Joseph Sung-Yul PARK: <i>In Pursuit of English:</i> <i>Language and Subjectivity in Neoliberal South Korea</i>

Purpose The purpose of this study is to investigate the extent to which a character component is required for occupational licensing by state, industry and occupation. This study also investigates whether the good moral character (GMC) is defined and how GMC is defined in state statutes. Investigating the GMC requirement is important to society at large because character is a vital factor for trust and trust is an essential component to voluntary exchange and free markets. Investigating the GMC requirement is also important to the thousands of rehabilitated individuals who may be denied work in licensed occupations because of past transgressions. Design/methodology/approach The quantitative research data were collected from state licensing statutes. The number of licensed occupations within each of the 50 states that require GMC was tabulated, as well as the number of states that require GMC for licensing by industry group. In addition, an occupation that requires GMC in a high number of states was compared to an occupation that requires GMC in a low number of states within 11 industry groups. Finally, regulatory statutes were searched to determine how good moral character is defined by each of the state licensing boards for the select occupations. Findings This paper reports that the inclusion of a character component within regulatory licensing statutes varies widely by occupation and by state. The number of occupations requiring GMC ranged from 8 to 119 per state. The number of states requiring GMC ranged from 12 to 49 per industry group. Occupations within industry groups that are more frequently licensed are also more likely to require GMC than occupations that are less frequently licensed. Occupations that are more frequently licensed, however, are generally not more likely to define GMC in their regulatory statutes. Only accounting, an occupation that requires GMC in most states, also defines GMC in more states than any of the other select occupations. Research limitations/implications Only state regulatory statutes were searched for definitions of GMC. Definitions could be included in other government documents such as rules or regulations. As these additional sources were not searched, the number of states that define GMC for the select occupations cited in this study may be understated. Originality/value Prior research has included only studies of the GMC requirement relating to the licensing of attorneys and accountants. The current research explores the extent that good moral character is required for licensing across states, industries and select occupations. This research agrees with prior research that GMC, although providing an important foundation for public trust, is typically not well-defined. To counter criticism of the requirement, this paper concludes with a call for the inclusion of a GMC definition within occupational licensing statutes that is “narrowly and precisely construed, avoiding problems of both vagueness and over breadth” (AICPA and NASBA, 2018).

The current paper examines how English has evolved to become valued language capital in South Korea (henceforth ‘Korea’). Since the late 20th century, Korea has experienced the phenomenon of ‘English fever’, which refers to the frenetic and at times over-zealous pursuit of English-language proficiency across Korean society (J. S. Y. Park, 2009). Researchers have examined ‘English fever’ through various prisms, including education (Park & Abelmann, 2004; J. K. Park, 2009), neoliberalism (Piller & Cho, 2013; Cho, 2015; Lee, 2016), and local socio-politics (Shim & Park, 2008). Rarely has the phenomenon been approached from a historical point of view. Considering the fact that a historical examination of language can provide critical insights into the local processes through which distinctive ideologies of language have been shaped and popularized (Cho, 2017), this paper traces the historical evolution of English in Korean society by focusing on three key periods, i.e. Japanese colonization (1910–1945); the post-independence period and modernization (1945–1980); and military dictatorship and globalization (1980-present). Drawing on the theoretical framework of global centre-periphery divisions embedded in Orientalism (Said, 1979), the analysis focuses specifically on the influence of the United States on the rise of English in Korea. In doing so, I show that ‘English fever’ is not a recent phenomenon but has its roots in historicity through which the seeds for the ongoing phenomenon of ‘English fever’ were planted in Korean society.

