法定里 漢譯 地名 硏究 Ⅲ-忠北 淸原郡 加德面과 文義面을 中心으로-

김진식 한국국어교육학회 2013 새국어교육 Vol.0 No.96

The purpose of this paper is to discuss how Chinese-translated names are reflecting the etymology of natural village name, by targeting 6 names of the legally registered villages of Gadeok-myeon and Munui-myeon in Cheongwon- gun. The legally registered villages should be named in various ways. In this paper, I will deal with the method by using an original word of natural village name. It will cover a half breed word as well, if necessary. When a natural village name made with a native tongue is translated into classical Chinese, the borrowed Chinese character declaration must be used. In this case, it is an accurate way to read Korean translation for Chinese character. Therefore, I analyze the process of Chinese-Korean translation by focusing on Chinese words, which have been wrongly translated so far. Furthermore, in the previous research(Kim, 2010a, 2011), Kim discussed the above matter based on Naesu-eup, Ochang-eup, Nangseong-myeon, Miwon-myeon in Cheongwon-gun. The Further research will be continued to study the village names of the whole Cheongwon-gun areas, as it will suggest a standard for naming the legally registered villages. 이 글은 淸原郡 加德面과 文義面의 6개 법정리 이름을 대상으로, 그 한자 이름이 자연리 이름의 어원을 어떻게 반영하고 있는가에 대한 논의이다. 법정리를 命名할 때에는 기존 자연리 이름을 이용하는 방법이 일반적이다. 물론 이 때에도, 자연리 이름은 고유어․혼종어․한자어 등 다양하다. 본 연구는 이 중 고유어로 된 자연리 이름을 이용하는 방법을 논의 대상으로 삼되, 필요한 경우에는 혼종어로 된 경우도 다룰 것이다. 고유어로 된 자연리 이름이 한역화할 때에는 차자 표기 방식이 적용된다. 차자 표기는 音讀法․音借法․訓讀法․訓借法 등을 들 수 있는데, 이 중 훈독법에 의한 한역화가 올바른 방식이다. 본 연구는 잘못 한역화된 것들을 대상으로 삼아, 그 한역화 과정을 분석한다. 필자는 김진식(2010a, 2011)에서 淸原郡 內秀邑과 梧倉邑, 琅城面과 米原面의 법정리 이름을 대상으로, 이런 작업을 진행하였다. 본 연구는 이에 대한 후속 작업으로, 淸原郡 전 지역에 대한 연구의 일환으로 진행된다.

법정리 한역 지명 연구 Ⅴ - 충북 청주시 문의면과 현도면을 중심으로 -

김진식 한국국어교육학회 2014 새국어교육 Vol.0 No.101

The purpose of this study is to find whether Chinese-translated village names are reflecting the etymology of natural village names by exemplifying the legally eight villages of Munui-myeon and Hyeondo-myeon, Cheongju-city in Chungbuk province. In Kim(2013), some names of the legally registered villages in this district were not fully studied. In this study, the other names of the legally registered villages are fully discussed in Munui-myeon and most Hyeondo-myeon villages names. New villages would be officially named in various ways. However, the most common ways was to use names of natural villages, already existing. In this study, I explicated the way of using native words as well as hybrid words, if necessary, in naming villages. When a natural village’s name of a native tongue is translated into classical Chinese, the borrowed Chinese character(Chaja-pyogi) must be used for naming the village. In Chaja-pyogi, there are ways of Eumdokbeop, Eumchabeop, Hundokbeop, and Hunchabeop. Among them, the way of Eumdokbeop or Hundokbeop is a standard, but there are many exceptions. In this study, the villages names which were wrongly Chinese-translated in the way of Eumchabeop or Hunchabeop are studied. 본고는 청주시 문의면과 현도면의 8개 법정리 이름을 대상으로, 자연리 이름의 어원을 얼마나 잘 반영하고 있는가에 대한 논의이다. 김진식(2013)에서도 문의면 2개 법정리 이름을 포함했지만, 당시는 지면에 한정이 있었기 때문이다. 본고는 문의면 나머지와 현도면 법정리 이름을 함께 다루었다. 법정리를 명명할 때 가장 흔하게 이용되는 방법이 기존 자연리 이름을 이용하는 것이다. 이 방법이 비교적 손쉽기도 하거니와, 지명 자체가 가지고 있는 보수성을 되도록 손상하지 않으려는 배려 때문이기도 한 것이다. 물론 자연리 이름에는 고유어․혼종어․한자어 등 다양하다. 특히 고유어로 된 자연리 이름을 법정리 이름으로 한역할 때에는 음독법․음차법․훈독법․훈차법 등 차자표기 방식이 적용된다. 이 중 음독법이나 훈독법에 의한 방법이 올바른 것임은 주지의 사실이다. 그러나 그렇지 못한 예가 대부분이다. 본고는 음차법이나 훈차법에 의해 잘못 한역된 이름을 분석할 것이다.

