Subjects for Justice in the Divided Korea

권진관 한국민중신학회 2012 Madang: Journal of Contextual Theology Vol.0 No.18

This essay aims at analyzing the problematic of justice from the subjectsØpoint of view. The author argues that justice is first of all a matter of subjects. In other words, it is a problem of choosing and siding with the faithful subjects. He divides subjects into five categories: faithful subjects,reactionary subjects, opponent subjects, the subaltern, and inmin subjects, of which the faithful subjects are the most genuine bearers of history. He suggests three major historical tasks that the faithful subjects carry out. They are the building of peace and reunification, the constructing of equality and justice in society; and the protection of ecological integrity. They are at least partly interconnected and exist in the context of national division. The author examines the trajectory of the faithful subjects in the Korean history. The Donghak peasant revolutionary war in 1894, the March 1st Movement in 1910 and others were considered here as typical historical events where faithful subjects were involved. He also examines the trajectory of the opponent subjects and others. He finds some meeting points between the faithful subjects and the inmin subjects. He argues that the dialogues and exchanges of the latter two groups of subjects are necessary and required for expanding the space for peace, reconciliation,and reunification between North and South Korea. The author claims that justice is to make clear the differences between/among different groups of subjects. The widening of the gap and difference between different groups of subjects is not the final goal of justice. The ultimate goal and structure of justice is love. Justice in a narrow sense widens the differences between/among groups of subjects in order to clarify different subjectivities and their historical trajectories. Justice in a wider sense reunites all subjects, because justice includes love and reconciliation as its requisites. The author argues that two principles, presentation and representation for minjung must be balanced in our society and that the balance and dialectic of the two principles will contribute to building a new democracy alternative to the inhuman jungle-like liberal democracy (South Korea) and to the rigid and controlled socialist democracy (North Korea). Finally, the author finds Jesus as the model of presentation and representation for others. His cross can be seen as an event of presentation (direct participation in the suffering situation) and representation for poor and suffering people. The author also analyzes Jesus and his events from the subjectsØpoint of view.

『孟子』의 언어학적 연구 -제시주어를 중심으로-

유영기 중국인문학회 2018 中國人文科學 Vol.0 No.68

The subjects of “MengZi『孟子』” have shown several kinds. Based on the meaning between subject-predicate, subjects are divided into four categories such as agentive, recipient, existential, topic subjects. Agentive subjects are agents of behaviour or action; recipient subjects are receivers of action; existential subjects are being that will be existing or perishing; topic subjects are being commented. Agentive and existential subjects can be easily identified, so we can omit explaining them. However, recipient and topic subjects need detailed classification. We can combine both recipient and topic subjects as “suggestive subjects”, because they are located at the most front part of a sentence. The subcategories of recipient and topic subjects are, respectively, nine and twelve. We have shown detailed categorization with the sentences of “MengZi『孟子』”.

