Koreans have developed a sense of nation based on shared blood and ancestry. The Korean nation was "racialized" through a belief in a common prehistoric origin, producing an intense sense of collective oneness. Ethnicity is generally regarded as a cultural phenomenon based on a common language and history, and race understood as a collectivity defined by innate and immutable phenotypic and genotypic characteristics.

But historically, Koreans have not differentiated between the two. Instead, race served as a marker that strengthened ethnic identity, which in turn was instrumental in defining the nation. Koreans thus believe that they all belong to a "unitary nation" (danil minjok), one that is ethnically homogeneous and racially distinctive.

Despite 1,000 years of political, linguistic, and geographic continuity - and contrary to popular belief - this sense of ethnic homogeneity took root only in the early 20th century.

Faced with imperialist encroachments, Koreans developed the notion of a unitary nation to show its autonomy and uniqueness. They stressed the ethnic base, rather than civic elements, in defining the Korean nation.

Shin Chae-ho, a leading nationalist, for instance, presented Korean history as one of the "ethnic nation" (minjoksa) and traced it to the mythical figure Dangun. According to him, the Korean people were descendants of Dangun Joseon, who merged with Buyo of Manchuria to form the Goguryeo people. This original blend, Shin contended, remained the ethnic or racial core of the Korean nation, a nation preserved through defense and warfare against outside forces. The nation was defined as "an organic body formed out of the spirit of a people ... descended through a single pure bloodline" that would last even after losing political sovereignty.

The need to assert the distinctiveness and purity of the Korean nation grew even more important under colonial rule, especially as Japan attempted to assimilate Koreans into their empire as "imperial subjects." The Japanese assimilation policy was based on colonial racism, which claimed that Koreans and Japanese were of common origin but the former always subordinate.

The theory was used to justify colonialist policies to replace Korean cultural traditions with Japanese ones in order to supposedly get rid of all distinctions and achieve equality between Koreans and inlanders. Colonial assimilation policy included changing Korean names into Japanese, exclusive use of Japanese language, school instruction in the Japanese ethical system, and Shinto worship.

Koreans resisted by asserting their unique and great national heritage. Yi Kwang-su, a key figure during colonial rule, claimed that "hyeoltong" (bloodline), "seonggyeok" (personality), and "munhwa" (culture) are three fundamental elements of a nation and that "Koreans are without a doubt a unitary nation (danil han minjok) in blood and culture." Such a view was widely accepted among Koreans: To impugn the natural and unique character of the Korean ethnic nation during colonial rule would have been tantamount to betraying Koreanness in the face of the imperial challenge of an alien ethnic nation. Japanese rule did not erase Koreans' national consciousness but rather reinforced their claim to a truly distinct and homogeneous ethnic identity.

After independence in 1945, and despite peninsular division into North and South, the unity of the Korean ethnic nation or race was largely taken for granted. Neither side disputed the ethnic homogeneity of the Korean nation, spanning thousands of years, based on a single bloodline of the great Han race. Instead, both sides contested for the sole representation of the ethnically homogeneous Korean nation. Even today, Koreans maintain a strong sense of ethnic homogeneity based on shared blood and ancestry, and nationalism continues to function as a key resource in Korean politics and foreign relations.

Ethnic national identity has been a crucial source of pride and inspiration for people during the turbulent years of Korea's transition to modernity that involved colonialism, territorial division, war, and authoritarian politics. It has also enhanced collective consciousness and internal solidarity against external threats and has served Korea's modernization project as an effective resource.

At the same time, such a blood-based ethnic national identity became a totalitarian force in politics, culture, and society. It came to override other competing identities and led to the poverty of modern thought, including liberalism, conservatism, and radicalism. It has hindered cultural and social diversity and tolerance in Korean society.

Ethnic nationalism will remain an important organizing principle of Korean society. We cannot ignore ethnic national identity or treat it as a mere myth or fantasy. But neither can we remain simply content with its current role.

Instead, it should be recognized that ethnic nationalism has become a considerable force in Korean society and politics and that it can be dangerous and oppressive when fused with racism and other essentialist ideologies. Koreans must thus strive to find ways to use ethnic nationalism constructively and mitigate its potential harmful effects.

