조선 후기 호락논쟁(湖洛論爭)의 교육사적 의의

정덕희 한국교육사학회 2003 한국교육사학 Vol.25 No.1

This article is concerned about 'Ho-Rak Debate'(湖洛論爭). The main body of the Debate is Hohak(湖學) and Rakhak(洛學). The prominent philosopher of Rakhak is Waeam Lee Kan(巍巖 李柬, 1677~1727), and the one of Hohak is Namdang Han Won-Jin(南塘 韓元震, 1682~1751). The key point at issue in the Debate is the controversy on whether the nature of man and of things are the same or not. The Rakhak laid stress on the aspect of Hsin Ch'i(心氣) or psychological constituent in Ch'i(氣). Ch'i is the psychological movement of us, and it is morally pure good in its purest state. On the other side, the Hohak paid strongly attention to the aspect of Hsing Ch'i(形氣) or physical constituent in Ch'i(氣). Ch'i is the physical condition of us, and it cause genus differences. In the Rakhak, Nature is the Substance which reveals itself in the state of 'Mind'(心), Wei Fa(未發). In the Wei Fa, Mind is in the full state of movement and consciousness. And in the Hohak, Nature is the Substance which realized in the 'Physical Constituent' of all things including Man. In the Hohak Li(理) and Ch'i are finally diversed, but in the Rakhak Li and Ch'i, becomes almost one at least in its Wei Fa. In the Hohak Man is a dignified moral subject who stands at the front of the objective norm, but in the Rakhak Man acts morally in the conviction of oneness with the Substance. According to these characteristics, Hohak reveals the realistic human-being-formation based on the objective norm, and Rakhak reveals the ideological one related to the autonomous norm.

재중 조선족 문학비평 연구 : 1949년~1990년대 후반

정덕준,이상갑 한국현대문예비평학회 2003 한국문예비평연구 Vol.- No.13

After liberation the literary criticism of a Chinese-Korean people was begun with the basic enlightenment in a blank condition. The literary enlightenment had an extreme left-trend as a political instrument of propaganda. But in the first half of the 1957's the literary criticism of a Chinese-Korean people worked for the essential phase of literature. And yet the attempt died on its' feet by the struggle against the right faction. After the struggle the instrument of propaganda in literature was strengthened, and in the middle term of 1960's the tendency of a class struggle in literature was more deepened. Moreover after the great revolution of culture the three projection-principle required the class consciousness of literature more thoroughly. But after the middle term of 1980's the revaluation of realism and the controversy on the idea-renewal was attempted to overcome its' difficulty. Herewith the literary world was diversified. The open realism, that's it. Hereby the literary world of a Chinese-Korean people arrived at puberty.

協商에 의한 國際物品賣買契約의 締結에 관한 硏究

정덕헌 경북실업전문대학 1996 慶北實業專門大學論文集 Vol.15 No.1

Most Contracts in international sales of goods are formed by face-to-face negotiations. Conducting business across international boundaries requires interaction with people and their organizations nurtured in different cultural environments. Cross-national face-to-face selling has received very little scholarly treatment in Korea. This study concentrates on analyzing negotiation theories and mechanism of contract formation, offer and acceptance.

뇨(尿)중 3-Methylhistidine 함량의 측정과 이용

정수현,서형주,김윤숙,이효구,강덕호 한국식품영양학회 1996 韓國食品營養學會誌 Vol.9 No.2

기존의 방법을 일부 수정하여 뇨중 3-methylhistidine을 분석하였다. 뇨중 3-methylhistidine을 fluorescamine 유도체화하여 HPLC에 주입하고 C_18 column과 10 mM acetonitrile/sodium phosphate buffer(pH 7.5)로 분리·용출시켜 형광검출기로 측정하였다. 3-methylhistidine의 체류시간은 7분 이내이었으며, histidine과의 분리상태도 서로 간섭함이 없이 양호하였다. 뇨에 3-methylhistidine을 첨가하고 이를 분석하였을 때의 회수율은 93∼106%로 높은 수준이었다. 체육학과 남학생중 웨이트 트레이닝 단련자와 비단련자를 대상으로 조사한 단기간의 웨이트 트레이닝에 따른 뇨중 3-methylhistidine 함량의 변화는 두 집단 모두 웨이트 트레이닝후의 3-methylhistidine 분비량이 유의하게 증가하였다. A modified method is given for the precolumn derivatization and subsequent high-pressure liquid chromatographic seperation of 3-methylhistidine from urine. The elution contained isocratic solution with acetonirile and 10 mM sodium phosphate(pH 7.5) requires less than 7 min. The recoveries of 3-methylhistidine from urine control were 93% to 106%. 3-Methylhistidine determinations were performed on urine samples from volunteers who were both male trained and non-trained physical undergraduates. As the result, urinary 3-methylhistidine content of volunteers increased significantly after weight training.

