A Taste of English A Taste of English at Cheong-Shimat Cheong-Shim

Altruism, Creativity, and Altruism, Creativity, and

Global NetworkingGlobal Networking

Welcome / Taste of EnglishWelcome / Taste of English

• Philosophical and Practical Objectives of our Philosophical and Practical Objectives of our DepartmentDepartment

• English=Communication, but to what end?English=Communication, but to what end?• Altruism – Creativity – Global NetworkingAltruism – Creativity – Global Networking• EQ/IQ – Creating Value -- Who are we?EQ/IQ – Creating Value -- Who are we?• Pros/Cons Join the Global conversationPros/Cons Join the Global conversation• Ownership : of your Education . . . Ownership : of your Education . . .

of this ship (Turtle Ship) -- frustrations / of this ship (Turtle Ship) -- frustrations / graffiti ?graffiti ?

• Rank/Content Re-active/Pro-active Rank/Content Re-active/Pro-active Teacher/FacilitatorTeacher/Facilitator

愛他愛他 AltruismAltruism

Alter -- [ Alter -- [ frfr. . LL. . alteralter otherother, , aliusalius otherother. . CfCf. {. {ElseElse}, {}, {OtherOther}.] }.] ToTo makemake otherwiseotherwise; ; toto changechange inin somesome respectrespect, , eithereither partiallypartially oror whollywholly; ; toto varyvary; ; toto modifymodify. . ````ToTo alteralter thethe kingking''ss coursecourse.'' ``.'' ``ToTo alteralter thethe conditioncondition ofof aa manman.'' .'' ````NoNo powerpower inin VeniceVenice cancan alteralter aa decreedecree.''.'' ----ShakShak..

Altar Altar OFOF. . alteralter, , autierautier, , FF. . autelautel. . CfCf. {. {AltitudeAltitude}.] }.] AA raisedraised structurestructure ( (asas aa squaresquare oror oblongoblong erectionerection ofof stonestone oror woodwood) ) onon whichwhich sacrificessacrifices areare offeredoffered oror incenseincense burnedburned toto aa deitydeity. . NoahNoah buildedbuilded anan altaraltar untounto thethe LordLord.. -- --GenGen. . viiiviii. .

愛他 愛他 애타주의 애타주의

The loving heart of esteeming, upholding The loving heart of esteeming, upholding others in friendship others in friendship

Consecrating others with the quality of holding-Consecrating others with the quality of holding-up, esteeming one and all with the loving heart up, esteeming one and all with the loving heart

of friendship of friendship

AltruismAltruismThe loving heart of esteeming, upholding The loving heart of esteeming, upholding

others in friendship others in friendship Consecrating others with the quality of holding-Consecrating others with the quality of holding-up, esteeming one and all with the loving heart up, esteeming one and all with the loving heart

of friendship of friendship

All-True-Ism, to make one and all TrueAll-True-Ism, to make one and all True

愛他 愛他 • Altruism:  [n] the quality of unselfish concern for the welfare of Altruism:  [n] the quality of unselfish concern for the welfare of

others; others; devotion, both natural and moral, to the interests of others devotion, both natural and moral, to the interests of others

• Altruism is achieved through some manner of Universal Altruism is achieved through some manner of Universal Identification Identification

     affection for, being enamored of the Heart of the Universe. affection for, being enamored of the Heart of the Universe.

Who are we ? Who is our audience?Who are we ? Who is our audience?

Philosophical and Practical Objectives of Philosophical and Practical Objectives of our Departmentour Department

• In accordance with our school’s triple objectives, In accordance with our school’s triple objectives, Altruism, Creativity, and Global Networking (ACG);Altruism, Creativity, and Global Networking (ACG); the the

CSIA English Department seeks to help our students to boldly CSIA English Department seeks to help our students to boldly enter into the global marketplace of ideas, and help these enter into the global marketplace of ideas, and help these students feel confident and comfortable to exchange ideas, there. students feel confident and comfortable to exchange ideas, there.

• We seek to instill in our students a higher sense of appreciation We seek to instill in our students a higher sense of appreciation for English Literature and world literature, through enhancing for English Literature and world literature, through enhancing the reading comprehension skills of our students.  In this way we the reading comprehension skills of our students.  In this way we hope to raise up more humane global leaders of hope to raise up more humane global leaders of altruisticaltruistic minds. minds.