In particular, Koreans must seriously consider the establishment of a democratic

institution that can contain the repressive, essentialist elements of nationalism.

The principle of bloodline or "jus sanguinis" still defines the notion of Korean nationhood and citizenship, which are often inseparable in the mind of Koreans. In its formative years Koreans developed the ethnic base of nation without a corresponding

attention to the political notion of citizenship.

After colonial rule, neither state paid adequate attention or made any serious effort to develop a more inclusive notion of citizenship. Social institutions that can address issues of discrimination against ethnic non-Koreans (for example, ethnic Chinese known as "hwagyo" in Korea) have been largely overlooked. The Korean nationality law is still based on jus sanguinis and legitimizes, consciously or unconsciously, ethnic discrimination against foreign migrant workers.

In this context, most Koreans have stronger attachment to "ethnic Koreans living in foreign countries" than to "ethnic non-Koreans living in Korea." It is also much easier for a Korean-American who supposedly has "Korean blood" to "recover" Korean citizenship than for an Indonesian migrant worker living in Korea to obtain Korean citizenship. This is true even if the Indonesian worker might be more culturally and linguistically Korean than a Korean-American.

Korea needs to institutionalize a legal system that mitigates unfair practices and discrimination against those who do not supposedly share the Korean blood. Koreans need an institutional framework to promote a democratic national identity that would allow for more diversity and tolerance among the populace, rather than simply appeal to an ethnic consciousness that tends to encourage false uniformity and enforce conformity to it.

They should envision a society in which they can live together, not simply as fellow ethnic Koreans but as equal citizens of a democratic polity. It should be an integral part of democratic consolidation processes that Korea is currently undergoing. Otherwise, it would be hard to expect Korea to become "Asia's hub," which will require the accommodation of cultural and ethnic diversity and flexibility.

Discussion of unification is premature and can even be considered dangerous if unification occurs without such change. As the German unification experience shows, a

shared ethnic identity alone will not be able to prevent North Koreans from becoming "second-class citizens" in a unified Korea. Even worse, because of higher expectations resulting from a shared sense of ethnic unity, a gap between identity (ethnic homogeneity) and practice (second-class citizens) will add more confusion and tension to the unification process.

Thus, it will be a major challenge for Koreans to develop democratic institutions that can treat people living in Korea as equal citizens of a democratic polity. This task will be all the more important and urgent as Korea becomes more democratic, globalizes, and also prepares for national unification.

Americans have never been in greater need of understanding religious differences and cultivating respect for religious freedom. The events of 9/11 transformed America's relationship with Muslims at home and abroad, a surge in immigration from Asia and Africa has increased the nation's religious diversity, and cultural conflicts between secularists and religious conservatives occur like clockwork.

So you might think the last thing school districts would want is to bring religion into the classroom. Better to play it safe, and avoid lawsuits and angry parents by limiting any mention of faith to the private sphere. But school officials in Modesto, in Northern California, decided not to play it safe. In 2000, the religiously diverse community took a risk and, in an almost unheard-of undertaking for a public school district, offered a required course on world religions and religious liberty for ninth-graders.

As college professors and social scientists studying religious freedom in the USA, we wanted to know more. Could greater discussion of religious differences actually deepen cultural divides? From October 2003 to January '05, we surveyed more than 400 Modesto students and conducted in-depth interviews with students, teachers, administrators and community leaders. We granted anonymity to students so they could speak freely, but we recorded the interviews. No prior study on American teens' views on religious liberty has scientifically surveyed such a large number of students.

To our surprise, students' respect for rights and liberties increased measurably after taking the course. Perhaps more important, the community has embraced the course as a vehicle for fostering understanding, not indoctrination.

All-American city

Modesto, population 190,000, resembles many medium-size U.S. cities. Over the past 40 years, it has made room for an array of immigrants, including Buddhists, Sikhs and Muslims. Evangelical "megachurches" have sprung up alongside mainline Protestant and Roman Catholic denominations and a flourishing Jewish community. Overt incidents of religious prejudice have been rare, but the cultural divide bred mutual suspicion.

