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도덕교육에서 내용과 형식 간의 논란과 그 해소를 위한 통합적 방법
남궁달화(Namkung Dalwha),박윤명(Park Yoon-Myung) 한국교육철학회 2007 교육철학 Vol.32 No.-
There is a controversy between "content approach should be centered in moral education" and "form approach should be centered in moral education". This article analyzed "content" vs". form approach"to moral education: those theories analyzed as "content" are S. Freud"s, R. Coles"s, and social learning theory; and as "form" are R. M. Hare"s, L. Kohlberg"s, and J. Wilson"s. After the analysis, this article tried to explore how to integrate the two kinds of approaches on the base of R. S. Peters"theory.<BR> Peters sees the relation between "content" and "form" as the paradox of moral education: that is, the relation of the two can be appeared to be contradicted, but it implies a truth in it. The controversy will be continued, as far as we see only the contradiction between the two. However, if we see the truth in it, there will be no more controversy. Then, what is the truth between the two? It is the complementary nature between the two.<BR> We see the paradox of the moral education in Peters" saying that "We can and must enter the palace of Reason through the courtyard of Habit and Tradition". The former works as form and the latter as content. We can also see it in the characteristics of the cognitive stages of moral development presented by Piaget and Kohlberg: that is, in the characteristics that stages form an invariant sequence. The conventional stage that habit(content) works overridingly is presupposed for the postconventional stage that reason(form) works overridingly. There are few people who think that the moral life in the levels of conventions is desirable and enough. The ultimate goal of moral education should be in the levels principles.<BR> However, there is no one who can develop the stage of postconventions without developing the levels of conventions; no one who can enter the Palace of Reason without through the courtyard of Habit and Tradition. This tells that the relation between habit(content) and reason(form) is complementary rather than contradictory. When we think the relation of the two like this, it will be meaningless that one claims moral education should be "content" approach, the other, no, moral education should be "form" approach". It is because the nature of morality is in itself consisted of the two. This means that moral education should be approached to be integrated of the two, in order to achieve the nature of morality and, at the same time, the ultimate goal of moral education. When we see the relation between "content" and "form" in moral education as complementary rather than contradictory, the controversy between the two will be resolved, which also means the two kinds of approaches will be integrated as a whole one.
간편 퍼지와 디지털 PI+D를 이용한 제어 시스템의 설계
박윤명,권태익,박종오,임영도,최부귀 동아대학교 정보기술연구소 2000 情報通信硏究所論文誌 Vol.8 No.1
본 논문에서는 퍼지 디지털 PI+D제어기를 이용하여 외란, 잡음, 플랜트 변화 등에 강한 제어시스템을 설계한다. 퍼지제어는 간단한 4개의 규칙과 소속함수를 유도하여, 간편 퍼지를 이용한 디지털 PI+D 제어기를 설계하였으며 또한 플랜트는 2차 선형 플랜트를 적용하였다. 본 논문에서 제안한 제어 시스템과 디지털 PID 제어, 디지털 PI+D 제어 시스템을 시뮬레이션을 통해 각 시스템의 특성을 비교 하였다.
보상형 PID 재어기를 이용한 DC-서보모터의 속도 제어 시뮬레이션
박윤명,장종승,추연규,임영도 東亞大學校 附設 情報通信硏究所 1999 情報通信硏究所論文誌 Vol.7 No.1
본 논문은 Fuzzy Logic Controller를 이용하여 입력을 보상한, 보상형 PID 제어기를 제안한다. 이 제어기를 사용하여 DC-서보모터의 속도제어 특성을 조사하고, 단순 PID 제어기와 비교하여 제안한 제어기의 성능을 평가하였다. 성능 평가 방법은 MATLAB을 이용하여 DC-Servo Motor와 유사한 가상 플랜트를 설정하고, 부하 및 무부하시의 보상형 PID제어기와 단순 PID 제어기의 속도제어 성능을 모의 실험하였다. 모의 실험 결과 보상형 PID 제어기의 성능이 더 우수한 것으로 나타났다.