英國의 印度에 대한 植民敎育政策(Ⅶ) : T.B. 머코올리의 政策案에 대한 分析·評價 Commentaries on the T.B. Macaulay's Minute on Indian education

金鎭植 仁川敎育大學校 1993 論文集 Vol.27 No.2

T. B. Macaulay's Minute on Education(2 February 1835) is an important document of the intellectual history of modern India. His proposals of 1835 were reaffirmed in 1854 and on the whole were adhered to till 1947. His proposals' gist is as follows; Firstly, he advocated "the adoption of English as the medium of instruction. "In view of the adequacy of the vernaculars which he dismissed as "poor and rude", the choice, according to him, laid between English and the Oriental classical languages. On the grounds of utility and inherent merit of the knowledge it would give access to, he unhesitatingly decided in favor of English. His second view was "the application of teaching the English sciences and literatures. "According to him, the great object of the British government in India was henceforth to be the promotion of European literature and science among the natives of India and that all the funds appropriated for the purpose of education would be best employed on English education alone. His third view was "the Downward Filteration Theory." His proposal was that it was impossible for us, with our limited means, to attempt to educate the body of the people. He said, "We had to do our best to form a class who might be interpreters between us and the millions whom we govern-a class of persons Indian in blood and colour, but English in tastes, in opinions, in morals and in intellect. To that class we might leave it to refine the vernacular dialects of the country, to enrich those dialects with terms of science borrowed from the western nomenclature, and to render them by degrees fit vehicles for conveying knowledge to the great mass of the population. To the above mentioned views, there were the complicated controversy. The role of T. B. Macaulay himself was variously described. Some regard him as a torch-bearer in the path of Indian educational progress. Some dislike him for his ignorant and violent condemnation of Indian languages, culture and religion. I think that the appraisal of dichotomy in these problems is impossible. In fact, T. B. Macaulay's views had the other sanction of historical necessity. His contemptuous remark on Indian literature and science is a glaring instance of his prejudice and of inaccuracy. That he had no knowledge of Sanskritic, Arabic literature is true. It is also true that his estimate of Indian literature is altogether erroneous. But his proposal to replace Sanskritic, Arabic education by English education is not initial. What T. B. Macaulay said about the role of English in Indian education was for long the considered opinions of most educated Indians as Raja Rammohun Roy, Iswar Chanada Vidyasagar. And from what he said on the rise of the vernacular literatures in India as a result of this education, it is evident that he never believed that English would be the language of the Indian people. He said that "among them some persons will be found who will have the inclination and the ability to exhibit European knowledge in the vernacular dialects. This I believe is the only way in which we can raise up a good vernacular literature in this country." Namely, he was aware of the importance of the adoption of Indian languages as media of instruction as ultimate aim in Indian education. There is no doubt that the European knowledge acquired through the English language was an important stimulus to Indian education progress. His "Downward Filteration Theory" did not work out satisfactorily according to his idea for a very long time. Ultimately, however, the theory did work out in the desired way. On the one hand, perhaps the least charitable are those who condemn him as the cause of all the subsquent political discontent. In the first place, it is a doubtful issue whether this political agitation could not have originated in the absence of English education. But even if it was the result of such education, this is a matter of which English might well be proud. T. B. Macaulay himself had visualized some such result in the Speaking in the House of Commons on the Charter Act of 1833.

Robert Clive의 印度經略 : Bengal 및 Carnatic 地方을 中心으로

金鎭植 仁川敎育大學校 1969 論文集 Vol.4 No.-

커어즌의 敎育改革政策

金鎭植 仁川敎育大學校 1979 論文集 Vol.14 No.-

우리가 인도 총독으로서의 커어즌(G.N. Curzon)의 공무활동의 성과를 평가하는 경우에는 아직까지도 논란을 불러 일으킬 만한 부분이 많다. 1898년 12월로부터 1905년 11월까지의 약 7년간에 걸치는 그의 재임기간은 그의 정력적인 활동으로 광범위한 분야에서 개혁이 전개되었거니와 그것의 성과내지는 공과에 대해서는 긍정적인 평가에 못지 않게 부정적인 것도 찾아 볼 수 있는 것이다.