In 1997, some religious groups in Modesto battled the school over a policy of tolerance for gay and lesbian students. Out of the dispute came a meeting of the minds: A 115-member committee of community members and educators was formed to examine how to provide safe schools for all students. That meant putting an end to bullying, whether based on sexual orientation, race or ethnicity--even religion. The world religions course was one of several initiatives designed to further the "safe schools" mission.

The experiment succeeded. Our surveys indicate it increased students' respect for religious liberty as well as for basic First Amendment rights. One Russian Orthodox boy, for instance, found that the course brought him closer to his neighbors. "We have a Hindu family living across the street who pray(s) to a statue," he said. "I thought it was just plain dumb. But I notice now they had a pretty good reason."

Bringing religious beliefs out into the open increased students' respect for religious liberty for two reasons. First, students not only emerged from the course far more knowledgeable about world religions, they also were able to apply the knowledge practically. One student told us that the course gave him a greater appreciation for the religious diversity in his school. "I walk up to one of my friends I've known for years. I had no idea he was a Sikh. When I see the bracelet (worn for religious reasons), I say, 'Oh, you're a Sikh.' "

Second, students learned that major faiths shared common moral values. When we asked one student why she enjoyed studying other religions, she said: "All my life I've been a Christian, and that's really the only religion I know about. So when I take this class I see there are other religions out there, and they kind of believe in the same thing I do."

Even so, students did not become relativists or converts. They were no more likely to disbelieve the truth of their own religious traditions after taking the course.

A broad spectrum of Modesto's residents has embraced the course. Students can opt out, but only a handful have. The school board, which stands divided on other hot-button cultural issues, voted unanimously to adopt the course. Religious leaders of all faiths lent their support because they realized that something had to be done to bring peace to the schools--and that pushing religious identity undercover would create more problems than it solved.

Lessons beyond Modesto

Recent disputes over the teaching of evolution in Kansas and Dover, Pa., and over a Bible studies course in Odessa, Texas, have made national headlines. These stories leave the impression that all attempts to teach about religion in public schools--even courses far more balanced than these disputed courses--are bound to cause controversy. How did Modesto avoid this fate, and what lessons does Modesto provide for other communities?

• Extensive training gave teachers the knowledge and enthusiasm to handle a sensitive subject.
• An interfaith religious council reviewed the course before its implementation and paved the way for its acceptance. The council members applauded particularly the district's decision to have the course focus on objectively describing religions rather than evaluating their merits.
• The focus on description prevented the perception that the course was biased or an attempt to indoctrinate students into a particular faith.
• Most crucial was the school district's decision to introduce the course as part of an effort to counteract the hostility against students who were seen as different.

Limiting deeply held beliefs to the private sphere breeds suspicion and tension. True religious liberty prevails not only when people feel comfortable expressing their beliefs, but also when they learn to discuss religious differences with civility and respect.

 Emile Lester is an assistant professor at The College of William and Mary. Patrick S. Roberts is a postdoctoral fellow at the Center for International Security and Cooperation at Stanford University.

Clark Hoyt, the Washington editor of Knight Ridder, will keynote a lecture and symposium at Stanford on the challenges of telling news accurately in the face of government pressures and a changing media environment.

In the three years since the U.S. invasion of Iraq, the Knight Ridder Washington Bureau, which Hoyt oversees, has been recognized as one of the few mainstream U.S. news organizations that examined skeptically the Bush administration's stated rationale for the invasion.

Hoyt will discuss that coverage and other topics when he delivers the annual John S. Knight Lecture on Monday evening, May 15. The title of his talk is "News in the Age of Bush, Blogs and Bombs."

The following day Hoyt will take part in a discussion of the issues raised in his talk. He will be joined by Luis Fraga, associate professor of political science at Stanford, and Joan Walsh, editor in chief of Salon.com. James Bettinger, director of the John S. Knight Fellowships for Professional Journalists, will moderate the discussion.