While South Korea’s ‘English fever’ has long been the focus of popular and scholarly interest, Chinese has been increasing in popularity in South Korea, concomitant with the rise of China in the global economy. It has even been suggested that Chinese might in the future challenge the dominance of English in South Korea. Drawing on a wide range of government, popular and scholarly discourse, supported by interviews, this article considers the conditions under which Chinese might challenge English in South Korea. Specifically, this article pushes back against the idea that English fever is a result of international forces (globalization) alone, and makes the case that in order to supplant English in South Korea, Chinese would have to usurp the important intranational (domestic) functions of gatekeeping/credentialing that English plays within Korean society at present. The paper concludes by suggesting that Chinese may be more likely to be learned in addition to English rather than replacing English.

The point of this article is to make a case for teachers of moral disposition without regard for the moral development of students. The article concludes that there are multiple reasons for wanting teachers of good disposition and moral character; that teachers' dispositions are best conceived as modifiers to the methods that they employ; and that the crux of the dispositions debate is ultimately grounded in avoiding poor moral character. Implications of the article point teacher educators toward a conception of teacher education that focuses on preparing teachers of good disposition and moral character simply for the sake of teaching that accords with what is good, right, and virtuous. The analysis suggests that the scope of a teacher's dispositions should be broadened to include all matters of classroom life and teacher effectiveness.

This is a commentary on a paper by the social psychologist C. Daniel Batson. I too think virtue is rare, but not so rare as Batson seems to think, despite his ingenious experiments on “moral hypocrisy.” As usual, Dan Batson provides an experimentally rigorous, yet philosophically sophisticated, account of moral motivation—a model for exemplary work in moral psychology. I’ll attempt to summarize some of the main ideas in his illuminating essay but focus on raising some worries, despite much agreement otherwise. I too am cynical about character: virtue, like moral knowledge, is precarious. However, I will try to motivate the idea that we are more virtuous and morally motivated than Batson suggests. Batson gets cynical about character in two different ways and for two different reasons. First, character, as a psychological posit, isn’t useful. This is perhaps an unsurprising conclusion from a psychologist who many view as a father of situationism. But Batson’s reason for skepticism about character traits has little to do with the surprising role situational factors play in behavior. After all, we’re rather consistently egoistic across a wide range of situations, as some of Batson’s studies suggest (see also the discussion in Kleingeld 2015). Rather, we needn’t appeal to character to explain moral and immoral behavior, Batson says, because we achieve a deeper understanding of behavior by looking to motives and values (which, by the way, can vary easily with the situation). In particular, we should identify ultimate (or intrinsic) goals, which are pursued for their own sake, not as a means to something else. Second, Batson is cynical about character in the sense that good character is rare. By good character— at least good moral character—he seems to mean moral integrity: motivation to uphold moral principles for their own sake. We’re often ultimately driven by self-interest (egoism) instead of a concern to be moral. Now this conclusion is perhaps surprising from such an ardent defender of the existence of altruism (Batson 2011). However, while we can be ultimately motivated by moral principles and by a concern for others, Batson believes egoism is more common. The latest theme in his research suggests that, even when it comes to moral behavior, we are often ultimately motivated to appear moral while avoiding the cost of being moral if possible (the motive of moral hypocrisy). In other words, Batson believes that good character is rare

This Essay explores how disability factors into immigration and citizenship law by focusing on three naturalization cases that reveal aspects of the “good moral character” element. A noncitizen’s own disability has been used as grounds for exclusion since the earliest immigration laws. Yet, as it turns out, noncitizens who participate in the eugenic mission of immigration law have been greatly rewarded.

Morality has been a key factor in naturalization. However, defining what constitutes good moral character has never been specified, leaving interpretation of the good moral character requirement to the discretion of immigration officials and judges. Based on an analysis of court cases filed by marriage migrants, this article expands our understanding of the legal interpretation of the “good morality” requirement in two significant ways. First, by examining the nature of the morality requirements applied to marriage migrants applying for citizenship, we identify that controlling sexual morality is one of the key mechanisms of gendering the path to legal citizenship. Second, our analysis questions the fairness of the judicial rulings and shows that judges are not reliable allies for immigrant spouses. South Korean judges tend to show great deference to the administrative branch and rarely rule against the decisions of the immigration officials. Further, the rulings tend to follow cultural and gendered, rather than legal, understanding of “good” wives and husbands. Ultimately, in the case of South Korea we show that that marriage migrant moral jurisprudence deviates from the developing jurisprudence that decriminalizes intimate choices and challenges the traditional gender roles within a family.

