In this blog post, I’ll summarize my experience of integrating Korean history and classical literature during high school, my school activities and examples of collaboration, as well as my motivations for applying to college and my career plans.
Academic Experiences and Reflections
In my freshman year of high school, studying Korean History gave me a comprehensive understanding of Korea’s ancient, modern, and contemporary history, and through that process, I found the subject particularly fascinating. My knowledge of history was also a great help in studying other subjects; for example, understanding classical literature in Korean language required a solid grasp of the history of each era, and the two subjects were so intertwined that Korean History even included a separate section on literature.
I realized that an understanding of history is essential not only for Korean language but also for various fields within social studies, such as law, politics, economics, ethics, and philosophy. In the politics section, I studied political history from ancient to modern times; in economics, I examined the evolution of policies and institutions; and in ethics and philosophy, I explored Eastern philosophies and their historical contexts. This background knowledge helped me gain a deeper understanding of the content in each subject.
In particular, I became interested in studying Korean history in conjunction with classical literature, so I began compiling my own notes by extracting passages from the literature sections of my history textbook and the classical literature sections of my literature textbook. Overall, I organized important events chronologically, using the flow of history as a framework, and noted down authors and their works from the same era to connect the context while studying.
Studying this way made it much easier to memorize historical events by era when approaching them through the lens of literary works and authors; conversely, I was able to gain insight into the society of the time through the content of the works. By examining sijo, gasa, and classical Chinese poetry written by the literati, I could grasp the political climate and concerns of the era, which greatly aided my understanding and analysis of the classical works.
In particular, for works like gasa—which are lengthy and difficult to memorize—I studied them while considering the social conditions of the era, the author’s life, and the historical context in which the work was created. Once I understood this context, I was much more likely to recall the work’s specific details, and my analytical skills also improved.
Major School Activities and Reflections
The Classical Literature Study Club was an activity I founded myself during the second semester of my freshman year of high school. Although I had considered joining the school’s general literature club during the first semester of my freshman year, I needed time to adjust to high school, and since I had a specific goal of focusing on classical literature, I decided to start a classical literature club with my friends. We began as a small group of about a dozen friends.
Activities dedicated to researching and studying classical literature were uncommon. While most literature clubs focused on creative writing or essay composition, we centered our efforts on reviving the sensibilities and atmosphere of the past. As club president, I led efforts to decorate the classroom; we hung calligraphy works and poetry illustrations on the walls to set the mood, and we applied wallpaper featuring the Hunminjeongeum script to ensure that every meeting evoked a sense of tradition.
We also set up a small library where we stocked books on classical literature so that members could read them freely. The books on the shelves—such as ‘Classical Literature in One Volume’ and ‘A History of Korean Classical Literature for Youth’—were primarily selected to help us delve deeper into the classical literature covered in our school curriculum. Rather than reading individually, we divided the material among ourselves to prepare presentations and conducted group readings and discussions.
This activity also helped us prepare for regular exams and mock tests, leading to high participation among club members. For example, by reading books that provided detailed analyses of Songgang Jeong Cheol’s classical Chinese poetry or Korean lyrical poetry, collecting and sharing related materials, and then engaging in discussions, we were able to gain a deep understanding of and memorize specific authors and works.
Our club activities also included field trips. These involved visiting locations featured in the works to experience their spatial settings firsthand; we explored regions in Gangwon Province related to ‘Gwandong Byeolgok’, as well as Suwon Hwaseong Fortress and Damyang and Jeonju in Jeolla Province. In addition, we undertook various creative projects, such as composing ‘hyangga’ (traditional Korean songs), studying classical Chinese poetry alongside Chinese characters, creating learning content that reflected the form and sentiment of Goryeo folk songs, and adapting classical novels and folk plays into one-act plays.
Above all, every time we tried something new, there was cooperation among the club members, and as a result, we were able to maintain close bonds within the club. The process of researching, discussing, and recreating literary works together was a source of great fulfillment and an opportunity for personal growth.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
My love for classical literature naturally led to creative writing. I composed sijo, classical Chinese poetry, and hyangga, and having won awards at school poetry contests, I decided to organize a poetry and art exhibition during the school festival. Seven friends interested in poetry and art came together to plan the exhibition under our club’s name, and I took the lead in coordinating the effort.
Since the poetry and art exhibition required preparation starting with the selection of a theme, we chose our theme two months before the festival. The themes we selected—love for literature, the life of a high school student, affection between family and friends, and expressions of academic pursuits and dreams—were aimed at creating instructive and wholesome poetry. We each wrote our own works and, at every meeting, evaluated each other’s pieces and discussed areas for improvement.
To transform our completed poems into visual art, we repeatedly practiced drawing and calligraphy. Led by a friend skilled in calligraphy, we learned how to write with a brush and paint with ink, refining our works through numerous trials and errors. Grinding ink and writing and painting directly on large sheets of hanji was no easy task, and we even discarded several pieces while considering color schemes and traditional painting styles.
The final pieces were framed, placed on easels, and displayed; on the day of the festival, many students viewed the works and offered positive feedback. While preparing for the exhibition, we learned to cooperate by dividing roles and coordinating our opinions, and the sense of pride we felt upon achieving this together was an experience unlike any other.
Efforts and Preparation Related to Motivation for Application and Career Plans
I grew up in a remote area of Cheongwon County, North Chungcheong Province, and attended a high school located in a quiet, natural setting with a small student body. Surrounded by mountains, fields, and farmland, the school environment allowed me to study with a peaceful mind; unlike the intense competitive atmosphere of the city, I was able to approach my studies with relative ease.
Even in that environment, I nurtured my dream of becoming a professor in the Department of Korean Language and Literature. I had a habit of studying independently and maintained top grades; in particular, I developed a deep love for the Korean language and classical literature and discovered the joy of research through my club activities. As the club president, I led presentations, discussions, field trips, and site visits, and I thoroughly enjoyed analyzing and researching literary works, which naturally led me to choose an academic career path.
I applied to the Department of Korean Language and Literature at Sogang University through the Equal Opportunity Admissions Track and prepared for admission via a special admissions track based on my background as a student from a rural or fishing village. Although classical literature is a traditional field of study distinct from our rapidly changing times, I believe we need talented individuals who can preserve and develop our literary heritage without losing it, while maintaining a firm foundation amid globalization. I aspire to grow into such a future-oriented talent.
After completing my undergraduate studies, I plan to pursue a master’s and doctoral degree in classical literature so that I can continue my research and teaching as a university professor. To this end, I will lay a broad foundation and gain diverse experiences during my undergraduate years, and I will consistently strive to prepare myself for my future academic pursuits.