• We seek to help our students improve their communication skills, We seek to help our students improve their communication skills, with regards to the spoken word and the written word, so that with regards to the spoken word and the written word, so that our students may be more confident to join in academic our students may be more confident to join in academic discussion and debate.  Through developing their Critical discussion and debate.  Through developing their Critical Reasoning skills, we seek to nurture their Reasoning skills, we seek to nurture their creativity,creativity, and their and their sense of sense of connectednessconnectedness to the entire global community. to the entire global community.

EmpathyEmpathy Those who are at the mercy of impulse―who Those who are at the mercy of impulse―who lack self-control―suffer a moral deficiency: lack self-control―suffer a moral deficiency:     The ability to control impulse is the base of will and The ability to control impulse is the base of will and

character. character.

By the same token, the root of altruism lies in empathy, By the same token, the root of altruism lies in empathy, the ability to read emotions in others; lacking a sense of the ability to read emotions in others; lacking a sense of another's need or despair, there is no caring. another's need or despair, there is no caring.

And if there are any two moral stances that our times And if there are any two moral stances that our times call for, call for,

they are precisely these, self-restraint and compassion. they are precisely these, self-restraint and compassion.

--- Daniel Goleman --- Daniel Goleman

Emotional IntelligenceEmotional Intelligence

… … the root of altruism lies in the root of altruism lies in empathy, the ability to read emotions empathy, the ability to read emotions in others; lacking a sense of another's in others; lacking a sense of another's need or despair, there is no caring. need or despair, there is no caring.

-- Psychologist and journalist -- Psychologist and journalist Daniel GolemanDaniel Goleman, achieved , achieved widespread recognition in 1995 with the publication of his book widespread recognition in 1995 with the publication of his book Emotional Intelligence,Emotional Intelligence, which popularized research by which popularized research by psychologists showing that success in life and work is based on psychologists showing that success in life and work is based on much more than IQ . much more than IQ .

• Those who are at the mercy of impulse―who lack self-control―suffer a moral deficiency: 충동에 좌우되는 사람들 , 다시 말해서 자기 통제력이 부족한 사람들은 도덕적 결핍을 겪는다 :   • The ability to control impulse is the base of will and character. 충동을 통제하는 능력은 의지력과 품성의 기본이기 때문에 .

• By the same token, the root of altruism lies in empathy, the ability to read emotions in others; lacking a sense of another's need or despair, there is no caring.

같은 이유로 , 애타 ( 愛他 ) 주의의 근간은 다른 사람들의 감정을 해독하는 능력인 감정이입에 바탕을 두고 있기 때문에 타인들의 욕구나 절망감을 지각하지 못하면 그들에 대한 배려는 있을 수가 없게 된다 .

And if there are any two moral stances that our times call for, they are precisely these, self-restraint and compassion. 현시대가 요구하는 도덕적 태도 두 가지를 든다면 , 그것은 다름 아닌 자기 절제를 하는 극기와 동정심이라고 할 수 있다 ..

Emotional IntelligenceEmotional Intelligence

In a 1994 report on the current state of emotional literacy in the In a 1994 report on the current state of emotional literacy in the U.S.,U.S.,

author Daniel Goleman stated: author Daniel Goleman stated:

• "...in navigating our lives, it is our fears and envies, our rages and "...in navigating our lives, it is our fears and envies, our rages and depressions, our worries and anxieties that steer us day to day. depressions, our worries and anxieties that steer us day to day. Even the most academically brilliant among us are vulnerable to Even the most academically brilliant among us are vulnerable to being undone by unruly emotions. being undone by unruly emotions. The price we pay for The price we pay for emotional illiteracy is in failed marriages and troubled emotional illiteracy is in failed marriages and troubled families, in stunted social and work lives, in deteriorating families, in stunted social and work lives, in deteriorating physical health and mental anguish and, as a society, in physical health and mental anguish and, as a society, in tragedies such as killings..."tragedies such as killings..."

