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¿µ¾î°íÀü1,188 Á¶Áö ¹ö³ªµå ¼îÀÇ ºÎ¸ð¿Í Àڳ࿡ °üÇÑ ³í¹® 1910(English Classics1,188 Treatise on Parents and Children by Geo

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¢º ºÎ¸ð¿Í Àڳ࿡ °üÇÑ ³í¹® 1910(Treatise on Parents and Children by George Bernard Shaw)Àº ¡®¼ÎÀͽºÇǾî ÀÌÈÄ ÃÖ°íÀÇ ±ØÀÛ°¡(The Greatest Playwright after Shakespeare)¡¯·Î Ãß¾Ó¹Þ´Â 19¼¼±â ¿µ±¹ ±ØÀÛ°¡ Á¶Áö ¹ö³ªµå ¼î(George Bernard Shaw, 1856~1950)°¡ DzDzÇÑ Ã»³â ½ÃÀý(1879~1883)À» Áö³ª ÇÑÃþ ¿ø¼÷ÇÑ ³ªÀÌ(54¼¼)¿¡ ÁýÇÊÇÑ ¿¡¼¼ÀÌ(Essays)ÀÔ´Ï´Ù. ¹ö³ªµå ¼îÀÇ ´ëÇ¥ÀÛÀº ´Ü¿¬ Èñ°î(ýôÍØ, Play)ÀÏ °ÍÀ̳ª, °æ·Â ÃÊâ±â¿¡´Â ´Ù¼¸ ±ÇÀÇ ¼Ò¼³(Five Novels Early in His Career)À» ºñ·ÔÇØ Á¤Ä¡, µå¶ó¸¶ ºñÆò(Politics, Drama Criticism) µî ´Ù¾çÇÑ ºÐ¾ßÀÇ ±ÛÀ» ¿Õ¼ºÇÏ°Ô ÁýÇÊÇÑ ¹Ù ÀÖ½À´Ï´Ù. Å׸¶¿©Çà½Å¹® TTN Korea ¿µ¾î°íÀü(English Classics) 1,999¼±°ú ÇÔ²² ¾îÁ¦µµ, ¿À´Ãµµ, ³»Àϵµ ¸ÚÁø ¹®Çп©ÇàÀ»!

¢º ºÎ¸ð¿Í Àڳ࿡ °üÇÑ ³í¹® 1910(Treatise on Parents and Children by George Bernard Shaw)Àº ºÎ¸ð¿Í ÀÚ³à(Parents And Children)ºÎÅÍ ±«·ÓÈû¿¡ ÀÇÇÑ Á¤ºÎ(Government by Bullies)±îÁö ¹«·Á 64ÆíÀÇ ¿ø°í¸¦ ¹­Àº ¹æ´ëÇÑ ºÐ·®ÀÇ ¿¡¼¼ÀÌ·Î Çö´ëÀÎÀÇ °üÁ¡¿¡¼­ Àо °¡½¿À» ¿òÁ÷ÀÌ´Â ´ë¸ñÀÌ ÀûÁö ¾ÊÀº µû¶æÇÑ ÀÛÇ°ÀÔ´Ï´Ù. ´Ü ÇÑÆí ÇÑÆíÀÇ ¿ø°í´Â ª°Ô´Â ÇÑ ´Ü¶ôÀ¸·Î ºÐ·® ÀÚü°¡ ¸¹Áö´Â ¾Ê±â ¶§¹®¿¡ ºÎ¸ð¿Í ÀÚ³à ´©±¸³ª ºÎ´ã¾øÀÌ ÀÐÀ» ¼ö ÀÖ½À´Ï´Ù.

