1972년(年) 한문(漢文) 교과(敎科) 위상(位相) 변화(變化)에 대(對)한 단상(斷想)

이돈석 ( Don Suk Lee ) 韓國漢字漢文敎育學會 2009 漢字 漢文敎育 Vol.23 No.-

중·고등학교에서 한문 교과가 독립 교과의 지위를 가지게 된 것은 1972년 교육법 시행령이 개정되면서부터이다. 한문과목이 학교 교육 과정에서 독립 교과로 설정되기 전에도 한문 교육이 여전히 시행되고 있었지만, 법적으로는 국어과 교육 내용의 일부로 간주되어 왔다. 따라서 한문 교과를 독립 교과로 인정한 1972년의 조치는 한문 교육을 위한 일대 전환점을 마련한 계기가 되었다. 1972년 한문 교과의 위상 변화까지 한문 교육은 매우 혼란한 시기를 겪어 왔다. 갑오개혁 이후부터 우리글을 `국문`, 우리말을 `국어`라고 부른 자각 운동이 시작되었다. 한글에 대한 새로운 자각은 개화파 인사들이 중심을 이루었고 그들 중 한글에 지속적 관심을 가진 이들이 이후의 어문 정책을 주도하게 된다. 그들은 35년간 억눌렸던 우리말을 되찾아 한글을 전용하자는 감상적 애국주의에 기초하여 국가의 어문 정책을 결정하였다. 이로 인하여 한자, 한문은 척결의 대상이 되었고 봉건적, 부정적 요소라는 인식이 팽배해졌다. 그 후 박정희 대통령은 한글전용 정책을 근본적으로 지지하여 1968년 10월 25일에 「한글 전용 촉진 7개 사항」을 발표하고 70년 1월 1일부터 모든 공문서에서 한자 사용을 금지 시킨다. 또한, 외적으로 북한과의 경쟁적 어문정책으로 한글 전용을 촉진시켰으며, 대일 무역과 경제 협력으로 한문의 필요성이 요구되어 한문 교과의 위상변화를 주도한다. 본고는 이상과 같이 언어 사회적 격동기에 한문과 위상 변화를 내적으로는 몇몇 권력을 손에 쥔 정책자에 의해 어문 정책이 주도된 점과 외적으로 북한과 일본과의 관계를 주목하여 1972년 한문교과 위상 변화에 영향을 미친 斷想을 논의하고자 한다. Since a Law of Education and its Implementing Ordinances were amended in 1972, Chinese literature has had an independent status in secondary schools. Although Chinese literature had been taught before 1972, it had been regarded as a part of Korean language curriculum. So the law that gave the Chinese literature an independent status laid the groundwork for great change in Chinese literature education. Until 1972, the Chinese literature education had suffered from a difficult, embarrassing time. Since the Gabo Reform of 1894, there had been self-awakening movements that called Korean language `Gookmoon` in writing and `Gookuh` in speaking, both of which mean that Korean language is our national language. Those who supported the enlightenment triggered the conscious movements. After that, those who were constantly interested in Korean language led the language policy in Korea. However, the policy was based on the sentimental nationalism that we should restore the primary status of Hangeul(Korean language) that had been taken away by Chinese Literature and use the Korean language exclusively. As a result, Chinese literature and Chinese characters were thought of as negative, feudal things and objects of fighting. In addition, Park Chunghee, the former president in South Korea, supported exclusive use of Hangeul policy, so he announced the Seven Measures for Promoting the Exclusive Use of Hangeul on 25th October, 1968, then forbade the use of Chinese characters in every official document from 1st January, 1970. In addition, the competition with North Korea in language policy intensified the exclusive use of Hangeul(Korean language). On the other hand, the trade and economical cooperation with Japan suggested that the change in declining status of Chinese literature should be required. This thesis is focused on showing that, during the social conversion time, the language policy was led by the power men and those linguists who supported the exclusive use of Hangeul, and the political, economical relationship with North Korean and Japan affected the status of Chinese Literature.

