요한복음을 통해 바라본 도스토옙스키의 백치

정덕희 한국문학과종교학회 2023 문학과종교 Vol.28 No.3

Dostoevsky aims to portray the most beautiful man through the book, Idiot. The beautiful man by Dostoevsky is Jesus Christ. In particular, the image of Christ is based on the Gospel of John in the New Testament. He cites the main theme of the Gospel for his own novel, Idiot. To portray the beautiful Christ, Dostoevsky pits the protagonist, Myshkin, to whom the author puts the image of Johannine Jesus. The characteristic points can be categorized as follows: 1) incarnation, 2) yurodivy and love, 3) rebirth, transformation, resurrection and eternal life. The Idiot portrays the incarnated Christ through Myshkin. Due to Dostoevsky’s work to explore the Bible and project the biblical themes on his own novel, the readers can get a fresh insight to read and interpret the Johannine literature. The Gospel of John can be characterized as the book of rebirth and transformation by which John aims to proclaim the eternal life.

외암 이간의 도덕적 인간성형론

정덕희 한국교육학회 2003 敎育學硏究 Vol.41 No.1

센서스

정덕희 慶熙大學校 문리과대학 1967 文理學叢 Vol.4 No.1

儒學史的 正統性의 基本意趣

정덕희 대구대학교 중국문화연구소 1994 中國文化硏究 Vol.3 No.-

비질환과 비출혈

정덕희 藥業新聞社 1994 醫藥情報 Vol.1994 No.5

問題 中心의 敎育學에 관한 一考察

鄭德熙 東國大學校 敎育問題硏究所 1992 교육문제연구 Vol.7 No.-

This article discussed the structure of Pa¨dagogik als Wissenschaft which is composed of educational problem, theory and thought based on problem-centered theory of science. Through this discussion have we some conclusions as follows : (1) All theory of education date from a practical interest that want to solve the present educational problem . In other words, the inquiry purpose of educational theory is at the solving of educational problems confronting in the process of life ; (2) But the practical interest of education is limited by the exactness and objectivity of educational theory, because we have the ability to reflect on problems emerging from a educational practice In other words, although educational theory starts from a practical interest, we do not admit a naive practice of edcation acted without the objective facts at which educational theory presents ; (3) Educational theory, however, is limited by educational practice, because the purpose itself of practice is not the object of scientific inquiry, but the problem of our choice and decision . In this point, we need the educational thought pertaining to the value choice that have the direction to educational practice. In other words, the problem refering to the human and society that we want to anticipate is solved not by educational theory, but only by educational thought ; (4) But although the educational thought not presupposing the objective theory of education has the direction to educational practice in a good will, we will not anticipate its success. To use a metaphor, although a mother strongly loves her son, she does not cure her son's illness without medical knowledge . The direction of educational thought, therefore, should combine a educational theory as a objective knowledge in order to have a truly directive effect. It is said that educational problem, theory and thought are closely connected with. Educational thought has an effect on the genesis and formation of educational theory. Also, educational thought is infuenced by educational theory. They have their special realm . They, however, would be united in the solving process of problems confronting with our life and history .

학창(學創) 이종록(李鍾祿) 선생 창조교육 60년 기념 교육 논총 : 창조교육의 사상과 실천 ; 창의성에 대한 동양철학적 단상(斷想)