¢º The Child is Father to the Man. Is he? Then in the name of common sense why do we always treat children on the assumption that the man is father to the child? Oh, these fathers! And we are not content with fathers: we must have godfathers, forgetting that the child is godfather to the man. Has it ever struck you as curious that in a country where the first article of belief is that every child is born with a godfather whom we all call "our father which art in heaven," two very limited individual mortals should be allowed to appear at its baptism and explain that they are its godparents, and that they will look after its salvation until it is no longer a child. ¢¹ ¾ÆÀÌ´Â ³²ÀÚÀÇ ¾Æ¹öÁöÀÌ´Ù. ±×´Â? ±×·¸´Ù¸é »ó½ÄÀÇ À̸§À¸·Î ¿Ö ¿ì¸®´Â Ç×»ó ³²ÀÚ°¡ ¾ÆÀÌÀÇ ¾Æ¹öÁö¶ó´Â °¡Á¤ ÇÏ¿¡ ¾ÆÀ̵éÀ» ´ëÇÏ´Â °É±î¿ä? ¾Æ, ÀÌ ¾Æ¹öÁöµé! ±×¸®°í ¿ì¸®´Â ¾Æ¹öÁö¿¡ ¸¸Á·ÇÏÁö ¾Ê½À´Ï´Ù. ¾ÆÀÌ°¡ ³²ÀÚÀÇ ´ëºÎ¶ó´Â »ç½ÇÀ» Àؾî¹ö¸®°í ´ëºÎ°¡ ÀÖ¾î¾ßÇÕ´Ï´Ù. ¸ðµç ¾î¸°ÀÌ´Â ¿ì¸® ¸ðµÎ°¡ "Çϴÿ¡ °è½Å ¿ì¸® ¾Æ¹öÁö"¶ó°í ºÎ¸£´Â ´ëºÎ¿¡°Ô¼­ ž´Ù´Â ½Å¾ÓÀÇ Ã¹ ¹ø° Á¶Ç×ÀÌ ÀÖ´Â ³ª¶ó¿¡¼­ ¸Å¿ì Á¦ÇÑµÈ µÎ ¸íÀÇ °³º° ÇÊ»çÀÚ°¡ ³ªÅ¸³ªµµ·Ï Çã¿ëµÇ¾î¾ß ÇÑ´Ù´Â Á¡ÀÌ ±Ã±ÝÇϽŠÀûÀÌ ÀÖ½À´Ï±î? ¼¼·Ê¸¦ ¹Þ°í ±×µéÀÌ ´ëºÎ¸ðÀÌ¸ç ´õ ÀÌ»ó ¾ÆÀÌ°¡ ¾Æ´Ò ¶§±îÁö ±¸¿øÀ» µ¹º¼ °ÍÀ̶ó°í ¼³¸íÇÕ´Ï´Ù.

¢º Children as Nuisances. Experienced parents, when children's rights are preached to them, very naturally ask whether children are to be allowed to do what they like. The best reply is to ask whether adults are to be allowed to do what they like. The two cases are the same. The adult who is nasty is not allowed to do what he likes: neither can the child who likes to be nasty. There is no difference in principle between the rights of a child and those of an adult: the difference in their cases is one of circumstance. ¢¹ ±ÍÂúÀº Á¸Àç·Î¼­ÀÇ ¾ÆÀ̵é. °æÇèÀÌ ¸¹Àº ºÎ¸ðµéÀº ¾Æµ¿ÀÇ ±Ç¸®¿¡ ´ëÇØ ¼³±³ÇÒ ¶§ ¾ÆÀ̵éÀÌ ÁÁ¾ÆÇÏ´Â °ÍÀ» Çϵµ·Ï Çã¿ëÇØ¾ß ÇÏ´ÂÁö ¸Å¿ì ÀÚ¿¬½º·´°Ô ¹¯½À´Ï´Ù. °¡Àå ÁÁÀº ´ë´äÀº ¾î¸¥µéÀÌ ÀÚ½ÅÀÌ ÁÁ¾ÆÇÏ´Â ÀÏÀ» Çϵµ·Ï Çã¿ëµÇ´ÂÁö ¹¯´Â °ÍÀÔ´Ï´Ù. µÎ »ç°ÇÀº µ¿ÀÏÇÕ´Ï´Ù. ¸øµÈ ¾î¸¥Àº ÀڱⰡ ÁÁ¾ÆÇÏ´Â ÀÏÀ» Çؼ­´Â ¾È µÇ°í, ¸øµÈ ÁþÀ» ÁÁ¾ÆÇÏ´Â ¾ÆÀ̵µ ¸¶Âù°¡ÁöÀÔ´Ï´Ù. ¾Æµ¿ÀÇ ±Ç¸®¿Í ¼ºÀÎÀÇ ±Ç¸® »çÀÌ¿¡´Â ¿øÄ¢ÀûÀ¸·Î Â÷ÀÌ°¡ ¾ø½À´Ï´Ù. µÎ °æ¿ìÀÇ Â÷ÀÌ´Â »óȲ¿¡ µû¶ó ´Ù¸¨´Ï´Ù.