고등학교 한문교과서의 사서(四書) 교육 내용에 대한 고찰

이돈석 ( Don Suk Lee ) 한국한문고전학회 2011 한문고전연구 Vol.23 No.1

The course of Four Books in Classical Chinese subject education has different feature from the one in Classical Chinese classics in Korea. The reason of this difference is that the course of education is made by the textbook of High school. It finally means that the educational contents of The Four Books in High school should be selected by fitting the subject according with the purpose of education and then should be applied toward high efficiency of education. This thesis will find problem about such an education on The Four Books in High school and seek way for ideal education of The Four Books. And this will find difficulty for selecting subjects in current education for The Four Books and suggest new model for comprising test book contents. The Four Books is basic educational sector in Chinese classics as well as in Chinese education. There, however, is currentely not enough explanation about The Four Books in the course of Education. Thus, more systematic and effective contents of Chinese Education for The Four Books a swell as The Confucian classics should be suggested in the course of Education in High school.

광복(光復) 이후 대학입학 시험에서의 한문영역 위상변화에 관한 일고

이돈석 ( Don Suk Lee ) 한국한문교육학회 2010 한문교육논집 Vol.35 No.-

In South Korea, the college entrance exam has been practiced for about 40 years, from 1969 to 2009. When it comes to classical chinese education, the period is divided into two parts. One part is period of entrance exam by colleges and the other is period of the National College Scholastic Ability Test. From 1969 until entrance exam by colleges was abolished, Chinese Character and classical chinese was considered to be an essential element in the exam. That was because it was recognized as a foundation for college education and constant research. On the other hand, in the National College Scholastic Ability Test that started in 1994, the importance of Chinese Character and classical chinese was ignored, which was because the national educational authorities judged it not by basis for learning but on the ground of external elements, such as language policy, curriculum, and extension of elective courses. After all, in response to claims of universities, the authorities couldn`t help including classical chinese as a elective subject in the National College Scholastic Ability Test. Nonetheless, such measure was not beyond the level of recognition that classical chinese was only a second language. Chinese Character and classical chinese offers not only necessary tools for Korean language research, but also important basis for college education. Furthermore, better acquisition of Chinese Character and classical chinese can lead to the improvement of Korean language ability. To sum up, it is time to think of Chinese Character and classical chinese as a domain of Korean language, not as a second language. In other words, it is time to focus on the instrumental role of Chinese Character and classical chinese for better understanding of Korean language and improvement of Korean language ability.

한문(漢文)과 한국사교육요소(韓國史敎育要素)의 상보성(相補性)에 대(對)한 탐색(探索)

이돈석 ( Don Suk Lee ) 한국한문고전학회 2014 한문고전연구 Vol.28 No.1

The various theories related to Integration and Convergence are recently emerged. This theories is influencing to the educational arena as an integral class, integral essay and so on. This phenomenon seems to be resulted from the idea which the curriculum areas could not be organically connected with each other because the Korean secondary education is studied according to each subject areas. The horizontal formation for school subject in Korea has caused a problem that the students should connect with each learning contents of the curriculums organically by themselves. This problem causes the emergence of new formation of the teaching model like the complementarity or integral classes between each curriculums. The Classical Chinese works as the subject on “Chinese classical literature” curriculum are written by Chinese character and the contents are also various. In these works, historical records or true for deeds of the Lord is closely related to “Chinese classical” curriculum. The educational contents of “Korean History” before the 19th centuries are similar to the subject on “Chinese classical” curriculum as well as are the different curriculum area for each other. However, we can seek the complementarity between Chinese Character and Korean History Education because both of them are closely related and supportable to each other.