• Goleman attests that the best remedy for battling our emotional Goleman attests that the best remedy for battling our emotional shortcomings is preventive medicine. In other words, we need to shortcomings is preventive medicine. In other words, we need to place place as muchas much importanceimportance on teaching our children the on teaching our children the essential skills of Emotional Intelligence as we do on more essential skills of Emotional Intelligence as we do on more traditional measures like IQ and GPA. traditional measures like IQ and GPA.

Teaching MethodsTeaching Methods

• 1. Teaching Plan1. Teaching Plan A: Primary Teaching Materials -- High School A: Primary Teaching Materials -- High School

Elements of Language (Sixth Course)Elements of Language (Sixth Course) Elements of Literature (Sixth Course)Elements of Literature (Sixth Course) Elements of Style; Holt Reader (Sixth Course)Elements of Style; Holt Reader (Sixth Course) Word Power (Vocabulary Builder) andWord Power (Vocabulary Builder) and

Critical Reading, extra credit reading list, one novel per Critical Reading, extra credit reading list, one novel per month (HS) month (HS)

B: Primary Goal: English Proficiency, then MasteryB: Primary Goal: English Proficiency, then Mastery To raise up students who can proficiently communicate To raise up students who can proficiently communicate

in English, in English, classes will be student-centered and include classes will be student-centered and include small group small group discussions, lectures, group discussions, lectures, group activities, presentations, writing.activities, presentations, writing.

• 2. Over-all Teaching Methodology:2. Over-all Teaching Methodology:

Teaching MethodsTeaching Methods

• 2. Over-all Teaching Methodology:2. Over-all Teaching Methodology:

A: English classes will be differentiated (Regular/Honors), with A: English classes will be differentiated (Regular/Honors), with placement placement arranged according to the English proficiency of each student arranged according to the English proficiency of each student

B: Listening and Speaking skills will be enhanced through group B: Listening and Speaking skills will be enhanced through group discussions, presentations, and group activities discussions, presentations, and group activities

C: Reading and writing skills will be enhanced through extensive C: Reading and writing skills will be enhanced through extensive readingreading

in literature and current periodicals, and through essays and termin literature and current periodicals, and through essays and term papers.papers.

D: Vocabulary skills will be enhanced through the study of D: Vocabulary skills will be enhanced through the study of TOEFL, SAT (PSAT), and AP materialTOEFL, SAT (PSAT), and AP material E: Awareness of local and global issues will be promoted E: Awareness of local and global issues will be promoted through the use of English Language newspapers. through the use of English Language newspapers. This exposure will also help students expand their vocabulary This exposure will also help students expand their vocabulary

andand humanitarian insight.humanitarian insight.

Challenging to the top students, Challenging to the top students, nurturing those still climbingnurturing those still climbing

• In our wide outreach to the global community, our In our wide outreach to the global community, our admission process allows us to receive students who are all admission process allows us to receive students who are all at at many different levels of English proficiencymany different levels of English proficiency—from —from students at the beginners level of English as a second students at the beginners level of English as a second language, to students ready to tackle the Advanced language, to students ready to tackle the Advanced Placement (AP) college level exams. Fortunately the Placement (AP) college level exams. Fortunately the low low Student/Teacher ratio within the English department, Student/Teacher ratio within the English department, allows CSIA to maintain relatively small classes,allows CSIA to maintain relatively small classes, through which our teachers might more closely mentor our through which our teachers might more closely mentor our student.student.

• In order to account for the difference between the regular In order to account for the difference between the regular program and the rigorous higher standard to which we program and the rigorous higher standard to which we hold the students who study at the advanced level, we have hold the students who study at the advanced level, we have established several distinctions in our English program.  established several distinctions in our English program.  We call these distinctions by name: “We call these distinctions by name: “Regular” English, Regular” English, “Honors” English, and “Accelerated” English.“Honors” English, and “Accelerated” English.

Differentiated Regular, Honors, and Differentiated Regular, Honors, and

Accelerated EnglishAccelerated English • Honors EnglishHonors English -- -- Most Most students on the International track are enrolled in students on the International track are enrolled in

Honors English.  In addition to the basic two components of 1) Literature Honors English.  In addition to the basic two components of 1) Literature and 2) Grammar/Composition, students in Honors English are held to a and 2) Grammar/Composition, students in Honors English are held to a higher standard of Critical Reading, Diction (Vocabulary Study), and higher standard of Critical Reading, Diction (Vocabulary Study), and familiarity with several standardized tests—including AP, Sat-II, as well as familiarity with several standardized tests—including AP, Sat-II, as well as SAT-1 and TOEFL.  These classes will have more advanced and more SAT-1 and TOEFL.  These classes will have more advanced and more numerous reading and writing assignments. numerous reading and writing assignments.