¢º The Horror of the Perpetual Holiday. It will be said here that, on the contrary, heaven is always conceived as a perpetual holiday, and that whoever is not born to an independent income is striving for one or longing for one because it gives holidays for life. To which I reply, first, that heaven, as conventionally conceived, is a place so inane, so dull, so useless, so miserable, that nobody has ever ventured to describe a whole day in heaven, though plenty of people have described a day at the seaside; and that the genuine popular verdict on it is expressed in the proverb "Heaven for holiness and Hell for company." ¢¹ ¿µ¿øÇÑ ÈÞÀÏÀÇ °øÆ÷. ¹Ý´ë·Î õ±¹Àº Ç×»ó ¿µ¿øÇÑ ÈÞÀÏ·Î »ý°¢µÇ¸ç, µ¶¸³ÀûÀÎ ¼ÒµæÀ¸·Î žÁö ¾ÊÀº »ç¶÷Àº ´©±¸µçÁö »îÀÇ ÈÞÀÏÀ» Áֱ⠶§¹®¿¡ ±×°ÍÀ» À§ÇØ ³ë·ÂÇϰųª °¥¸ÁÇÏ´Â °ÍÀ̶ó°í ¸»ÇÒ °ÍÀÔ´Ï´Ù. ¸ÕÀú, ³ª´Â ÀϹÝÀûÀ¸·Î »ý°¢Çϴ õ±¹Àº ³Ê¹« Á¤½Å¾ø°í, Áö·çÇÏ°í, ¾µ¸ð¾ø°í, ºñÂüÇÑ °÷À̾ ¸¹Àº »ç¶÷µéÀÌ ÇϷ縦 ¹¦»çÇßÀ½¿¡µµ ºÒ±¸ÇÏ°í ´©±¸µµ °¨È÷ õ±¹ÀÇ ÇÏ·ç Àüü¸¦ ¹¦»çÇÒ ¼ö ¾ø´Â °÷À̶ó°í ´ë´äÇÕ´Ï´Ù. Çغ¯°¡¿¡¼­; ±×¸®°í ÀÌ¿¡ ´ëÇÑ ÁøÁ¤ÇÑ ´ëÁßÀû Æò°áÀº "°Å·èÇÔÀ» À§ÇÑ Ãµ±¹, µ¿·á¸¦ À§ÇÑ Áö¿Á"À̶ó´Â ¼Ó´ã¿¡ Ç¥ÇöµÇ¾î ÀÖ½À´Ï´Ù.

¢º The Rewards and Risks of Knowledge. In a word, we have no right to insist on educating a child; for its education can end only with its life and will not even then be complete. Compulsory completion of education is the last folly of a rotten and desperate civilization. It is the rattle in its throat before dissolution. All we can fairly do is to prescribe certain definite acquirements and accomplishments as qualifications for certain employments; and to secure them, not by the ridiculous method of inflicting injuries on the persons who have not yet mastered them, but by attaching certain privileges (not pecuniary) to the employments.