대학교양한자교육(大學敎養漢字敎育)의 현황(現況)과 교재분석(敎材分析)

이돈석 ( Don Suk Lee ) 한국한자한문교육학회 2014 漢字 漢文敎育 Vol.35 No.-

교양교육은 영어의 ‘liberal education’을 우리말로 번역한 용어로 자유 교육이 라고도 한다. 이는 사회적 유용성과는 거리가 먼 인간의 정신을 자유롭게 하는 교육이다. 현재 대학의 교양교육도 중세 대학 교양교육과 유사한 개념으로 전공 내용을 보다 효율적으로 이수할 수 있는 기초 능력 배양과 인간다운 삶을 살아갈수 있는 기본적인 교양을 갖는 것이라고 할 수 있다. 그런데 최근에 들어 종래의 대학 교양 한문 강좌에 변화가 나타나고 있다. 문·사·철을 막론하고 한국·중국의 고전을 망라했던 ‘한문’ 강좌는 줄어드는 반면 ‘한자’ 강좌가 눈에 띄게 증가하고 있으며, ‘교양’ 또는 ‘기초’라고 명명되었던 강좌명도 ‘실용’이나 ‘생활’로 바뀌고 있다. 이른바 지성의 전당이라는 대학에서도 한자가 어엿한 과목의 하나로 개설되는 시대가 도래한 것이다. 즉, 이러한 한자교육과 관련된 교양 과목의 개설은 지금까지 대학에서 敎授되었던 漢字로 기록된 文言文인 한문 고전에 대한 학습 보다는 ‘실용’, ‘생활’과 같이 학습자들에게 실제적이고 현실적인 필요를 반영하고 있다고 할 수 있다. 이는 곧, 漢字나 語彙학습을 통해 올바른 언어생활과 다른 교과 학습에 도움이 되는 기초 능력 향상에 중점을 두고 있다는 것을 의미한다. 따라서 본고는 대학의 교양 과목으로 운용되는 교양 한문의 현황과 대학 현장에서 사용되고 있는 교재를 검토해보고 이에 따른 문제점과 개선방안을 살펴볼 것이다. The current cultual education in University has a purpose that the students acquire the fundamental ability for the efficient study on major subject as well as the basic culture for human life like the medieval cultural education in University. Now, however, the cultural education in University is changing. The number of lectures of "Classical Chinese Education" which cover the classic for Korean and China regardless of Literature, History and Philosophy are dwindling, while the number of lectures of "Chinese Character Education" are remarkably increasing. In addition, the name of lectures also change from "Culture" or "Basic" into "Practicability" or "Life". The Chinese character education become one of the lectures in university even called as "a hall of intelligence". The open of such a cultural lecture relevant to Chinese character education means the concentration on improvement for any basic ability to use right words and help learning the other subjects. We will review this situation on the Classical Chinese Education as the cultural subject in University and the textbook currently being used in University and then will find any problem or improvement.

교육(敎育)의 3요소(要素)에 따른 한문교육(漢文敎育)의 의미(意味)에 관(關)한 일견(一見) -형식적(形式的) 한문교육(漢文敎育)을 중심(中心)으로-