• Regular EnglishRegular English --  -- MostMost students on the Domestic Track are enrolled in students on the Domestic Track are enrolled in Regular English.  There are two basic components in this division:  1) Regular English.  There are two basic components in this division:  1) Literature and 2) Grammar/Composition.  More advanced material will be Literature and 2) Grammar/Composition.  More advanced material will be covered in Honors.  Domestic Students may apply for Honors electives.covered in Honors.  Domestic Students may apply for Honors electives.

• Accelerated EnglishAccelerated English – – UsuallyUsually students on the International track, who students on the International track, who are preparing for AP English--and who are doing additional, in-depth are preparing for AP English--and who are doing additional, in-depth tutorials--are further distinguished as “Accelerated.”   In addition to tutorials--are further distinguished as “Accelerated.”   In addition to fulfilling the monthly readings on the list of the Critical Reading program, fulfilling the monthly readings on the list of the Critical Reading program, “Accelerated” students are to enroll in a tutorial program (or independent “Accelerated” students are to enroll in a tutorial program (or independent study), and are to be held to a more advanced discipline of reading and study), and are to be held to a more advanced discipline of reading and writing assignments. “Accelerated” students should be preparing for, or writing assignments. “Accelerated” students should be preparing for, or finished with, the Spring AP English Literature or AP English Language finished with, the Spring AP English Literature or AP English Language examination. examination.

Domestic and International Split in HS Domestic and International Split in HS Freshmen Year?Freshmen Year?

• There There will not be a Domestic/International Splitwill not be a Domestic/International Split in the HS in the HS Freshmen Year.Freshmen Year.

But there But there will be an “Honors” program.will be an “Honors” program.    

• Although we will place incoming students according to the results of Although we will place incoming students according to the results of the placement tests given, students from anywhere along the the placement tests given, students from anywhere along the spectrum may qualify for "Honors"spectrum may qualify for "Honors"English by applying for the Extra (“Elective”) AP level workload.  English by applying for the Extra (“Elective”) AP level workload.  

• That workload will include That workload will include 1) Monthly assessments on AP Lit/Lang instruction with extra 1) Monthly assessments on AP Lit/Lang instruction with extra

papers, assignments, papers, assignments, 2) Weekly (extra) vocab testing (initially based on Word smart), and 2) Weekly (extra) vocab testing (initially based on Word smart), and 3) Monthly assessment on supplemental Critical-Reading.3) Monthly assessment on supplemental Critical-Reading.

• Through these measures, a separate "Honors'" Course (tutorial) Through these measures, a separate "Honors'" Course (tutorial) will be noted on the student's record.will be noted on the student's record.

Our Criteria for "Honors" vs "Regular" Our Criteria for "Honors" vs "Regular" English?English?

• The intensity of The intensity of "Honors" English"Honors" English is a level of content that is is a level of content that is achievedachievedmostly on an mostly on an extra-curricular (elective)extra-curricular (elective) basis.  Therein, the basis.  Therein, the basic curriculum will target the Average student—the basic curriculum will target the Average student—the evaluation of our daily assessments, homework, and projects, evaluation of our daily assessments, homework, and projects, and presentations shall be designed to be manageable for the and presentations shall be designed to be manageable for the average student. average student. Honors EnglishHonors English will be difficult enough, will be difficult enough, for those who want to take on that extra burden.for those who want to take on that extra burden.

• How is this Honor’s program different from our How is this Honor’s program different from our program last year?program last year?

Stress off the Domestic StudentsStress off the Domestic Students Choice for all students – no matter one’s level of English.Choice for all students – no matter one’s level of English. But Students challenged by English must be But Students challenged by English must be real-real-

desperatedesperate or or real-istic.real-istic.

The Criteria for “Honors” is no easy walk in The Criteria for “Honors” is no easy walk in the park.the park.