As English is recognised as an influential language in the globalised world and social and economic capital for individuals, Koreans put tremendous effort and financial resources into learning English, instigating a social malady called ‘English fever.’ The fever has recently infiltrated early childhood education, leading to the expansion of exorbitant, half-day English immersion programmes for preschoolers, called English-medium kindergartens (EKs). Despite the recent policies to minimise the influence of English in Early Childhood English education and enhance students’ well-being and whole-person development, English fever is still prevalent, causing detrimental effects on children. Using the notion of politics of distraction and the ethics in language planning and policy as theoretical and analytical frameworks, this paper examines how and why the education policy fails to address English fever. Drawing on a qualitative case study at three EKs, this study reveals the perceptions, dynamics and processes in early childhood English education that are disregarded and remain invisible in relevant policies. The study sheds light on the harm of distractive policy, asking policy researchers and designers to refocus their effort on what truly matters, through integrating language ethics into policymaking, thus, refocusing on children's holistic development and emotional well-being.

The Capone hypothesis: Do antagonistic individuals view themselves as more good than evil?

ABSTRACT‘Education fever’ drives the demand for English in South Korea today. One professor of politics has recently deplored the current pursuit of ‘English education’ (yeongeokyoyuk) in South Korea as a ‘collective neurosis of English fever’ (Y-M. Kim, 2002). What has brought this current English boom to South Korea? It can be traced back to the traditional ‘education fever’ (kyoyukyeol) or ‘preoccupation with education’ (Seth, 2002). The English boom resulting from the Korean education fever has led to a strong antipathy toward Koreans – even in English-speaking countries.This article explains how the current English boom in South Korea has been founded on the long tradition of education fever in the country, and why more and more Korean children are sent abroad to learn the English language. In addition, I also attempt to show the connection between this English boom and an associated antipathy toward the Korean language and Korean speakers in English-speaking countries.

China and South Korea both belong to the East Asian countries, their regional culture and the historical background are similar, and both two countries have the same choice of policy, and both obtained outstanding achievements in population control. South Korea has entered the super population aging era. Facing the aging population and low fertility level, the South Korean government began to change the policy direction in the 1960's, from birth control to encourage fertility. The formation of China's family planning policy is the result of a long historical process, and the current is still in constant adjustment and improvement process. This paper attempts to review the historical development process and the reasons of fertility policy, carries on the analysis and evaluation of policy effect, to explore suitable for China's more reasonable planning policy according to South Korean fertility policy experiences. Index Terms - South Korea, experience, family planning policy, enlightenment I. Foreword Population problem restricts the development of a nation's economy, the use of social resources and distribution. Under the condition of limited bearing capacity of natural environment, populations have important influence on the development of economic and social change. One country need to develop population policies in different periods to promote the healthy and sustainable development of social economy. Since the founding of new China, our country carried out different fertility policy in different historical period, especially the strict family planning policy to control population growth has made significant achievements. The main population problems of our country now are still huge population base, population aging, the obvious contradiction between population and environment resources, etc . In view of our country will face from endowment , economic development, social and other aspects of the multiple pressure in the future, China's family planning policy should shift towards a more reasonable direction, and clearly realize the population long-term balanced development, alleviate the contradiction between the population resource, environment and economic development. By contrast , South Korea's culture and historical background of the demographic transition are similar to China's , South Korea's experiences and lessons in the process of fertility policy adjustment has very good enlightenment and reference to China. II . Historical evolution and comparison of China and

