국내외 디지털인문학 교육 사례와 고전문학 교육에의 시사점

Abstract

This paper examines the particular cases of digital humanities education in domestic and foreign universities and draws substantial implications for classical literature education. This was designed to meet the social trend of digital transformation and to provide a more effective classical literature education to current university students who are defined as digital natives. First, the current status of undergraduate digital humanities education in the United States, China, and Taiwan is reviewed, and cases applicable to literature education are analyzed. In the United States, universities, research institutes, and libraries are functioning as subjects of digital humanities education. The undergraduate department provides digital humanities majors, minors, and certificate courses, while research centers and libraries support education and research through regular and irregular workshops. On the other hand, in China and Taiwan, government-led digital humanities education is being revitalized, and various programs are being operated mainly by universities and research institutes. Overseas digital humanities education focused on applying computational methods to conventional humanities research, and text analysis using digital tools, electronic map production, and network analysis were mainly used in literary education. In addition, it was common for students to produce and present digital results for their respective areas of interest by making it mandatory to conduct projects as well as education on theory. Further, the current status of domestic digital humanities education and cases of literary education are analyzed. Digital humanities education at domestic universities is just the commencement, as it is noticeable that they are sailing toward a novel direction. As such, the difficulties and effects of education are analyzed through examples of using classical literature materials in digital humanities lectures. Consequently, there are three observations. First, educating people on how to express literary works and their surrounding contexts in a digital environment; second, teaching them how to analyze using digital tools; The subject was taught how to attempt overlapping readings and derive new interpretations. This, in turn, can lead to new questions and create new interpretations. Third, it is necessary to establish the data processing flow of “understanding-construction-analysis-visualization-interpretation” of classical literature as a curriculum to completely fathom the depths of the classical literature and digital humanities course relationship.