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睦榮一,許炳琪 亞洲大學校 1988 論文集 Vol.11 No.-
Use of iterative stepwise methods has been a common practice in designing multicomponent distillation columns. Sometimes, it is difficult to justify iterative calculations from the point of view of cost-effectiveness, particularly when the input information does not have precision or accuracy, or when one simply does not have sufficient information for the system under study. In this work a new method was proposed which permits quick and simple procedures giving rise to values of 14 different parameters needed for the design of a column for a multicomponent distillation Several simplifying assumptions are made in the course: the usual one of a quasibinary in which the average relative volatility of the light key referred to the heavy in the bottoms and the light key referred to the heavy in the bottoms and the light key referred to the heavy in the distillate, Prater and Boyd's approximaton for column efficiency, approximations for expedience that arise in the actual mechanical fabrications of columns according to the common industrial practice, and other simplifications in the heat exchanger calcualtions. In order to validate the proposed method, comparisons are made with other popular methods such as Smith-Brinkly Short-Cut Method(SB), Fenske-Underwood-Erbar-Maddox Short-Cut Method(FUEM) and Step-by-Step Method(SBSM), by means of an actual design example. Departure from the results by the Step-by-Step Method was about 10%, the latter being the method yielding the highest accuracy as well as precision. Also, in this work procedures are presented for calculations of several hardware parameters of a distillation column and of heat exchangers annexed to the column.
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敬의 현대교육학적 의의 : 敬的 교육연구방법론 전개를 위한 試論
睦暎海 新羅大學校 1990 論文集 Vol.30 No.-
The purpose of this study is to investigate the Kyung(敬)as a educational methodology. The Kyung is a confucian concept. A neo-Confucian meaning of the Kyung refers to control dispositions and cultivate the original nature for a human whole being and moral living. The Kyung is available to both the study of thing and nature(格物), and the maintance of good and reasonal mind(居敬). So, the Kyung refers to methodological principles of the study of thing and nature, we are able to get a possibility of the educational methodology as Kyung. Characters of Kyungic educational methodology as follows: 1. The purpose of Kyungic educational study is to get a Know-Why. 2. There are relationships of sameness and differance between the research subject and the object. 3. It is very important to get a self experience for the Kyungic study. 4. Results of the study is estimated with a sincerity for human whole being. A procedure of Kyungic study as follow: 1. Getting a thing and a event as the research object. 2. Infering a being essence of the object within contents of sense. 3. The result of infering is a temporary being essence. 4. The temporary being essence is estimated as being essence of human. 5. If the being essence is not appropriate, the research do over again untill getting the being essence. It is necessary to get more research for a perfection of Kyungic educational methodology, so Kyungic educational methodology keep a starting stage. But a whole of Kyungic educational methodology is a new methodology for a positivistic methodology without problems of phenomenology.
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목영해 新羅大學校 1998 論文集 Vol.45 No.-
A feature of modern philosophy is a relativism. Philosopheres suggest a natural science realtive discourse, a hermeneutic relative discourse, a concept relative discourse. A lots of people believe that relativism is a appropriate frame for a modern plural society. But fundamentalism under a objection by relativist, argue that the realtivism is a intellectual skepticism and a intellectual suicide. So a educational discourse always deeply infleuenced by a philosophy discourse, educator is fall into problem involved with dual discourse, relative discourse and foundational discourse. The educator do not decide which discourse is a good guideline for a making curriculum. A new perspective is needed to overcome the dual discourse problem in the philosophy and education. Che-Yong theory is a appropriate theorical framework for the new perspection. The Che-Yong theory is the traditional framework to argue a ontology and epistemology in the Oriental philosophy. The Che is a real entity, and is correspondence to a fundamental perspection. The Yong is a transitional entity, and is correspondenced to relative perspection. But The Che and the Yong are not same, and are not difference.