T.B. Macaulay의 對印 植民觀

金鎭植 仁川敎育大學校 1971 論文集 Vol.6 No.-

英國의 印度에 대한 植民敎育政策(Ⅱ) : C.그란트의 敎育政策案 分析 Commentaries on the C.Grant's Observations

金鎭植 仁川敎育大學校 1994 論文集 Vol.28 No.2

Charles Grant is called the father of modern education in India. He wrote the famous pamphlet entitled Observations on the State of Society among the Asiatic subjects of Great Britain, particularly with respect to morals ; and the means of improving it. His ideas on the subject of the Indian education can be best illustrated by studying on it. The first point in his thesis was to make the English people realize the utterly immoral and wretched condition of Indian society. His criticisms of Hinduism are typical of the period of hostility. The people of India, he says, are in a degenerate condition, and Hinduism is the chief cause of this. Dishonesty, perjury, selfishness, social divisions, the low position of women, sexual vice, cruelty to animals-all these evils he considers to be widespread and to be the result of Hinduism. The Muslims also have their vices, but they are a bolder people. However, their history is marked by successive treacheries, assassinations and usurpations, and as rulers they have had little effect upon the Hindus. At the same time, C. Grant criticizes the defects of British rule with equal relish. The history of our rule in Bengal, he says, is in great part a history of our own errors, or of the abuses public and private of power derived from us. 30 years after the accession of Mir Jafar, the country and the people were not in so good a condition as that in which we found them. One may, therefore, pardon his exaggerated picture of the depraved condition of the Indian society because his motives were honourable and his exaggeration of the existing conditions was solely due to his anxiety to awaken an apathetic British public to a realisation of the extreme urgency for organising the education of the Indian people. Even the Indian historians approve those comments. C. Grant proceeds to suggest a remedy to the depraved conditions. He felt that the situation could only be improved if Indians were first educated and finally converted to Christianity. What should be the medium through which the educational light and knowledge should be communicated to the Indian people? He suggested that the'English language should be adopted as the medium of instruction. Regarding the subjects of instruction, he maintained that by promoting western education in the English language could be-weakened the fabric of falsehood and facilitated the spread of Christianity. The suggestions of C. Grant regarding the organization of the education of the Indian people are of great historical interest. It is very significant that, even as early as in 1792, C. Grant foresaw the future development in Indian education so clearly. His suggestions were accepted later on by W.Bentinck, T.B. Macaulay. His prescription sounds absurdly simple, but he was apparently quite unaware of this. To a remarkable degree, he shared what has been called the generous dream of the 18c reformers-the belief that through education mankind held in its own hands the key to its destiny : it could make the future almost what it would. C. Grant, on the other hand, although strongly opposed to the territorial conquests of men like W.Hastings and J. Malcolm, was convinced that British rule in India must be accepted as permanent. There was, he declared, no foreseeable future in which we may not govern our Asiatic subjects more happily for them than they can be governed by themselves. The difference between Hastings' view point and Grant's is only partly explained by the fact that C. Grant was writing after a period of settled government, and W. Hastings before it ; more important were their different attitudes towards Indian civilization. W. Hastings had a warm tolerance for the customs of India and he sought to create a system for reconciling the people of England to the nature of Hindostan. In contrast, the fundamental argument of Grant's observations is that British rule can never really be reconciled to India until the nature of Hindostan was radically altered.

胸部 損傷에 對한 臨床的考察 (下)

金珍植,吳一? 최신의학사 1960 最新醫學 Vol.3 No.7

1894-1897年, 仁川港 民族商人들의 活動

金鎭植 仁川敎育大學畿甸文化硏究所 1976 기전문화연구 Vol.7 No.-

1883년, 개항과 더불어 인천항에는 청․일 양국의 자본은 물론 독․미․영 등 구미계 자본의 활발한 진출로, 이에 대응해야만 하였던 항내의 민족 상업은 커다란 시련을 맞게 되는 동시에 새로운 상업 질서를 모색하지 않으면 안 되는 국면을 맞이하게 되었던 것이다.

國語 類義語 硏究(Ⅰ)

金眞植 충남대학교 문리과대학 어문연구회 1990 語文硏究 Vol.20 No.-