조선 후기 功臣 錄勳의 정치적 배경

이근호 조선시대사학회 2021 朝鮮時代史學報 Vol.- No.99

This study reviewed the political background of 12 meritorious subjects honored in the late Choson Dynasty. Most of them are believed to have produced the result of the political situation at the time being meritorious subject honored. In the reign of Kwanghaegun In the unusual four cases of meritorious subject honored seemed to have a strong intention to enhance the political influence of Daebuk, especially Yi I-chem, who led it with a political reversal. In the design of Kwanghaegun, four meritorious subjects were eventually deprived with the success of Injobanjeong. Instead, King Injo honored Jeongsa meritorious subjects after the success of banjeong. However, there was controversy among banjeong meritorious subjects surrounding honored subjects. Complaints in the process of Jeongsa meritorious subjects honored led to Yi Gwal's rebellion, and after suppression, Jinmu Meritorious Subjects honored. During the Jinmu meritorious subjects honored, honored against the accuser was also conducted according to the king's strong will, which was intended to broaden the door to spying and secret accusations. At the time of the Jeongmyo War, dissatisfaction with Juhuwa led to the rebellion of Lee Ingeo and Yoo Hyorip, and to prevent this consciousness, Somu meritorious subjects and Youngsa meritorious subjects were honored. After the Manchu Invasion of Korea in 1636, Choi Mingil led the political situation, and as complaints about his foreign policy were raised, forces close to the Qing Dynasty took control of the political situation again. And it was necessary to change the political situation, and in the process, Sim Giwon oksa occurred and after the oksa was organized, Yeonguk meritorious subjects was honored. In the background of the political situation, meritorious subjects honored is no exception to In the reign of Sukjong's Bossa meritorious subjects, In the reign of Gyeongjong's Busa meritorious subjects, and In the reign of Yongjo's Bunmoo meritorious subjects. Meanwhile, in the late Choson Dynasty, meritorious subject honored was not implemented for a while after King Injo's reign, and then proceeded again in Sukjong's reign. However, it is not that there was no opportunity. In fact, in relation to Kim Ja-jeom oksa during the year of King Hyojong, meritorious subject honored was promoted, but it was not achieved in the end. While the king led the meritorious subject honored, the forces that led the political situation did not agree. It was also opposed by justification, and it was also due to the dynamics of the political situation at the time. Through this, it can be estimated that the king's unilateral will is also important for the meritorious subject honored, but an agreement with the political-led forces at the time was necessary. In the above, the political background of the meritorious subject honored promoted in the late Choson Dynasty was examined. Due to the long-term and comprehensive review, sufficient review has not been conducted on the detailed process or political controversy of individual meritorious subject honored. This needs to be supplemented later. 이 연구는 조선 후기에 이루어진 12건 공신 녹훈의 정치적 배경을 검토한 것이다. 대부분이 당시의 정국 상황이 공신 녹훈이라는 결과물을 만들어 낸 것으로 파악된다. 광해군대 이례적인 4건의 공신 녹훈은 정치적 반전과 함께 이를 주도했던 대북, 특히 이이첨의 정치적 영향력을 제고하려는 의도가 강하게 보였다. 광해군대 4건의 공신 녹훈은 인조반정이 성공하면서 결국 삭훈되었다. 대신 인조는 반정 성공 후 정사공신을 녹훈하였다. 단, 녹훈 대상자를 둘러싸고 반정 공신들 사이에서 논란이 있었다. 정사공신 녹훈 과정에서의 불만 등은 이괄의 난으로 이어졌으며, 난 진압 후 진무공신을 녹훈하였다. 진무공신 녹훈 때는 국왕의 강력한 의지에 따라 고변자에 대한 녹훈도 진행되었는데, 이는 기찰하고 밀고하는 문을 넓히려는 의도가 있었다. 정묘호란 당시 주화에 대한 불만은 이인거의 난과 유효립의 난으로 이어졌고, 이러한 의식을 잠재우고자 소무공신과 영사공신이 녹훈되었다. 병자호란 이후 한동안 최명길이 정국을 주도하였으나, 그의 兩端 外交 정책에 대한 불만이 제기되며, 대신 친청 세력이 다시 정국을 장악하였다. 그리고 정국 전환이 필요하였는데, 그 과정에서 심기원 옥사가 일어나고 옥사가 정리된 뒤에는 영국공신을 녹훈하였다. 정국 상황을 배경으로 한 공신 녹훈은 이후 숙종대의 보사공신, 경종대의 부사공신, 영조대의 분무공신도 예외는 아니다. 한편 조선 후기 공신 녹훈은 인조대 이후 한동안 시행되지 않다가 숙종대에 이르러 다시 진행되었다. 그렇다고 하여 그 계기가 없었던 것은 아니다. 실제로 효종 연간에 김자점 옥사와 관련해서 공신 녹훈이 추진되었으나 끝내 성사되지 않았다. 당시 국왕이 공신 녹훈을 주도한 반면 정국을 주도하던 세력들은 이에 동조하지 않았다. 명분상으로도 반대하였고, 당대 정국 상황의 역학 관계 때문이기도 하다. 이를 통해 보면 공신 녹훈은 국왕의 의지도 중요하지만 당대 정국 주도세력과 일종의 합의가 필요하지 않았을까 추정해볼 수 있다. 이상에서 조선 후기에 추진된 공신 녹훈의 정치적 배경을 살펴보았다. 장시간을 대상으로 하고, 개괄적으로 검토하다 보니 개별 공신 녹훈의 세밀한 과정이나 정치적 논란에 대해서는 충분한 검토가 진행되지 못하였다. 이에 대해서는 추후 보완이 필요하겠다.