¢¹ Áö½ÄÀÇ º¸»ó°ú À§Çè. ÇѸ¶µð·Î ¿ì¸®¿¡°Ô´Â ÀÚ³à ±³À°À» °íÁýÇÒ ±Ç¸®°¡ ¾ø½À´Ï´Ù. ¿Ö³ÄÇÏ¸é ±³À°Àº »îÀ¸·Î¸¸ ³¡³¯ ¼ö ÀÖ°í, ±×¶§¿¡µµ ¿Ï¼ºµÇÁö ¾ÊÀ» °ÍÀ̱⠶§¹®ÀÔ´Ï´Ù. ±³À°À» Àǹ«ÀûÀ¸·Î À̼öÇÏ´Â °ÍÀº ºÎÆÐÇÏ°í Àý¹ÚÇÑ ¹®¸íÀÇ ¸¶Áö¸· ¾î¸®¼®À½ÀÔ´Ï´Ù. ¿ëÇصDZâ Àü ¸ñ±¸¸Û¿¡¼­ µþ¶ûÀÌ°¡ ³ª´Â ¼Ò¸®ÀÔ´Ï´Ù. ¿ì¸®°¡ °øÁ¤ÇÏ°Ô ÇÒ ¼ö ÀÖ´Â ÀÏÀº ƯÁ¤ÇÑ Á÷¾÷¿¡ ´ëÇÑ ÀÚ°ÝÀ¸·Î ƯÁ¤ÇÑ È¹µæ°ú ¼ºÃ븦 ±ÔÁ¤ÇÏ´Â °Í»ÓÀÔ´Ï´Ù. ¾ÆÁ÷ ±×°ÍÀ» ¼÷´ÞÇÏÁö ¸øÇÑ »ç¶÷µé¿¡°Ô ºÎ»óÀ» ÀÔÈ÷´Â Å͹«´Ï¾ø´Â ¹æ¹ýÀÌ ¾Æ´Ï¶ó °í¿ë¿¡ ƯÁ¤ÇÑ Æ¯±Ç(±ÝÀüÀÌ ¾Æ´Ñ)À» ºÎ¿©ÇÔÀ¸·Î½á ±×°ÍÀ» È®º¸ÇÏ´Â °ÍÀÔ´Ï´Ù.

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-¸ñÂ÷(Index)-
¢º ÇÁ·Ñ·Î±×(Prologue). Å׸¶¿©Çà½Å¹® TTN Korea ¿µ¾î°íÀü(English Classics) 1,999¼±À» Àоî¾ß ÇÏ´Â 7°¡Áö ÀÌÀ¯
¢º 20°¡Áö Å°¿öµå·Î Àд Á¶Áö ¹ö³ªµå ¼î(George Bernard Shaw, 1856~1950)
01. Á¶Áö ¹ö³ªµå ¼î(George Bernard Shaw, 1856~1950)°¡ Á¶Áö(George)°¡ ¾Æ´Ï¶ó, G¶ó°í ¼­¸íÇÑ ÀÌÀ¯´Â?
02. ÆäÀ̺ñ¾ð Çùȸ(Fabian Society, 1884~)ÀÇ ÆäÀ̺ñ¾ð »çȸÁÖÀÇÀÚ(Fabian Socialist)
03. ÇDZ׸»¸®¿Â(Pygmalion, 1913) : Á¶°¢°¡ ÇDZ׸»¸®¿ÂÀÌ ¿©¼ºÀ» Çø¿ÀÇÑ ÀÌÀ¯´Â?
03-1. ¿Àºñµð¿ì½º(Publius Ovidius Naso, BC 43~AD 17)ÀÇ º¯½Å À̾߱â(The Metamorphoses, AD 8)
03-2. ÇDZ׸»¸®¿Â È¿°ú(Pygmalion Effect) VS °ñ·½ È¿°ú(Golem Effect)
03-3. ¿Àµå¸® Çñ¹ø(Audrey Hepburn)ÀÇ ¸¶ÀÌ Æä¾î ·¹À̵ð(My Fair Lady, 1964)
03-4. À¢µð ¹«¾î(Wendy Moore)ÀÇ ¿Ïº®ÇÑ ¾Æ³» ¸¸µé±â(How to Create the Perfect Wife, 2013)
03-5. ÇDZ׸»¸®¿Â(Pygmalion, 1913)À» ±×¸° È­°¡µé
04. ¹ÇµÎ¼¿¶ó ÁõÈıº(Methuselah Syndrome)
05. ¹ö³ªµå ¼î°¡ ³ëº§¹®Çлó(The Nobel Prize in Literature, 1925)Àº ¹ÞµÇ, »ó±ÝÀº °ÅºÎÇÑ ÀÌÀ¯´Â?!
05-1. ¾ÆÀÏ·£µå Ãâ½ÅÀÇ ³ëº§¹®Çлó ¼ö»óÀÛ°¡(Irish Nobel Prize-Winning Author)°¡ ¹«·Á ³Ý?!