정덕희 창조교육학회 2005 창조교육의 사상과 실천 Vol.1 No.-

듀이의 現代物理學的 認識에 대한 一考察

鄭德熙 東國大學校 敎育問題硏究所 1994 교육문제연구 Vol.9 No.-

The purpose of this article is to understand Dewey's cognition of modern physics being contained in the contentions of his philosophy by interpreting his antidualistic Weltanschaung (world outlook). The way of this understanding is based on the hermeneutical circle between "the looking point" for which he had headed. And this article raise the hermeneutical problems on the premise to understand Dewey's fundamental intention being contained in his philosophy of education. The major understanding of this study in relation to the hermeneutical understanding on Dewey's cognition of modern physics is as following: This article tries to understand the philosophical meaning of Dewey's cognition of modern physics that he meaning to destroy the traditional thought mode of western by the begining of human's mind over nature, and to understand that human's intelligence is not so much the Creator or the Ultimate as the reconstructor of nature and life. And this word of Dewey has the scientific foundations that are validated in Einstein's theory of relativity and Heisenberg's the principle of indeterminacy. In other words, Dewey does not make plans to carry out the meditatively metaphysical epistemology to conceive the ultimate being, but try to realize the becoming epistemology to emhpasize the human's action and participation. And this epistemology of Dewey is not limited the methodological principle of problem-solving raising the process of pure practice, but has the great importance as the means to form the culture and value systems of new society. In other words, Dewey's word of Reconstruction in Philosophy tries to suggest the direction of philosophy to investicate the real order of society by reconciling science to moral.

John Dewey의 경험론에 대한 현대 물리학적 해석

정덕희 한국교육학회 2000 敎育學硏究 Vol.38 No.3

이 글은 Dewey의 경험론에서 핵심적 개념을 이루고 있는 계속성과 상호작용의 의미를 과학철학적 시각을 통해서 이해하고자 하며, 그 이해는 현대물리학에 대한 Dewey의 인식을 바탕으로 하였다. 이를 위하여, 이 글은 다음의 세 가지를 밝히고자 하였다. 첫째, 현대물리학의 출발에서 중요한 의미를 가지는 비(非) Euclid 기하학에 대한 Dewey의 인식을 다룸으로써, 수학적 공간으로부터 물리적 공간으로 인식의 전환을 시도하려는 Dewey의 의도를 이해하였다. 둘째, Newton의 절대시간과 절대공간을 문제삼는 Dewey의 입장을 Einstein의 상대성이론과 관련지어 다룸으로써, Dewey의 경험론에서 계속성이 가지는 의미를 이해하였다. 셋째, Newton의 고전물리학에 내재된 기계적 결정론의 도식(圖式)을 부정하는 Dewey의 입장을 Heisenberg의 불확정성의 원리와 관련지어 다룸으로써, Dewey의 경험론에서 상호작용이 가지는 의미를 이해하였다. 마지막으로, 이 글에서 다루었던 Dewey의 경험론에 대한 과학철학적 이해를 요약하고, Dewey와 관련된 앞으로의 연구가 풀어야 할 과제를 제시하였다. This article is to understand the meanings of continuity and interaction which are very important in the Dewey's theory of experience. And this understanding is based on Dewey's perspectives about modern physics. The major understandings of this article are followings : (1) Dewey was dealing with hyper-geometries that have had the significant meaning in the starting point of modern physics. This was reflected the epistemological transition from the mathematical spaces to physical ones. (2) Dealing with Einstein's theory of relativity, Dewey had negatively discussed the absolute time and space in Newton's physics. This discussion reveals the meanings of continuity in Dewey's theory of experience. (3) Dealing with Heisenberg's principle of interminacy, Dewey denied the schema of mechanic determination that is immanent in the classic physics of Newton. This denial has the significant meanings in understanding Dewey's interaction of experience.

알레르기성 비염에 대한 Tranilast의 임상효과

정덕희,주양자 대한천식알레르기학회 1985 천식 및 알레르기 Vol.5 No.1

The patients with nasal allergy are increasing in the field of E. N. T. recently, and there has been obvious development for diagnosis and treatmentof nasal sllergy. With this development, many investigator have reported good results on new drug tranilast wich reacts to the type I allergic reaction. The authors had clinical trial on 30 patients with allergic rhinitis in Dept. of E. N. T., Nationa) Medical Center. The results showed that clinical effective cases were 18 (60%) in 4 weeks and 21 (70%) in 8 weeks with administration. One case developed side reaction of headache and vomiting at the end of the first week.