As Washington editor, Hoyt supervises the Knight Ridder chain's Washington coverage and its international coverage as well. That coverage has been cited by, among others, the New York Review of Books and American Journalism Review for its focus on the sketchy intelligence that was being used to justify the U.S. invasion of Iraq. Author Michael Massing, in his critical examination of pre-invasion mainstream news reporting in the New York Review of Books, wrote, "Almost alone among national news organizations, Knight Ridder had decided to take a hard look at the administration's justifications for war." The coverage has been honored with a number of awards.

Ironically, the Knight Ridder Washington bureau will cease to exist as a separate entity when the McClatchy Company completes its purchase of Knight Ridder Inc. later this summer. The bureau will be absorbed into the McClatchy Washington bureau, and Hoyt will continue as a consultant to McClatchy.

Hoyt began his Washington journalism career in 1970 as a correspondent for the Miami Herald and later was a national correspondent, news editor and bureau chief. He also was business editor at the Detroit Free Press, managing editor of the Wichita Eagle and from 1993 to 1999, vice president/news for Knight Ridder. He shared a Pulitzer Prize with Robert S. Boyd for revealing mental illness in the background of Democratic vice presidential candidate Sen. Thomas Eagleton.

Luis Fraga is associate professor of political science at Stanford. He received his A.B., cum laude, from Harvard University and his M.A. and Ph.D. from Rice University. His primary interests are urban politics, politics of race and ethnicity, educational politics, and voting rights policy. In 1989-90 he was a Fellow at the Center for Advanced Study in the Behavioral Sciences, Stanford University, and in 2003-04 he was a Fellow at the Radcliffe Institute for Advanced Study, Harvard University, where he worked on a study entitled "Gender and Ethnicity: The Political Incorporation of Latina and Latino State Legislators," based on the first-ever nationwide survey of Latina/o state legislators in the U.S.

Joan Walsh is editor in chief at Salon.com, the award-winning Web site. Her work has appeared in many national newspapers and magazines, from the Los Angeles Times and the Baltimore Sun to Vogue and the Nation. As a columnist for San Francisco Magazine, she won Western Magazine Awards in 2004 and 2005 for her writing about local politics. Before starting at Salon, she worked for many years as a consultant to national and regional foundations, including the Rockefeller Foundation, the Annie E. Casey Foundation, and California's James Irvine Foundation. She is on the Advisory Board of the University of Maryland's Journalism Fellowships in Child and Family Policy and a member of the board of directors of PolicyLink, an Oakland-based research and advocacy group.

The Knight Fellowships program brings outstanding mid-career journalists, 12 from the U.S. and six to eight from other countries, to study at Stanford for an academic year. It has sponsored an annual lecture since 1988. Beginning in 2004 it expanded the event to include a symposium the day following the lecture.

James Bettinger, professor (teaching) of communication, is director of the Knight Fellowships, and Dawn Garcia is deputy director.

Commentators across the political spectrum have suggested that a profoundly confrontational clash between western and traditional cultures is taking place. Are modernity & religiosity in fundamental conflict? Are western values - equated with modernity and secularism - incompatible with orthodoxy? Are traditions - based in religion and emphasizing the importance of established practices - antithetical to "progress"? Is the conflict so profound that it has become our new "cold war"? Join our panelists to explore one of the more disturbing challenges facing our world today.

Coit D. Blacker is director, Freeman Spogli Institute for International Studies and Olivier Nomellini Family University Fellow in Undergraduate Education. He also serves as co-chair for Stanford University's International Initiative. Professor Blacker is the author or editor of seven books and monographs, including Hostage to Revolution: Gorbachev and Soviet Security Policy, 1985-91 (1993); Reluctant Warriors: The United States, the Soviet Union and Arms Control (1987); and, with Gloria Duffy, International Arms Control: Issues and Agreements (1984). During the first Clinton administration, Professor Blacker served as Special Assistant to the President for National Security Affairs and Senior Director for Russian, Ukrainian and Eurasian Affairs at the National Security Council. Professor Blacker is a graduate of Occidental College (A.B., Political Science) and the Fletcher School of Law and Diplomacy (M.A., M.A.L.D., Ph.D.).