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목영해(Mok Young-Hai) 한국도덕교육학회 2002 道德敎育硏究 Vol.14 No.1
배려윤리는 서구에서 전통적이자 주류적인 윤리관인 주지주의적 정의윤리을 비판하고 등장한 새로운 대안윤리 평가된다. 그런대 배려윤리는 동양의 전통적이자 주류적 윤리인 공맹식 유교윤리와 다음과 같은 점에서 그 논지를 같이 한다. 첫째, 배려윤리와 유교윤리는 상황중심의 윤리이다. 둘째, 배려윤리와 유교윤리는 관계중심의 윤리이다. 셋째, 배려윤리 및 유교윤리는 차등적으로 발현하는 자연적 심성중심의 윤리이다. 넷째, 두 윤리는 자연적 심성의 인위적인 확충이 필요하다고 본다. 다섯째, 두 윤리는 자연적 심성의 확충, 본보기, 실천이 도덕교육의 중요내용이 되어야 한다고 본다. 배려윤리와 유교윤리논지의 동일성은 두 윤리 모두의 발전적 전개에 도움이 된다. 배려윤리는 유교윤리와의 동일성에서 여성중심의 윤리 및 비공동체적 윤리라는 비판을 극복할 수 있는 단서를 얻게 되며, 유교윤리의 입장에서는 배려윤리와의 동일성에서 남성중심의 전근대적 윤리라는 비판을 극복할 수 있는 단서를 얻게 되는 것이다. The purpose of this study is to compare care ethics with Confucian ethics, and search for its implication. Since Carol Gillian published In a Different Voice: Psychological Theory and Women s Development, 1982, lots of discourse on the care ethics have been made by mainly feminist . The care ethics is regarded as developing and alternative ethics to the rule-based ethics that have dominated the West, and estimated as a new and effective ethics against the moral crisis. Confucian ethics, on the other hand, is established traditional ethics that have dominated the Far East, and is regarded as typically patriarchal ethics. There are similarities or common grounds between the care ethics and the Confucian ethics as follows: 1. The care ethics and the Confucian ethics both are a context-centered ethics. For the morality, consideration on the moral situations is more important than compiling with moral principle. 2. Both of two ethics are the relation-centered ethics. Key point for a morality is not a moral thinking or reasonable decision of independent per son, but making and keeping of appropriate relation with other s for good living. 3. For the two ethics both, the origin of morality is not moral rule but a native moral mind. The outgoing of the moral mind has graduations such as in per son relationship the nearer is the stronger, the further is the weaker. 4. For the two ethics both, encouraging and outspreading is needed for establishing moral community and completing the morality. 5. For the two ethics both, moral education is important for encouraging and outspreading of the moral mind . The programs of the moral education mu st involved with modeling, practice, confirm. The similarity and common ground are helpful for the development of the both ethics. On the basis of common ground, the care ethics and the Confucian ethics is able to have clues to come up with negative opinions each other.
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목영해 新羅大學校 1996 論文集 Vol.42 No.1
Traditional philosophers hold on a dualism, a mataphysical realism and a total relativism. Putnam rejects the dualism, and argues a new and internal realism. The internal realism refers to that what objects does the word consist of is a question that it only makes sense to ask within a theory and description. Truth in an internal view is some sort of (idealized) rational acceptability. Putnam do not concretely and definitely set forthes the internal realism and rational acceptability, but the internal realism is to become new and third perspetion in educational theory. a philosophy of education are always deeply influenced by a epistemology. New educational perspections deride from the internal realism are as following First, the metaphysical realism is grounded for a subject matter-centred curriculum, and a total relativism is grounded for child centred curriculum. The two curriculum deride from the dualism are irrelevant for a Putnam's conceptual epistemology. Second, The curriculum should be based upon a conceptual knowledge. Third, the conceptual knowledge is meta knowledge to produce new knowledge. Forth, a multiculturalism refer to be not only a diversity of norm but also multi cognition for real world. Multilanguage learning is good for multiculture education.
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