05-2. ³ëº§¹®Çлó(1925)°ú ¿À½ºÄ«»ó(1939)À» µÑ ´Ù ¼ö»óÇÑ Áö±¸»ó À¯ÀÏÇÑ ÀÛ°¡(1939~2016)
06. ¼ÎÀͽºÇǾî(William Shakespeare, 1564~1616) VS Á¶Áö ¹ö³ªµå ¼î(George Bernard Shaw, 1856~1950)
07. ¿À¿ªÀ¸·Î ´õ¿í À¯¸íÇØÁø À¯¾ð(1950) : ¿ì¹°ÂÞ¹°ÇÏ´Ù°¡ ³» ÀÌ·² ÁÙ ¾Ë¾ÒÁö
08. ¼ö¸¹Àº ¾î·ÏÀ» ³²±ä ½Å¶öÇÑ ºñÆò°¡(Vitriolic Critic)ÀÌÀÚ À¯¸Ó·¯½ºÇÑ Ç³ÀÚ°¡(Witty Satirist)
09. õ¿¬µÎ ¹é½ÅÀ» ¸Â¾ÒÀ¸³ª, õ¿¬µÎ¿¡ °É¸° ¹é½Å¹Ý´ë·ÐÀÚ(Anti-Vaccinationist)
10. Á¶Áö ¹ö³ªµå ¼î¸¦ ¸¸³¯ ¼ö ÀÖ´Â Àå¼Ò TOP10(10 Places to meet George Bernard Shaw)
11. Á¶Áö ¹ö³ªµå ¼î ¿øÀÛÀÇ ¿µÈ­¡¤µå¶ó¸¶(Movie and Drama of George Bernard Shaw in IMDb and Wikipedia)
12. ¿Àµð¿ÀºÏÀ¸·Î µè´Â Á¶Áö ¹ö³ªµå ¼î(Audio Books of George Bernard Shaw)
13. Á¶Áö ¹ö³ªµå ¼î ¾î·Ï 161¼±(161 Quotes of George Bernard Shaw)
¢º ¿µ¾î°íÀü1,188 Á¶Áö ¹ö³ªµå ¼îÀÇ ºÎ¸ð¿Í Àڳ࿡ °üÇÑ ³í¹® 1910(English Classics1,188 Treatise on Parents and Children by George Bernard Shaw)
¢¹ PARENTS AND CHILDREN
The Child is Father to the Man
What is a Child?
The Sin of Nadab and Abihu
The Manufacture of Monsters
Small and Large Families
Children as Nuisances
Child Fanciers
Childhood as a State of Sin
School
My Scholastic Acquirements
Schoolmasters of Genius
What We Do Not Teach, and Why
Taboo in Schools
Alleged Novelties in Modern Schools
What is to be Done?
Children's Rights and Duties
Should Children Earn their Living?
Children's Happiness
The Horror of the Perpetual Holiday
University Schoolboyishness
The New Laziness
The Infinite School Task
The Rewards and Risks of Knowledge
English Physical Hardihood and Spiritual Cowardice
The Risks of Ignorance and Weakness
The Common Sense of Toleration
The Sin of Athanasius
The Experiment Experimenting
Why We Loathe Learning and Love Sport
Antichrist
Under the Whip
Technical Instruction
Docility and Dependence
The Abuse of Docility
The Schoolboy and the Homeboy
The Comings of Age of Children
The Conflict of Wills
The Demagogue's Opportunity
Our Quarrelsomeness
We Must Reform Society before we can Reform Ourselves
The Pursuit of Manners
Not too much Wind on the Heath, Brother
Wanted: a Child's Magna Charta
The Pursuit of Learning
Children and Game: a Proposal
The Parents' Intolerable Burden
Mobilization
Children's Rights and Parents' Wrongs
How Little We Know About Our Parents
Our Abandoned Mothers
Family Affection
The Fate of the Family
Family Mourning
Art Teaching
The Impossibility of Secular Education
Natural Selection as a Religion
Moral Instruction Leagues
The Bible
Artist Idolatry
"The Machine"
The Provocation to Anarchism
Imagination
Government by Bullies
¢º ºÎ·Ï(Appendix). ¼¼°èÀÇ °íÀüÀ» ¿©ÇàÇÏ´Â È÷Ä¡ÇÏÀÌÄ¿¸¦ À§ÇÑ ¾È³»¼­(The Hitchhiker¡¯s Guide to Worlds¡¯s Classics)
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