인간대상연구에서 취약성에 대한 접근방식 변화의 필요성과 방향

유수정,최슬비,김은애 한국생명윤리학회 2020 생명윤리 Vol.21 No.1

To protect the vulnerable individuals and groups (thereafter referred to as "vulnerable subjects") is an important concern in research involving human subjects such as clinical trials. The responsibility for protecting the vulnerable subjects lies with researchers and the Institutional Review Boards (thereafter referred to as the "IRBs"). In order for researchers and IRBs to protect the vulnerable subjects, they must be able to answer what the vulnerability is as well as to identify who the vulnerable subjects are. However, under the current law such as 「Bioethics and Safety Act」 and Pharmaceutical Affairs Act」, the definition of vulnerable subjects focuses more on grouping and listing those who should be considered vulnerable. Therefore, there is a lack of clear identifying criteria or methods to determine the vulnerability and the vulnerable subjects, or to accurately and flexibly identify the vulnerable subjects for each research involving human subjects and to come up with practical protection measures for them. In addition, the conventional definition and traditional approach to the vulnerability can be criticized because it involves categorical exclusion of all members of a group that have a certain characteristic. Accordingly, this approach marginalizes the vulnerable subjects, rather than protects them. In this context, this article analyzes the problems of the conventional approach to the vulnerability and the concerns related to the definition of vulnerable subjects. This article also discusses the ways to modify the legal definition of vulnerable subjects and existing approach to the vulnerability. This article analyze the contents of the Helsinki Declaration, the Belmont Report, and the International ethical guidelines for health-related research involving humans 2016 by the CIOMS. Based on the results of this analysis, we argue that the legal definition of vulnerable subjects should be presented appropriately in identifying the vulnerable subjects in research involving human subjects as a higher concept. Furthermore, we also argue that the vulnerability should be amended to understand why attention should be paid to the vulnerable subjects. Finally, we argue that the vulnerability and the vulnerable subjects should be judged not only by considering various types of vulnerability but also by comprehensively considering the overall context surrounding the research and the research subjects, and the reasons for participating as well as the reasons for excluding vulnerable subjects should also be considered. 임상시험을 포함하여 인간을 대상으로 하는 연구에서 취약한 개인과 집단(이하 ‘취약한 연구대상자’라 한다)에 대한 보호는 매우 중요하고, 취약한 연구대상자 보호에 대한 책임은 연구자와 함께 기관생명윤리위원회/임상시험심사위원회(Institutional Review Board, 이하 ‘IRB’라 한다)에게도 있다. 연구자와 IRB가 취약한 연구대상자를 보호하기 위해서는 취약성이란 무엇이고 취약한 연구대상자가 누구인지를 먼저 파악할 수 있어야 한다. 그러나 현행법상 이와 관련된 구체적인 내용은 취약한 연구대상자에 대한 정의뿐인데, 이는 취약하다고 판단되어야 하는 연구대상자를 집단적으로 단정짓듯이 하며 일일이 나열해 두는 데에 보다 중점을 두고 있다. 따라서 이를 통해 취약성과 취약한 연구대상자를 판단할 수 있는 기준이나 방법을 확인한다거나, 모든 인간대상연구 각각에 있어 정확하면서도 유연성 있게 취약한 연구대상자를 파악해내고 이를 위한 실질적인 보호방안을 마련하는 데에 한계가 있다. 또한 이러한 정의와 이를 기반으로 취약성과 취약한 연구대상자에 대해 접근하는 방식은 특정한 조건을 가진 집단에 속하는 전체의 구성원이라면 재고의 여지 없이 취약한 연구대상자로 간주되도록 하고 있는데, 이는 취약한 연구대상자가 보호라는 명목 하에 결과적으로 연구에서 범주적으로 배제되도록 만들었다. 이에 본 논문에서는 취약성에 대한 기존의 접근방식과 취약한 연구대상자에 대한 법적 정의가 어떤 문제점을 가지고 있는지를 분석해보고, <헬싱키선언>과 <벨몬트보고서>, 그리고 특히 <건강 관련 인간대상연구에 대한 국제윤리가이드라인(일명 ‘CIOMS 가이드라인’)>상 관련 내용의 분석을 통해 취약한 연구대상자에 대한 법적 정의가 어떻게 교정되어야 하고 취약성에 대한 기존의 접근방법이 어떠한 방향으로 변화되어야 하는지에 대해 논의해보았다. 이를 통해, 취약한 연구대상자에 대한 법적 정의는 인간대상연구라는 상위개념의 연구에 있어 취약한 연구대상자를 파악하는 데에 적절하도록 제시되어야 할 것이고, 취약성이 무엇이며 왜 취약한 연구대상자에게 주의를 기울여야 하는지 이해할 수 있도록 교정되어야 함을 주장하였다. 그리고 취약성과 취약한 연구대상자는 취약성의 다양한 유형을 고려하여 판단되어야 할 뿐만 아니라 연구와 연구대상자를 둘러싼 전체 맥락을 종합적으로 고려하여 판단되어야 하고, 이러한 판단에 있어 취약한 연구대상자를 배제시켜야 할 사유만이 아닌 참여시켜야 할 이유도 고려할 필요가 있음을 주장하였다.