이돈석 ( Don Suk Lee ) 한국한자한문교육학회 2011 漢字 漢文敎育 Vol.26 No.-

교육에서 교육의 3요소가 중요한 이유는 교육활동에서 이 3요소가 상호 실천적으로 교섭할 때 교육이 성립되며 그 가치가 나타나기 때문이다. 교육활동이 이루어지는 상황 속에는 반드시 이 세 가지 요소가 존재하며 이 가운데 어느 것 하나도 빠지면 교육은 성립되지 않는다. 결국, 교육에서 교육의 3요소는 교육을 성립시킬 수 있는 핵심 요소이기 때문에 세부적으로 살펴볼 필요가 있다. ``漢文科 敎育``및 ``漢文敎科敎育``은 엄격히 말하면 ``漢文敎育``과 교육의 3요소에서 상당한 차이를 가지고 있다. ``한문과 교육``및 ``한문교과교육``은 용어에서도 알수 있듯이 ``科``혹은 ``敎科``라는 개념으로 한정된다. 교과로서 ``漢文敎育``은 교수자와 학습자가 교육법으로 제한되고 교재 측면에서도 교과서라는 텍스트를 중심으로 한문교육이 이루어진다. 즉, ``한문과 교육``및 ``한문교과교육``에서 교육을 주도하는 사람은 ``교사``이고 교육의 대상은 ``학생``, 교육내용은 ``교과서``를 중심으로 한다. 또한, 교육의 장소는 법적으로 인정되고 있는 ``학교``라는 곳이다. 반면, 정규 학교교육 이외에 사회교육 차원에서 이루어지는 ``한문교육``은 교수자, 학습자, 교재, 장소 등에 있어 ``교과교육으로서의 한문교육`` 및 ``대학교육으로서의 한문교육``보다 법적 제한이 적기 때문에 다양성을 가질 수 있다. 따라서 ``한문교육``=``한문과 교육`` 및 ``한문교과교육``이라는 등식은 성립될 수 없으며, ``한문교육``은 ``한문과 교육``및 ``한문교과교육``을 모두 아우르고 두 용어보다 더욱 폭넓은 의미가 있는 것이다. 그런데 때로 ``한문과 교육``, ``한문교과교육``, ``한문교육``의 개념을 모두 정규 학교 교육 속에서 이루어지는 ``한문교육``만으로 오해하고 있다. 따라서 기존의 이러한 문제점을 인식하고 교육의 3요소에 따라 한문교육을 구분하여 연구영역 설정을 구체화해야 할 필요성이 있는 것이다. 따라서 이 글에서는 ``한문교육``이라는 용어를 보다 세밀화시켜 새로운 용어를 제시하였다. ``한문교육``은 크게 ``형식적 한문교육``과 ``비형식적 한문교육``으로 구분된다. ``형식적 한문교육``은 ``한문교육``보다 작은 범위로 의도적으로, 또는 구체적인 계획에 따라 이루어지는 것을 말한다. 따라서 교육의 3요소인 교수자, 학습자, 교재 등이 제한된다. 이 형식적 한문교육은 초·중·고등학교에서 이루어지는 ``교과교육으로서의 한문교육``과 대학에서 교육되는 ``대학교육으로서의 한문교육``, 그리고 일반 ``사회 교육으로서의 한문교육``으로 나누어지며 ``교과교육으로서의 한문교육`` 및 ``대학교육으로서의 한문교육``은 ``사회교육으로서의 한문교육``보다 교육의 3요소에서 제한 적이다. 한편, ``비형식적 한문교육``은 우리 문자생활과 동양문화권이라는 것에 의해 발생하는 데 교재가 필요하지 않고 사회로부터 받은 사회적 동화라 할 수 있다. 따라서 문자생활 속에서 자신도 모르는 사이에 습득되는 한문, 혹은 현판, 간판 등을 통해 습득되는 한문도 한문교육에 포함될 수 있다. 따라서 비형식적 한문교육도 ``한문교육``의 일환으로 간과해서는 안 될 것이다. In education, three factors of education-teacher, student, and textbook-complete the value of education by practically cooperating with one another. That is, if any one of these three factors is left out, any educational activity can`t be completed. So, careful and specific considerations are necessary in performing educational activities. Strictly speaking, ``Chinese Literature Subject Education`` is very different from ``Chinese Literature Education`` in each area of three factors of education. Because the scope of education is limited by subject or curriculum for ``Chinese Literature Subject Education``, only teacher and student are involved in the educational activities. In addition, educational materials are mainly based on the textbook. Finally, those are meant that the agent of education is a ``teacher``, the object of education is a ``student``, and educational activities are based on ``textbooks`` for ``Chinese Literature Subject Education``. Furthermore, those activities take place in a ``school``, which is legally recognized. On the other hand, ``Chinese Literature Education`` as social education, not regular school education, can provide more variety of choices for teachers, students, textbooks, and places. The reason is that there are less restrictions legally in choosing them than ``Chinese Literature Subject Education``. Therefore, ``Classical Chinese Education`` is not equal to ``Classical Chinese Subject Education`` or ``Classical Chinese Department Education``. Rather, the former include the latter, so has a wider definition than the latter. The problem is that this diverse and distinct forms of Classical Chinese education are often mistaken for Classical Chinese education performed only in regular school education. The point is that we should recognize this problem. We should separate out different forms of Classical Chinese education depending on three factors of education, and then specifically determine an area of research. So, in this paper, I tried to bring forward new, specific definition of Classical Chinese education. Classical Chinese education is largely divided into two forms. One is ``Formal Classical Chinese Education``, the other is ``Informal Classical Chinese Education``. ``Formal Classical Chinese Education`` has a smaller scope than informal education, and is performed based on intentional, definite plans. So, each domain of three factors of education-teacher, student, and textbook-is limited. This Classical Chinese education is divided into ``Classical Chinese education in social education`` and ``Classical Chinese Department education`` in regular school education. Surely, the latter is more restrictive in choosing three factors of education than the former. ``Informal Classical Chinese Education`` can be a kind of social assimilation. This form of education is possible because our letters and cultures are concerned with Chinese Characters and Classical Chinese. This education can be carried out unintentionally and unvoluntarily like acquiring Chinese Characters or Classical Chinese through signs or signboards in everyday life. Therefore, ``Informal Classical Chinese Education`` should be treated as a kind of Classical Chinese education.