* * AP Literature and/or AP Language (“Elective”)AP Literature and/or AP Language (“Elective”)* * WordSmart I, II, etc... for supplemental vocab tests (extra credit)?WordSmart I, II, etc... for supplemental vocab tests (extra credit)?* * Critical Reading (CR) is part of the Honor's program.Critical Reading (CR) is part of the Honor's program.

• --- Additional English Supplemental Electives--- Additional English Supplemental Electives (towards Domes/Internatl)(towards Domes/Internatl) Although we cover basic and advanced curriculum in our regular classes, we Although we cover basic and advanced curriculum in our regular classes, we

offer extra, supplementary classes devoted to developing specialized skills and to offer extra, supplementary classes devoted to developing specialized skills and to improving the students’ abilities to raise their scores in such standardized tests improving the students’ abilities to raise their scores in such standardized tests as TOEFL, SAT, AP language, and AP literature. as TOEFL, SAT, AP language, and AP literature.

--- Regular Supplementary Tests for Vocabulary Development--- Regular Supplementary Tests for Vocabulary Development (Extra credit) In addition to vocabulary covered in literature class, the source (Extra credit) In addition to vocabulary covered in literature class, the source material for the supplementary vocabulary tests will be: A progression through, material for the supplementary vocabulary tests will be: A progression through, Word Smart I, IIWord Smart I, II Cycles; followed by the SAT-1 list from the Barron’s new SAT- Cycles; followed by the SAT-1 list from the Barron’s new SAT-1 prep book. Subsequently: Verbal Advantage (Further, advanced study) 1 prep book. Subsequently: Verbal Advantage (Further, advanced study) --- Critical Reading--- Critical Reading is about fostering is about fostering a habit of reading a book a month, a habit of reading a book a month, *outside of* the English Curriculum.*outside of* the English Curriculum.  But, CR is  But, CR is not mandatorynot mandatory for all for all students.students.We need to discuss how to reward students who are not on the HonorsWe need to discuss how to reward students who are not on the Honorstrack, but who nonetheless make the effort to build this extra-curricular habit.track, but who nonetheless make the effort to build this extra-curricular habit.(“The Scarlet Letter” experience?)(“The Scarlet Letter” experience?)

Basic Curriculum FormatBasic Curriculum Format Further differentiated in Second YearFurther differentiated in Second Year

• High School International Track (Accelerated/Honors)High School International Track (Accelerated/Honors)                AP English Oriented (Accelerated, based on certain AP English Oriented (Accelerated, based on certain prerequisites) prerequisites)                 SAT-1 Oriented (Honors)  SAT-1 Oriented (Honors) 

• High School Domestic Track  (Regular)High School Domestic Track  (Regular)                 TOEFL/TOEIC Oriented TOEFL/TOEIC Oriented

• High School Remedial Track (Regular)High School Remedial Track (Regular) -- -- Ideally, first year, Ideally, first year, only:only:

Some students may need extra conversation classes , Some students may need extra conversation classes , or other support during Afternoon Electives; or other support during Afternoon Electives; some may be assigned time in the Language Lab -- to use, some may be assigned time in the Language Lab -- to use, for example, vocabulary and pronunciation/expansion for example, vocabulary and pronunciation/expansion

drills).drills).

Over-all Assessment:Over-all Assessment:

• 1. Assessment1. Assessment A. Students will be assessed in four skill areas: A. Students will be assessed in four skill areas: reading, writing, reading, writing, speaking, and listeningspeaking, and listening through administration of standardized tests, such through administration of standardized tests, such as TOEF, SAT, KSAT, and PSATas TOEF, SAT, KSAT, and PSAT B. Students will also be assessed through various writing assignments, on B. Students will also be assessed through various writing assignments, on speaking through discussions and presentations, and on listening skills speaking through discussions and presentations, and on listening skills through understanding of teacher’s lectures.through understanding of teacher’s lectures. C Teachers will establish assessments that are fair, objective, pertinent, C Teachers will establish assessments that are fair, objective, pertinent, and reliable, thereby assessing all students in the same manner.and reliable, thereby assessing all students in the same manner.

