Notice bibliographique
Résumé
Korean literature, as well as other studies in the humanities, is facing a major challenge. With Korea's emergence as a major economic power, Korean studies is attracting world-wide attention. Yet humanities has entered an era described by many as a literae humaniores crisis. \n \nExcept for a few universities in the U.S., most which provide Korean studies programs offer a very limited course selection. Instead of establishing Korean literature courses as a requirement for a major, the courses offered are mostly Korean language courses set up as part of an overall foreign language program. Other Korean studies courses address Korea's political, economic and historical situation in the larger context of Asian politics, economy, and history. These courses, however, do not truly focus on Korea and are organized so as to complement studies on Japan and China. \n \nThe recent rise in Korea's political and economic status, together with efforts of organizations which support Korean studies, has led to an increase in the number of foreign universities offering Korean studies programs. While independent Korean literature courses are still not offered, courses geared toward area studies including Korean literature and language are now being provided at these universities. \n \nChapter 2 will focus on investigating the status of the courses and research on Korean literature in many universities in the world, examining the present situation of Korean literature being introduced to the world. Chapter 3 deals with the activities of various organizations that support the introduction of Korean literature abroad. Finally, chapter 4 investigates the problems encountered in introducing Korean literature abroad and concludes by proposing the direction in which Korean literature should move regarding the international academic community. Because of difficulties in the collection of data, the bulk of the research for this paper is based on data collected from the United States, United Kingdom, Canada, Germany, France, the Czech Republic, Slovakia, Poland and Hungary. \n \nAs mentioned, Korean literature is becoming more recognized by many universities and academic organizations in the world as a result of Korea's increasing role in the international community. However, the overall understanding of Korean literature is still limited and the actual process of introducing of Korean literature is in the preliminary stage. Against this backdrop, the paper will investigate the status of the courses offered and the research being conducted on Korean literature worldwide. In addition, it will analyze the problems stemming from the introduction and dissemination of Korean literature abroad by the Korean government and public organizations. Based on the analysis, the following solutions are proposed. \n \n1. Systematic training of students majoring in Korean literature \n \n2. International exchange programs for professors of Korean literature \n \n3. Provision of more job opportunities for Korean literature graduates \n \n4. Invitation of foreign publishing companies to Korea \n \n5. More systematic cooperation between Korean organizations supporting Korean literature abroad \n \n6. Establishment of a database on translated Korean literature \n \n7. Translations of critiques on Korean literature \n \n8. Establishment of effective promotional campaigns \n \n9. Participation in international book fairs \n \n10. Facilitation of academic exchages \n \nThe goal to enhance the field of Korean literature will require a long-term investment, especially considering the current status of Korean literature in the world. If Korean literature is to achieve respect as a discipline in foreign universities, it needs the continued support of various organizations as well as the Korean government. Only when such efforts are consistent and ongoing will Korean literature truly become globalized.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,002 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,006 | 0,005 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,003 | 0,001 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,263 | 0,503 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».