Amir Eshel is chair and associate professor of German studies and comparative literature, and director of the European Forum at FSI. His research focuses on German culture, comparative literature, and German-Jewish history and culture from the Enlightenment to the present. He is currently working on a book about the poetic figuration of historical narratives, and he is also involved in an interdisciplinary project on urban space in Berlin. At Stanford, he has taught courses on German Jewish literature, literature of the Holocaust, modern German poetry and the contemporary German novel. Before joining the Stanford faculty in 1998 as an assistant professor of German studies, he taught at the Universitaet Hamburg (Germany). He is a member of the American Comparative Literature Association, the Association of Jewish studies, the German Studies Association and the Modern Language Association. In 2002 he received the Award for Distinguished Teaching, from Stanford University's dean of the School of Humanities and Sciences. He received an MA and PhD in German literature, both from the Universitat Hamburg. He speaks Hebrew, German and English, and has a good knowledge of Yiddish and French.

Robert Gregg is the Teresa Hihn Moore Professor in Religious Studies (Emeritus), and serves as Director of the Abbasi Program in Islamic Studies. His scholarship includes a book on philosophies concerning death and grieving in ancient Greek, Roman, and Christian communities; two volumes concerning struggles over orthodoxy and heresy in 4th century Christianity that are focused on the "arch-heretic" Arius and reactions to his teachings; a translation of Athanasius' Greek Life of Saint Antony - the famous account of his activities as one of the first desert monks; and a study of 250 Greek, Hebrew/Aramaic, and Latin inscriptions from the Golan that allow glimpses of interactions between Jews, "pagans," and Christians in the Golan Heights and Syria, 1st-7th centuries CE. Professor Gregg's current research treats several "sacred stories" which appear both in the Bible and in the Qur'an-and examines interpretations of these scripture narratives by Jewish, Christian, and Muslim writers and graphic artists in each of the religions' early centuries.

Paula M. L. Moya is Associate Professor and Vice-Chair of English at Stanford University, where she recently completed a term as Director of the Undergraduate Program of the Center for Comparative Studies in Race and Ethnicity (CCSRE), and Chair of the Comparative Studies in Race and Ethnicity (CSRE) major. Her publications include essays on feminist theory, multicultural pedagogy, and Latina/o and Chicana/o literature and identity. She is the author of Learning from Experience: Minority Identities, Multicultural Struggles (University of California Press, 2002) and coeditor of Reclaiming Identity: Realist Theory and the Predicament of Postmodernism (University of California Press, 2000) and Identity Politics Reconsidered (Palgrave in 2006.) For the past five years, she has been actively involved as a founding organizer and coordinating team member of The Future of Minority Studies research project (FMS), an inter-institutional, interdisciplinary, and multigenerational research project facilitating focused and productive discussions about the democratizing role of minority identity and participation in a multicultural society. For more information, visit www.fmsproject.cornell.edu.

Raena D. Saddler grew up in St. Louis and attended high school at Colorado Academy in Denver. She is currently a Junior double-majoring in Religious Studies (with a focus on Christianity) and Psychology on the "Health and Development" specialization track (focusing both on adolescent development and clinical psychology). She is also minoring in International Relations with a focus on aid to lesser developed countries--Africa in particular. Raena is planning to spend next fall semester in Rome and come back to work on an honors paper for Religious Studies. She enjoys traveling abroad, and spends a few weeks every summer doing aid-work in Mozambique, Africa. Since coming to Stanford, Raena has been volunteering for three years at Menlo Park Presbyterian Church (MPPC) working with junior high and high school girls as a youth leader and small group leader. In addition to that, she is the head coach for the Menlo-Atherton High School JV women's lacrosse team. Outside of coaching she loves to be around kids and babysits for several families in the area. When she isn't going to class, babysitting, or coaching, she spends the rest of her time with her closest friends and boyfriend of two years.She is very passionate about youth leadership and social justice, and hopes to work for an international aid organization in the future.

Jointly sponsored by the Stanford International Initiative and the Undergraduate Admissions Office.