or German language and literature in Korea used to produce, which mainly contributed in internalizing Western values. The new Chinese language and literature can act as a meaningful joint in the network of Korean humanistic studies if it could become a scholarship which is critical to Western-modem values as well as Sino-nationalism. Graduate schools of Chinese language and literature in Korea in the future should be able to raise a new generation of researchers/teachers who could work in this context.
Change cannot be made in a short period of time. But we will have to prepare what we can. Current curriculum of major Graduate schools of Chinese language and literature in Korea proved unworthy to adapt to new circumstances and raise productive researchers and teachers. I suggest that it should undergo reform very soon, and especially need to renew and intensify following areas:
First, courses on the basics of Chinese studies, dealing with uses of important tool books, approaches to bibliography, etc.
Second, courses on reading and translating classical Chinese and modem vernacular Chinese.
Third, courses on the History of Chinese Language and Literature.
Fourth, courses on contemporary philosophy and methodology useful in interpreting Chinese texts as well as courses that cover wider range of topics on China other than language and literature.
Reform is critical especially in the case of coursework for master`s degree.
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