새 교육과정 성취기준 및 성취수준의 변화에 따른 다양한 매체활용법 모색(1) -한국고전종합DB 고전용어 시소러스의 특징과 활용방안을 중심으로-

이돈석 ( Don Suk Lee ) 한국한문교육학회 2016 한문교육논집 Vol.46 No.-

The Korean Literatures Thesaurus is a database construction work that users find quality information widely with improvement of the search environment by grouping together various keywords into one keyword. Although the Institute for the Translation of Korean Classics, an Academic research Institution under the Ministry of Education, has developed the Korean Literatures Thesaurus as of Sep. of 2005 and is providing this service, the most majors are unfamiliar with the service and seldom utilize them. This article aims to discover the specific cases on the various usages of Korean Literatures Thesaurus with an introduction based on this critical mind. Especially, this article focused on the Search service utilizing the function of Headword and Facet, the Efficient directory service and the DB search and Relationship map. Furthermore, this study explored a progress plan on the efficient Korean Literatures Thesaurus.

일차성 슬관절 전치환술 환자에서 세균 비강 집락의 유병률

김희천 ( Hee Chun Kim ),홍성관 ( Sung Kwan Hong ),단진명 ( Jin Myoung Dan ),이돈석 ( Don Seok Lee ),조용석 ( Yong Suk Cho ) 대한슬관절학회 2010 Knee Surgery and Related Research Vol.22 No.4

Purpose: The objective of the current study was to investigate the prevalence of bacterial nasal colonization in patients who are undergoing primary total knee arthroplasty and to determine whether the prevalence affects the incidence of deep surgical site infections. Materials and Methods: Of the 488 consecutive patients (784 knees) who had been screened for bacterial nasal colonization using nasal swab cultures before elective total knee arthroplasties, 434 patients (88.9%) were available for review at one year postoperatively. We assessed the overall rate of deep surgical site infections in the patients with nasal carriage of bacteria (group I) and in those patients without any bacterial nasal colonization (group II), respectively. Results: Of the 434 patients, 69 (15.9%) had nasal carriage of bacteria. There was 1 infection (0.9%) among 113 knees of 69 patients in group I and 10 infections (1.7%) among 591 knees of 365 patients in group II. Those differences were not statistically significant. Conclusion: The prevalence of bacterial nasal colonization in patients undergoing primary total knee arthroplasty was 15.9% and the preoperative nasal carriage of bacteria did not affect the rate of deep surgical site infections.