• 2. Assessment Criteria2. Assessment Criteria A. Assessment RatioA. Assessment Ratio

30% midterm/final (15% each) 30% midterm/final (15% each) 70% performance assessment70% performance assessment

B. Breakdown of Performance AssessmentB. Breakdown of Performance Assessment20% quizzes/tests (to include standardized mock tests)20% quizzes/tests (to include standardized mock tests)20% Homework / participation / daily evaluation20% Homework / participation / daily evaluation30% Term papers / Projects / and, or Presentation30% Term papers / Projects / and, or Presentation

C. Honors:C. Honors: Critical Reading and Supplemental Vocabulary Tests extra Critical Reading and Supplemental Vocabulary Tests extra creditcredit

Promoting Leadership through Promoting Leadership through special, special,

extra-curricular activitiesextra-curricular activities• Through debate contests, speech contests, Pop-song Through debate contests, speech contests, Pop-song

contests, and drama productions; through contests, and drama productions; through nationwide and international competitions, the nationwide and international competitions, the students not only are able to express their creativity students not only are able to express their creativity but may also adapt to a more proactive mindset, as but may also adapt to a more proactive mindset, as they prepare and present novel social and academic they prepare and present novel social and academic projects in English. projects in English.

• Additional projects promoted by the English Additional projects promoted by the English Department include, amateur film-making, and Department include, amateur film-making, and several student publications--such as the school several student publications--such as the school newspaper, newspaper, “The Quill,”“The Quill,” the Middle School English the Middle School English magazine magazine “Dreams Come True”“Dreams Come True” and the High and the High School English magazine, School English magazine, “Imaginical.”“Imaginical.”

Communication is Key:Communication is Key:

• In order to keep parents informedIn order to keep parents informed of the status of our program, of the status of our program, and to remain responsive to the feed back of students and parents; and to remain responsive to the feed back of students and parents; we will meet regularly with parents: 1) at the beginning of the we will meet regularly with parents: 1) at the beginning of the semester, 2) after the mid-terms and 3) after the final term exams. semester, 2) after the mid-terms and 3) after the final term exams.

• To ensure the smooth execution of our program,To ensure the smooth execution of our program, we will invite we will invite all parents to an open forum with our department, at these times. all parents to an open forum with our department, at these times. While we are inviting questions, comments, and suggestions at those While we are inviting questions, comments, and suggestions at those times, we hope that parents and students will be patient in the times, we hope that parents and students will be patient in the interim, so as to avoid excessive flux to the program in progress.interim, so as to avoid excessive flux to the program in progress.

• Ownership : Ownership : – of your Education . . . of your Education . . . – of this ship (Turtle Ship) frustrations / graffiti ?of this ship (Turtle Ship) frustrations / graffiti ?– Creating Value / Decreasing Value / Leaving “The Plus”Creating Value / Decreasing Value / Leaving “The Plus”

• Rank / Content -- Re-active/Pro-active -- Rank / Content -- Re-active/Pro-active -- Teacher/FacilitatorTeacher/Facilitator

Tagmemics (Tagmemes Units-in-Tagmemics (Tagmemes Units-in-

Context)Context) Linguist, Kenneth L. PikeLinguist, Kenneth L. Pike introduced concepts of introduced concepts of

• "etic" (alien)"etic" (alien) and and "emic" (native)"emic" (native) perspectives in language inquiry, i.e., perspectives in language inquiry, i.e., • the distinction between "alien" and "native" perspectives on discourse generation and the distinction between "alien" and "native" perspectives on discourse generation and

reception, and reception, and • the necessity of the necessity of finding the right bridgefinding the right bridge or or "tagmeme""tagmeme" that would yield mutual that would yield mutual

insight.insight.

From the tagmemic point of view, From the tagmemic point of view,

• every rhetor's taskevery rhetor's task is inevitably analogous to is inevitably analogous to the kinds of challenges "alien" translators in a new cultural environment encounter: the kinds of challenges "alien" translators in a new cultural environment encounter: • locating a point of entrylocating a point of entry into a particular language ambiguity, problem, or challenge into a particular language ambiguity, problem, or challenge that will provide a true bridge for that will provide a true bridge for • non-threatening exchangenon-threatening exchange and that, therefore, might make possible and that, therefore, might make possible • meaningful change. meaningful change.