인조대 공신회맹제(功臣會盟祭)의 시행과 참여자 논상(論賞) ―공신 자손 우대책을 중심으로―

고민정 ( Ko¸ Min-jung ) 고려대학교 민족문화연구원 2021 民族文化硏究 Vol.92 No.-

본 연구는 국가가 공신 자손을 대상으로 시행한 우대 정책의 실상을 고찰하기 위해서 인조대를 중심으로 전후의 공신회맹제가 시행되는 과정, 회맹제의 참여 인원, 회맹제 이후의 참여자 상격에 대하여 살펴보았다. 조선시대의 회맹제는 국초부터 시행되었으나 성종대부터 신공신이 녹훈될 때 신·구공신이 모두 참여하는 방식으로 진행되었다. 인조대에는 정사·진무공신, 소무·영사공신, 영국공신의 회맹제가 시행되었다. 참여 인원은 대략 300여 명인데, 공신 본인을 비롯한 아들·손자가 참여하고 있음을 확인할 수 있다. 이처럼 회맹제에 공신의 적장자와 친자가 참여하기 시작한 것은 사공신 회맹제 때부터이고 적장손이 참여하기 시작한 것은 팔공신 회맹제 때부터인데, 구공신들이 사망하게 되면서 자손들의 참여가 이루어진 것으로 추정된다. 회맹제 후에는 국왕의 특별한 명령으로 참여자들에게 물품 및 가자를 행하는 관례가 존재하였다. 인조도 이와 같은 전례에 따라 공신의 적장 자손 중에서 관직이 없는 자와 자궁·준직자에게는 가자를 내렸고, 70세 이상이면서 실직 4품 이상을 역임하거나 80세 이상인 자에게는 노직을 주었으며, 이에 해당하지 않는 자들에게는 물품을 하사하였다. 다만 두 번째 회맹제에서는 상격이 중복된다는 대간의 비판에 따라 일부 조정되기도 하였다. 이처럼 공신의 자손들은 일찍부터 회맹제에 참여할 권한을 획득하였고 특히 적장자손들은 더욱 특별한 우대를 받았음을 알 수 있다. 이는 공신 자손을 우대하기 위해 설치된 공식적 제도 외에, 비정기적으로 행해진 국가 전례에서도 공신의 자손들을 꾸준히 우대하고 있었음을 확인할 수 있는 대목이다. This thesis was written to study an affirmative action for descendants of meritorious subjects in the Joseon Dynasty. Meritorious subjects are the class that received special treatment from the country in recognition of their achievement for it. By the way, the country's affirmative action for meritorious subjects included their descendants because the pre-modern era had characteristics of the caste system. Therefore, the study tries to check the affirmative action for descendants of national meritorious subjects concretely by examining benefits given to eldest legitimate sons and grandsons of meritorious subjects' regular wives after conducting their pledge rituals. There were 5 investitures of meritorious subjects in the reign of Injo of Joseon and accordingly, meritorious subjects' pledge rituals were held three times. First, 17 meritorious subjects' pledge ritual was held in 1625 as meritorious subjects of state affairs and Jinmu were invested. Second, 19 meritorious subjects' pledge ritual was held in 1625 as meritorious subjects of Somu and Yeongguk were invested. Third, 20 meritorious subjects' pledge ritual was held in 1646 as meritorious subjects of Yeongguk were invested. Meritorious subjects and their sons could participate in these pledge rituals. And after the death of the meritorious subjects, their eldest sons of the legitimate wives or the eldest legitimate sons and grandsons of their regular wives acquired qualification of participating in them. And the people who participate in meritorious subjects' pledge rituals could get particular items or have benefits of Gaja just because of doing it. Injo of Joseon was held in check by surveillance and censorial officials because he preferred Gaja to giving items, but generally, he raised Jageup for the people who had no official rank, were Junjik as Jagung, or were more than 70 years old in the name of Nojik. Like this, descendants of meritorious subjects are thought to be able to be privileged for generations due to their ancestors' virtue and conduct because they belonged to the structure to continue to get Pumgye as meritorious subjects' pledge rituals were repeated.