Character education in addition to developing and strengthening personal potential and also filter out external influences which could ultimately shape the character of thestudents for the better. Efforts to establish this character solely conducted in educationalinstitutions through a series of learning activities through a series of subjects and selfdevelopment activities conducted at the inside and outside of school. Habituationrefraction in everyday life also made, such as: religious attitude, honesty, discipline,tolerance, hard work, love peace, responsibility, of etc. These values would need to befostered, which in turn can shape the character of individual learners which in turn isfaces life of a nation. Hams in character education should always emphasize theimportance of three components, namely good moral character or knowledge of moralknowing, moral feeling or sense of moral action and moral or immoral acts. This isnecessary so that learners can understand, feel and do not run as well as virtues.

India has a rich tradition of medical ethics dating back to ancient times. Ayurveda the Indian system of medicine is sacred knowledge, science of life which emphasizes the balance and well-being state of Mana (mind), Sharira (body), Aatma (soul), and Indriya (sense organs). In Ayurveda, there is a strong emphasis on ethical conduct and moral standards for medical practitioners. Code of conduct laid down in Ayurveda set the foundation for the medical community and prescribed the principles for medical practice. According to Ayurveda medical practitioners (Vaidyas), were obligated to adhere to certain moral standards and ethics. They were expected to have a compassionate outlook and follow the prescribed code of conduct. In addition to ethical conduct, Ayurveda also emphasizes the importance of a good teacher-disciple relationship and the qualities of a good physician. The code of conduct in Ayurveda includes guidelines for behavior with patients and their relatives. The manners of the physician of the healing arts was expected to be conventional to the highest ideals of personal and professional life. . The appearance, dress, speech, and manners of medical practitioners were also expected to be above reproach. They should have good moral character and high sense of responsibility. Acharya Charaka, an influen-tial figure in Ayurveda, emphasized the high ideals of medical practice code of conduct and the responsibilities of doctors. He intro-duced the Charaka oath, which was to be tak-en by students before starting their medical education. This oath outlined the principles and ethics that should guide medical practi-tioners. In cases of ignorance, misconduct, or ethical violations in medical practice, the an-cient texts of Ayurveda suggest severe pu-nishments, including the death penalty. Overall, the high standards and principles of medical practice in ancient India, as outlined in Ayurveda, reflect the emphasis on ethical conduct, responsibility, and good moral cha-racter among medical practitioners.