Thus, in tagmemic terms, a rhetorical task involves Thus, in tagmemic terms, a rhetorical task involves deliberately leaving behind a deliberately leaving behind a default "etic" or outsider's perspectivedefault "etic" or outsider's perspective on data under consideration, and employing on data under consideration, and employing heuristics (discovery procedures) that assist a communicator in heuristics (discovery procedures) that assist a communicator in approximating an approximating an "emic" or insider's perspective conducive to reaching the projected audience. "emic" or insider's perspective conducive to reaching the projected audience.

““Emic” Versus “Etic” Approaches Emic” Versus “Etic” Approaches to:to:

創造力創造力 창조력 창조력 Creative power (faculty)Creative power (faculty)

• Creativity / Creativity / InventionInvention / Innovation / Innovation • Joy / Disequilibrium Joy / Disequilibrium • Research is DiscoveryResearch is Discovery• Resolve / The Resolution of Dis-easeResolve / The Resolution of Dis-ease• Global Market Place of IdeasGlobal Market Place of Ideas• Creating Value as: enhancing the Creating Value as: enhancing the

ability to read emotions in others ability to read emotions in others

Creativity as InventionCreativity as Invention

• TagmemicsTagmemics and Composition and Composition http://personal.bgsu.edu/~edwards/tag4.html http://personal.bgsu.edu/~edwards/tag4.html

The tagmemicist basically sees The tagmemicist basically sees inventioninvention--the category which, --the category which, along with arrangement, style, memory and delivery, formed the along with arrangement, style, memory and delivery, formed the basis for classical rhetoric--as the key to the composing process. basis for classical rhetoric--as the key to the composing process. And he sees And he sees inventioninvention as essentially a as essentially a "problem-solving""problem-solving" activity. "Problem-solving" here does not mean "puzzle-solving" activity. "Problem-solving" here does not mean "puzzle-solving" but is a concept derived from the work of the Swiss psychologist, but is a concept derived from the work of the Swiss psychologist, Jean Piaget. Jean Piaget.

Piaget posits that humans think in terms of resolving Piaget posits that humans think in terms of resolving "disequilibriums"in their lives. This process, which begins at a "disequilibriums"in their lives. This process, which begins at a very early age, manifests itself in different strategies which are very early age, manifests itself in different strategies which are employed by a person to resolve or eliminate the "disequilibriums" employed by a person to resolve or eliminate the "disequilibriums" or problems. or problems. According to PiagetAccording to Piaget, , all human activities such all human activities such as play, fantasy, analytical thought--in short, all "creative as play, fantasy, analytical thought--in short, all "creative processes" manifest the same goal, eliminating the processes" manifest the same goal, eliminating the disequilibrium or dissonance which a person senses in his disequilibrium or dissonance which a person senses in his life. life.

Dissonance and JoyDissonance and Joy

• Composition Professor, Composition Professor, Lee OdellLee Odell, writes: , writes: The teacher's role in education is: The teacher's role in education is:

• 1) to help the student learn to recognize 1) to help the student learn to recognize those experiences that create dissonance those experiences that create dissonance for him; for him;

• 2) to help the student in his attempt to 2) to help the student in his attempt to solve his problem by changing his world, solve his problem by changing his world, his understanding of the world, or both… his understanding of the world, or both…

國際 地城 專門 국제지역전문 國際 地城 專門 국제지역전문 Global NetworkingGlobal Networking Web pages, publications, etc.Web pages, publications, etc.

English Composition and Literature English Composition and Literature

1) As a means to fulfill Altruism via developing Empathy, 1) As a means to fulfill Altruism via developing Empathy, 2) As a means to Create and Invent new ways to2) As a means to Create and Invent new ways to accomplish Reconciliation and Healingaccomplish Reconciliation and Healing through Resolving Disequilibriumthrough Resolving Disequilibrium 3) As a means to Create Value in, and bring more value to ,3) As a means to Create Value in, and bring more value to ,

the Global Village network – into the market place of ideas.the Global Village network – into the market place of ideas.