학부모․학생의 한문 과목에 대한 요구 읽기 –단일 일반계 고등학교 대상 한문 교과 목표, 성격,내용 요소에 관한 설문 결과를 바탕으로-

김은경 한국한문교육학회 2020 한문교육논집 Vol.54 No.-

This study was conducted as one of the detailed areas of the presentation of the 2019 Classic Chinese Education Society Winter Conference [Changes in the Education Environment and Redesign of Classic Chinese Education] to 'to confirm the needs of Classic Chinese Education for students and parents'. The basis for the discussion was the results of a questionnaire survey conducted for students and parents of general A high schools in Gyeonggi-do. In consideration of the subject's non-professionality, 10 students who did not complete the Classic Chinese subjects (excluding the subjects of the survey) and the contents of the Classic Chinese subjects and curriculum were reviewed in advance, and reorganized questions were produced according to the results. The questionnaire was targeted at 100 students and 80 parents of the parent association, of which 72 students (72% of the subjects) and 68 parents (85% of the subjects) were finalized. Submit a response. The contents of the questionnaire were three goals, Character, and content elements. Parents and students opinions about the 'Goal' of the Classic Chinese subjects were in agreement. For both subjects, the first goal was ‘to know the vocabulary and use it for language life.’ 71.1% of parents and 73.6% of students responded that 'because it is helpful for language life' in the 'personality' category, in which the necessity of Classic Chinese education was written freely. The content elements that both parents and students shared more than 70% of the needs were 'three elements of Classic Chinese characters', 'the meaning and theme of sentences', 'vocabulary and language life' and 'use of vocabulary'. The needs of parents and students obtained through the results of the survey are clearly toward 'practicality'. Through this result, I think it is possible to look back at least if the goals and contents of the Classic Chinese subjects and curriculum are too “complex”. Planting 'positive perspectives and possibilities for Classic Chinese subjects', starting with Classic Chinese subjects, and exploring Classic Chinese subjects in order to broaden the perception of Classic Chinese in life, is what Classic Chinese education can do now. think. This will require efforts and challenges to lower the barriers to entry into the Classic Chinese subjects curriculum and to reflect the needs of selected actors. 