Reviewed by: Second language acquisition and linguistic theory ed. by John Archibald John M. Lipski Second language acquisition and linguistic theory. Ed. by John Archibald. Malden, MA &Oxford: Blackwell, 2000. Pp. 256. The seven essays in this volume represent the application of contemporary linguistic theories to second language acquisition. Cynthia Brown’s ‘The interrelation between speech perception and phonological acquisition from infant to adult’ describes child (L1) and adult (L2) phonological development in an effort to understand the difficulty in acquiring a fully native L2 phonology. Using a model of feature geometry, and incorporating experimental data from Chinese, Korean, and Japanese speakers’ acquisition of English, Brown demonstrates that children rapidly acquire phonological structures that resist subsequent incorporation of nonnative contrasts. These early-acquired L1 restrictions persist and affect phonological perception during adult L2 acquisition, thereby limiting full acquisition of certain new phonological contrasts. Martha Young-Scholten and John Archibald study ‘Second language syllable structure’ using a hierarchical model of syllable organization, sonority scales, and feature geometry. Early child phonological acquisition routinely produces CV syllables through truncation while adult L2 phonology may employ epenthesis and substitutions to achieve patterns compatible with the L1. At times the acquisition of certain segments and contrasts (e.g. /1/ vs /r/) must occur before new phonological patterns (e.g. onset clusters) can emerge. ‘Mapping features to forms in second language acquisition’ by Donna Lardiere takes a minimalist approach to the development of L2 syntax. Assuming the minimalist view that syntactic patterns derive from morpholexical feature specifications, L queries whether L2 learners must acquire enough of the target language’s morphology in order to project the relevant functional categories or whether they approach the task with a preexisting set of possibilities. Unlike L1 and early L2 acquisition, in which morphological endings may be omitted but are rarely used incorrectly when present, adult L2 language shows a much higher frequency of morphological mismatches. Lardiere argues that—at least in the L2 case—there is no direct correlation between the acquisition [End Page 183] of specific morphological paradigms and the development of relevant syntactic patterns. ‘Second language acquisition: From initial to final state’ by Lydia White examines various notions about the roles of UG vs. the L1 in the acquisition of a second language. After reviewing several possible configurations, White questions the need to dwell on dichotomies, seeking instead to establish common ground among competing theories when dealing with data which are subject to multiple interpretations. Another survey of formal models applied to L2 acquisition is ‘When syntactic theories evolve: Consequences for L2 acquisition research’ by Bonnie Schwartz and Rex Sprouse. The authors review several proposals regarding the role of UG in constraining possible interlanguage grammars and the issue of poverty of the stimulus and end with a call to temper an ever-changing formal syntax with closer attention to actual interlanguage data. Alan Juffs examines the semantic-syntactic interface in adult L2 acquisition in ‘An overview of the second language acquisition of links between verb semantics and morphosyntax’. Juffs reviews theories that map semantic patterns onto particular classes of verbs and the relationships that might exist between L2 acquisition and theories of universal grammar. There is a growing body of evidence that universal semantic notions shape the morphosyntax of verb classes during L2 acquisition. Juffs concludes that both L1 transfer and universal syntactic/semantic configurations come into play in forming emergent L2 grammars. The final essay is Gary Libben’s ‘Representation and processing in the second language lexicon: The homogeneity hypothesis’. Libben offers evidence that there is a single lexicon for all monolingual and bilingual speakers, including adult L2 learners. When the bilingual lexicon is activated, all items linked by meaning or form are simultaneously available. The choice of languages is not a function of the lexicon (although lexical items are tagged for language) but rather lies outside of the lexical processing domain. Bilingual interactions, including code-switching, arise when the use of lexical items tagged for both languages lowers activation thresholds. In adult L2 speakers, cross-language equivalences are stronger than same-language synonyms since in the...

Since virtue is an excellent trait of the human that would be gained throughout one’s life, therefore, spiritual education may play a positive role in the development of the mentioned characters. The present study is carried out to find the effects of spiritual education on the achievement of virtues. This study is an analytic article review accomplished in 2020. The articles were searched through Web of Science, PubMed, Scopus, and Google scholar. Based on this analytic article review, spirituality has a positive effect on health and wellbeing; therefore, ethical problems could be improved through spirituality which is the main part of recent psychological interventions. Peace, wellbeing, and happiness in the world are mostly related to the virtues of individuals. The scientific studies found a positive significant relationship between spiritual education and good behavior. The knowledge of two inner sources of thought, feelings, and beliefs in every human entity is a very important component of such education. The inner part (thoughts, feelings, and beliefs) of humans contains positive and negative aspects, also called Heart and Nafs respectively. The heart is responsible for virtues and Nafs is responsible for evils. Every person should look for strengthening oneself heart through spiritual ways. The heart strength mostly via spiritual education and activities conducted by spiritual persons, friends, or teachers. A spiritual person should have effective speeches and good moral characters that influence the heart and mind of people. The awaked heart can positively stimulate the cognitive-affective personality system to perform good characters. The Nafs also can negatively stimulate this system and lead to bad characters. Spiritual education must be available to children and adolescents within school or communities for gaining virtues. Spiritual education is one of the most effective ways of gaining a good moral character. The best spiritual education model described that every speech and activity rooted in the heart effectively activates the cognitive-affective personality system and established admirable behaviors. This kind of education is the best way to have a peaceful and happy world. It also would result in the unity of people of different ethnicities, races, nations, and religions.