Isonicotinic Acid Hydrazide 및 Cycloserine의 長期投與가 白鼠의 各 臟器에 미치는 形態學的 硏究

李敦錫 中央醫學社 1967 中央醫學 Vol.13 No.1

Although among the various antituberculosis drugs, Isonicotinic Acid Hydrazide (isoniazid) is an excellent drug for the treatment of tuberculosis, in some patients, it may cause toxic reactions. The first, more common type of reaction is seen in the nervous system and is manifested by peripheral neuritis. This neurotoxicity varies in incidence and severity with the dosage of the drug. The second, less common toxic reactions are thought to be allergic in nature. The original reports on isoniazid described the occurence of toxic manifestations in animals and in man (Benson et al., 1952; Bernstein et al., 1952; Elmendorf et al., 1952; Rubin et al., 1952; Steenken & Wolinsky, 1952). After receiving toxic doses animals showed signs of central nervous system stimulation followed by clonic and tonic convulsions, and death resulted from respiratory failure. Different animal species vary considerably in their sensitivity to isoniazid. Clinically the principal form of toxicity is peripheral neuritis, as first reported by Biehl and Skavlem (1953) and Biehl and Nimits (1954). No toxic effects on the peripheral blood or on, kidneys have been reported, although a mild transient. liver dysfunction was observed. Epileptic patients would seem to be particularly susceptible to the convulsant toxic effect of isoniazid, and a fatality in such a patient was reported (Fetterhoff et al., 1952). The symptoms of isoniazid toxicity resemble those of vitamin B6 deficiency, and Biehl and Vilter (1954) showed that patients receiving large doses of isoniazid excreted a large amount of pyridoxine, and they found that the complication of peripheral neuritis could be prevented by administering pyridoxine along with isoniazid. In common with the convulsions of B6 deficiency, hydrazideinduced convulsions can be suppressed immediately by pyridoxine or its congeners (Balzer et al., 1960; Jenney et al 1953; Ross, 1958). Moreover, pyridoxine does not seem to interfere with the antibacterial action of isoniazid (Crowle & Riemensnider, 1960; Grunberg & Blencowe, 1955; Ungar et al., 1954). The mode of action of isoniazid in producing peripheral neuropathy is not fully understood, but probably isoniazid competes with pyridoxal phosphate for the enzyme, apotryptophanase (Boone & Woodward 1953; Lichstein, 1955), and thus disturbs the metabolism of the neurone. Neurological symptoms which are seen frequently after therapeutic dosage, are among the most important of the toxic effects of cycloserine. Also cycloserine produced convulsive seizures and ataxia in mice and rabbits (Fust, 1958). The toxic action of this tuberculostatic drug, cycloserine, can be explained, at least in part, by its inhibition of B6-catalyzed enzymatic reactions (Epstein et al., 1959). Pyridoxine reduces also cycloserine toxicity (Epstein et al,, 1959; Robitzek & Nenashev, 1957). The incidence of acute toxicity following the administration of cycloserine is low, and continued studies in rats, cats, dogs and monkeys showed no toxic effects in the prolonged drug- administration except for a temporary anemia and reticulocytosis in dogs and monkeys (Anderson et at., 1956). Most studies of the toxic action of isoniazid and cycloserine have dealt mainly with clinical, biochemical and antibacterial changes, there are only a few reports of the morphological changes in various organs following prolonged administration of isoniazid and- cycloserine. These changes are confined to the nervous system, and simple description of liver, kidney and bone narrow in rats and dogs. Moreover, the mechanism involved in the metabolic and biochemical relationship between isoniazid and cycloserine in large and prolonged doses, and pyridoxine deficiency is poorly understood and still obscure. Very little attention had been paid to the mechanism for the development of organic lesions produced by chronic toxicity of isoniazid and cycloserine. Using different experimental conditions, therefore, a detailed morphological study of the lesions of the various organs was made. And special emphasis was made on the effects of prolonged administration of isoniazid and cycloserine which are known to be related particularly to pyridoxine metabolism. Furthermore, there is still very little known about the mode of action of the factors which cause the organic lesions after prolonged administration of these antituberculosis drugs in rats. The purpose of this study is to characterize the patterns and define the nature of the morphological changes in various organs in rats, after prolonged administration, of isoniazid and cycloserine. It seeks to clarify the effect of isoniazid administration, the effect of cycloserine administration, their relationship, and, moreover, the effect of the additional administration of synthetic pyridoxine hydrochloride.