마이크로 가스센서의 열해석

정완영,이상윤,임준우,이덕동 경북대학교 센서기술연구소 1998 센서技術學術大會論文集 Vol.9 No.1

Thermal analyses for typical stack-type and newly proposed planar-type micro-gas sensors were accomplished. The thermal analyses for the proposed planar structure including temperature distribution over the sensing layer and power consumption of the heater were carried by finite element method and well compared with those of typical stack-type micro-gas sensor. The thermal properties of the microsensor from thermal simulation were tested to investigate the applicability of the heater to a real device.

혈액정상치에 대한 고찰

정경환,차덕원,박재윤 順天鄕大學校 1977 의대논문집 Vol.2 No.-

We have determined the mormal ranges using the probability graph method to the laboratory data. From within ranges there were found that hematolgical normal values and ranges calculated from it were applied to the determination of those, except red blood cells

옷의 W&W성을 높이는 봉제에 대한 소고

鄭德姬 서울 敎育大學校 1979 論文集 Vol.12 No.-

신역사주의와 Spenser 문학 비평

정덕애 이화여자대학교 한국문화연구원 1993 韓國文化硏究院 論叢 Vol.63 No.1

The aim of this essay is to explicate the major concepts of New Historicism by examining its critical practice in the field of Spenserian studies, since Spenser has been as especially inspirational force for many New Historicists. Examination of their critical methods in Spenserian context will enable us to reassess New Historicisms strength and weakness as a critical theory. The essay first traces the genealogy of New Historicism with particular attention to its debt to borrowings from Post-Saussurean criticism, especially that of Althusser and Foucault. After identifying in greater detail some major theoretical concerns of New Historicism, we turn to the work of selected New Historicists on Spenser. Both Richard Helgerson and Jonathan Goldberg focus on the problem of the poets authority, though with different emphases: Helgerson stresses on the conflict between the authorial roles envisioned by the poet and by the literary system whereas Goldberg attends to the more subtle "power game" between the sovereign and the poet and to the contradictions that govern both politics and poetics. It is Louis Montrose, however, whose work perhaps best exemplifies the character and range of New Historicism; his research judiciously relates consciousness. Montrose in many essays delves into the subjectification process in Spenserian texts, attending also to the power struggle between sexes of classes in Elizabethan culture. He particularly notes in Spenser the paradoxical celebration of power that, "in making the poem serve the queen, make[s] the queen serve the poem." Although New Historicism has revealed a new dimension in the studies of Renaissance literature, scholars have noted that its theoretical level is somewhat underthought. For example, there exists a certain disagreement among the New Historicists themselves touching the agency of subversion, i.e., to what extent the human agency or the ideological structure should be emphasized in forming cultural contours. They have been criticized too for their preference for a synchronic approach, and for their often ambivalent and abstract way of using critical assumptions. The present essay, finally, indicates some of the problems in theory and method New Historicism might conform and clarify.

남당(南塘) 한원진(韓元震)의 인간형성론 : 도덕적 형성의 가능성을 중심으로

정덕희 교육철학회 2002 교육사 교육철학 Vol.28 No.-

Namdang Han Won-Jin(南唐 韓元震, 1682-1751) was one of the prominent philosophers of the late of Chosun dynasty in the history of Neo-Confucianism. This article is to understand Namdang's theory of human being formation and to seek for the implications for modern education. The major understandings of this article are followings. Firstly, Namdang tries to ask the various meanings of Li(理)and Ch'I(氣) which are not being thing-itself but revealing from human's consciousness. From this, his thinking method is appealing the ontological epistemology and raising the study subject being related to the intellectual subjectivity in educational discourse. Secondly, Namdang tries to understand the multi-strata of human nature from his original "Theory of Hsing San Tseng"(性三層說). He explains human nature from Ch'ao Hsing Ch'I(超形氣), Yin Li Chin(因氣質) and Tsa Li Chih(雜氣質). In other words, he reveals the universal idea of human nature from Ch'ao Hsing Chi's perspective, the inherent distinction of human nature from Yin Li Chih's perspective and the individual distinction of human nature from Tsa Li Chih's perspective. From this, his "Theory of Hsing San Tseng" is raising the study subject being related to the educational ideology that is embracing the various perspectives of human nature. Thirdly, Namdang tires to pursuit the possibility of human being formation through "Theory of Tnng His Lu"(東西路說) and Ch'ing T'ung Chih I(情統志意). He does treat the good as not the transcendental thing but the immanent one in human mind. And he asserts that the revealing of the good is concomitant with the function of I(意) that is considering and comparing, and with the function of Chih(志) that is keeping up the good. From this, Namdang's theory of human being formation is raising the study subject being related to the moral education for autonomous character.

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 .