L | A (Translated with ChatGPT)
By Robert Fouser
Children are studying Hanja characters using smart devices
As the fall semester approaches, education-related articles frequently appear in American media. The focus of these articles tends to change from year to year, and this year the key theme is "teacher dissatisfaction."
In 2018, about 70% of teachers reported being satisfied with their jobs, but this year, that figure has dropped to just 40%, according to surveys. The primary reasons cited for the dissatisfaction are low pay and student behavior. One major issue is students using mobile phones during class, prompting many schools to ban their use during lessons.
Separate from this, there are also articles noting that many members of Generation Z struggle to write properly using a computer keyboard.
Additionally, the fact that cursive writing is no longer taught in schools has caught some attention. When I hear words like mobile phone, keyboard, and cursive, I am reminded of the intense debates in Korea from years past about the education of Chinese characters and classical Chinese.
Hanja characters and classical Chinese are distinct concepts, much like Hangul and the Korean language. While Hanja and Hangul are writing systems, classical Chinese and Korean are languages.
Korean, now spoken by approximately 81 million people worldwide, is centered around the Korean Peninsula, whereas classical Chinese is an ancient written language, comparable to Latin.
In Korea, these two systems have been used together. After the 1970s, Hanja characters were removed from the Korean language curriculum, though debates continued, leading to the establishment of a separate elective subject called "classical Chinese".
Since learning classical Chinese requires knowledge of Chinese characters, these were taught in the elective course. However, as an elective, it was somewhat neglected in the curriculum, similar to second foreign languages. Unlike other foreign languages, though, Hanja characters are deeply tied to Korea's language and culture, which has kept the debate over their treatment ongoing.
The key arguments of those who emphasize the importance of Hanja education can be summarized as follows.
First, knowing Hanja characters makes it easier to understand specialized terms, most of which are derived from these characters, thus expanding expressive capabilities.
Second, without knowledge of Hanja characters, which are deeply connected to Korea’s traditional culture and philosophy, there is a risk of losing touch with that heritage.
Third, familiarity with Chinese characters can make it easier to learn languages that also use them, such as Chinese and Japanese.
These arguments have been persuasive enough to be reflected in the 2022 curriculum revisions. New subjects such as the general elective "Classical Chinese", the career-oriented elective "Reading Classical Chinese Texts," and the integrated elective "Language Life and Chinese Characters" have been introduced.
On the surface, this would suggest no reason not to study Hanja. However, the reality is different.
Since separating it from the Korean language curriculum, the number of students choosing to study Hanja characters has steadily declined. While changes in the curriculum and university entrance systems have played a role, there is also a general consensus that learning Hanja is time-consuming and difficult, with other subjects being seen as more important.
This is reflected in the fact that, for the 2024 College Scholastic Ability Test (CSAT), only 2.3% of students took the second foreign language exam for "Classical Chinese I," illustrating the current state of affairs.
The current situation isn't just due to changes in the education system or student perceptions. The way students process language today has fundamentally shifted.
These students are "digital natives," born after the 2000s, when computers, the internet, and mobile phones became integral to daily life. Those born after the 2010s are even more accustomed to typing on phones than using paper, pencils, or even keyboards.
For them, school itself is a strangely analog space. So, sitting in a classroom learning Hanja characters, which have little practical use in daily life, can be difficult for those who are interested, and torturous for those who aren’t. Classical Chinese is even less appealing in this context.
So, what should the future of Hanja education look like? It's clear that "digital natives" will make up the majority in the future, and schools will inevitably have to adapt to generational changes. In this light, it might be more productive to view mobile phones not as distractions, but as potential tools.
Adapting to this shift means finding ways to make Hanja more engaging for these students. The debate around Hanja education needs to shift from focusing on its justification to exploring more effective teaching methods. Given the significance of Hanja characters to the Korean language, it's time to actively seek ways to make their study appealing and relevant for the mid-21st century.