• SkyblueSkyblue Dreams Dreams• Mike Namowicz’s ChallengesMike Namowicz’s Challenges• Other EncountersOther Encounters• In Progress: CSIA Newspaper and MagazineIn Progress: CSIA Newspaper and Magazine• Participation in regional and international conferences and Participation in regional and international conferences and

competitionscompetitions

IN CONCLUSION:IN CONCLUSION:

• "Altruism""Altruism" is the root of our philosophy of Education, is the root of our philosophy of Education, here at Cheong-Shim International Academy.  Altruism here at Cheong-Shim International Academy.  Altruism is the base from which all other values will grow.  The is the base from which all other values will grow.  The English Department here is committed to filling our English Department here is committed to filling our students with students with "Creative knowledge""Creative knowledge" and ensuring that and ensuring that they naturally become specialists in they naturally become specialists in the art ofthe art of "Global "Global Networking."Networking."   

• That art is a function of That art is a function of EmpathyEmpathy--empathy with the --empathy with the whole, the organic whole of our individual being as it whole, the organic whole of our individual being as it interacts with the wholeness of families, societies, interacts with the wholeness of families, societies, nations, the world, and the cosmos.  nations, the world, and the cosmos. 

• Depends on our awareness of what makes for Depends on our awareness of what makes for homeostasishomeostasis

In the In the Tao Te ChingTao Te Ching (The Meaning/Way of (The Meaning/Way of Life/Virtue), Life/Virtue),

attributed to the legendary attributed to the legendary Lao TsuLao Tsu, we read: , we read:

• The The Man of CallingMan of Calling has no heart of his own. has no heart of his own. • he makes the people's heart his own. he makes the people's heart his own. • 'To the good I am good; 'To the good I am good; • to the non-good I am also good, to the non-good I am also good, • for for LifeLife is goodness. is goodness. • To the faithful I am faithful; To the faithful I am faithful; • to the unfaithful I am also faithful, to the unfaithful I am also faithful, • for for LifeLife is faithfulness.' is faithfulness.' • The The Man of CallingMan of Calling lives very quietly in the world. lives very quietly in the world. • People look for him and listen out for him with surprise, People look for him and listen out for him with surprise, • and the and the Man of CallingMan of Calling accepts them all as his children. accepts them all as his children.

Passage 49Passage 49 (Wilhelm, Johnson, Lao (Wilhelm, Johnson, Lao Tzu) Tzu)

AppendixAppendix

• About Altruism (in the western sense) … In the movie “Beautiful Mind”--About Altruism (in the western sense) … In the movie “Beautiful Mind”--about Nobel Prize winner, John Nash--we have Mr. Nash explaining that, about Nobel Prize winner, John Nash--we have Mr. Nash explaining that, “Adam Smith said, the best result comes from everyone in the group doing “Adam Smith said, the best result comes from everyone in the group doing what’s best for himself, right? That’s what he said, right? Incomplete. what’s best for himself, right? That’s what he said, right? Incomplete. Incomplete! Because the best result would come from everyone in the group Incomplete! Because the best result would come from everyone in the group doing what’s best for himself and the group.” doing what’s best for himself and the group.”

• On self-control , self restraint – the ability to control impulse, as Goleman On self-control , self restraint – the ability to control impulse, as Goleman says … says …

Nash: You wanted to see if I was crazy and would screw everything up if I Nash: You wanted to see if I was crazy and would screw everything up if I actually won. actually won. [Hansen is concerned about John still having hallucinations] [Hansen is concerned about John still having hallucinations] Nash: They are my past. Everyone is haunted by their past. Nash: They are my past. Everyone is haunted by their past. Nash: I've gotten used to ignoring them and I think, as a result, they've kind Nash: I've gotten used to ignoring them and I think, as a result, they've kind of given up on me. I think that's what it's like with all our dreams and our of given up on me. I think that's what it's like with all our dreams and our nightmares, Martin, we've got to keep feeding them for them to stay alive. nightmares, Martin, we've got to keep feeding them for them to stay alive. Nash: [to Thomas King] I still see things that are not here. I just choose not Nash: [to Thomas King] I still see things that are not here. I just choose not to acknowledge them. Like a diet of the mind, I just choose not to indulge to acknowledge them. Like a diet of the mind, I just choose not to indulge certain appetites; like my appetite for patterns; perhaps my appetite to certain appetites; like my appetite for patterns; perhaps my appetite to imagine and to dream.imagine and to dream.