By Robert Fouser
Children are studying Hanja characters using smart devices
As the fall semester approaches, education-related articles frequently appear in American media. The focus of these articles tends to change from year to year, and this year the key theme is "teacher dissatisfaction."
In 2018, about 70% of teachers reported being satisfied with their jobs, but this year, that figure has dropped to just 40%, according to surveys. The primary reasons cited for the dissatisfaction are low pay and student behavior. One major issue is students using mobile phones during class, prompting many schools to ban their use during lessons.
Separate from this, there are also articles noting that many members of Generation Z struggle to write properly using a computer keyboard.
Additionally, the fact that cursive writing is no longer taught in schools has caught some attention. When I hear words like mobile phone, keyboard, and cursive, I am reminded of the intense debates in Korea from years past about the education of Chinese characters and classical Chinese.
Hanja characters and classical Chinese are distinct concepts, much like Hangul and the Korean language. While Hanja and Hangul are writing systems, classical Chinese and Korean are languages.
Korean, now spoken by approximately 81 million people worldwide, is centered around the Korean Peninsula, whereas classical Chinese is an ancient written language, comparable to Latin.
In Korea, these two systems have been used together. After the 1970s, Hanja characters were removed from the Korean language curriculum, though debates continued, leading to the establishment of a separate elective subject called "classical Chinese".
Since learning classical Chinese requires knowledge of Chinese characters, these were taught in the elective course. However, as an elective, it was somewhat neglected in the curriculum, similar to second foreign languages. Unlike other foreign languages, though, Hanja characters are deeply tied to Korea's language and culture, which has kept the debate over their treatment ongoing.
The key arguments of those who emphasize the importance of Hanja education can be summarized as follows.
First, knowing Hanja characters makes it easier to understand specialized terms, most of which are derived from these characters, thus expanding expressive capabilities.
Second, without knowledge of Hanja characters, which are deeply connected to Korea’s traditional culture and philosophy, there is a risk of losing touch with that heritage.
Third, familiarity with Chinese characters can make it easier to learn languages that also use them, such as Chinese and Japanese.
These arguments have been persuasive enough to be reflected in the 2022 curriculum revisions. New subjects such as the general elective "Classical Chinese", the career-oriented elective "Reading Classical Chinese Texts," and the integrated elective "Language Life and Chinese Characters" have been introduced.
On the surface, this would suggest no reason not to study Hanja. However, the reality is different.
Since separating it from the Korean language curriculum, the number of students choosing to study Hanja characters has steadily declined. While changes in the curriculum and university entrance systems have played a role, there is also a general consensus that learning Hanja is time-consuming and difficult, with other subjects being seen as more important.
This is reflected in the fact that, for the 2024 College Scholastic Ability Test (CSAT), only 2.3% of students took the second foreign language exam for "Classical Chinese I," illustrating the current state of affairs.
The current situation isn't just due to changes in the education system or student perceptions. The way students process language today has fundamentally shifted.
These students are "digital natives," born after the 2000s, when computers, the internet, and mobile phones became integral to daily life. Those born after the 2010s are even more accustomed to typing on phones than using paper, pencils, or even keyboards.
For them, school itself is a strangely analog space. So, sitting in a classroom learning Hanja characters, which have little practical use in daily life, can be difficult for those who are interested, and torturous for those who aren’t. Classical Chinese is even less appealing in this context.
So, what should the future of Hanja education look like? It's clear that "digital natives" will make up the majority in the future, and schools will inevitably have to adapt to generational changes. In this light, it might be more productive to view mobile phones not as distractions, but as potential tools.
Adapting to this shift means finding ways to make Hanja more engaging for these students. The debate around Hanja education needs to shift from focusing on its justification to exploring more effective teaching methods. Given the significance of Hanja characters to the Korean language, it's time to actively seek ways to make their study appealing and relevant for the mid-21st century.