이 연구는 2019 한문교육학회 동계대회 발표 주제 [교육 환경의 변화와 한문과 교육의 재설계]의 세부 영역 중 하나로 ‘학생 및 학부모의 한문 교육에 대한 요구를 확인하기 위해’ 진행되었다. 논의의 바탕이 된 것은 경기도 소재 일반계 A 고등학교 학생과 학부모를 대상으로 실시된 설문의 결과이다. 대상자의 비전문성을 고려하여 사전(事前)에 한문 미이수 학생 10명(설문 대상 제외)과 한문과 교육과정의 내용을 검토하였고, 그 결과에 따라 재구성된 문항을 제작하였다. 선심성 답변을 배제하고 핵심적 요구를 파악하기 위해 익명성이 보장되는 모바일 설문 조사로 진행하되, 자발적 참여를 원칙으로 하였다. 설문의 대상은 1년 총 4단위(학기당 2단위) 한문을 이수한 학생 100명과 학부모회 소속 학부모 80명이었는데, 그 중 학생 72명(대상자의 72%)과 학부모 68명(대상자의 85%)이 최종 응답을 제출하였다. 설문의 내용은 한문 교과의 목표, 성격, 내용 요소 세 가지였다. 첫째, 목표에 대한 의견은, 일곱 가지로 재구성된 목표를 제시하고 대상자가 중요하다고 생각하는 세 가지를 고르는 방식으로 진행하였다. 둘째, 성격에 대한 의견은, 한문 교육의 필요성에 대해 대상자가 자유기술식 답변을 쓰도록 진행하였다. 셋째, 한문 교과의 내용 요소에 대한 의견은, 16가지로 재구성된 내용 요소에 대해 5단계 척도로 필요성의 정도를 선택하도록 진행하였다. 한문 교과 ‘목표’에 대한 학부모와 학생의 의견은 일치했다. 두 대상 모두 첫 번째 목표를 ‘한자 어휘를 알아 언어생활에 활용하게 한다.’로, 두 번째 목표를 ‘한자의 음과 뜻 알기’로 선정하였다. 한문 교육의 필요성을 자유기술식으로 쓰도록 진행한 ‘성격’ 항목은 학부모의 71.1%, 학생의 73.6%가 ‘언어생활에 도움이 되기 때문’이라고 응답했다. 학부모와 학생 모두 70% 이상 필요성에 공감한 내용 요소는 ‘한자의 3요소’ ‘문장의 의미와 주제’ ‘어휘와 언어생활’ ‘성어의 활용’ 네 가지였다. 설문의 결과를 통해 얻은 학부모와 학생의 요구는 선명하게 ‘실용성’을 향해 있다. 물론 교과의 목표와 내용이 ‘실용성’에만 묶여 있어서는 안 된다. 하지만 이 결과를 통해 적어도 한문과 교육과정의 목표와 내용이 지나치게 ‘복합적’인 것은 아닌지 되돌아볼 수 있다고 생각한다. 주당 2시간의 수업 시간을 통해 완결된 한문의 지식과 이해를 모두 심어줄 수는 없다. ‘한문에 대한 긍정적인 관점과 가능성’을 심어주는 일, 한문 수업을 시작으로, 평생 생활 속에서 한문에 대한 식견을 넓혀갈 수 있도록 물꼬를 터주는 일이 지금 우리 한문 교육이 할 수 있는 일이라고 생각한다. 그러기 위해서는 한문 교과에 대한 진입 장벽을 낮추고 선택 주체들의 요구를 반영하려는 노력과 도전이 필요할 것이다.

조선 후기 功臣 錄勳의 정치적 배경

이근호 ( Lee Geun-ho ) 조선시대사학회 2021 朝鮮時代史學報 Vol.99 No.0

This study reviewed the political background of 12 meritorious subjects honored in the late Choson Dynasty. Most of them are believed to have produced the result of the political situation at the time being meritorious subject honored. In the reign of Kwanghaegun In the unusual four cases of meritorious subject honored seemed to have a strong intention to enhance the political influence of Daebuk, especially Yi I-chem, who led it with a political reversal. In the design of Kwanghaegun, four meritorious subjects were eventually deprived with the success of Injobanjeong. Instead, King Injo honored Jeongsa meritorious subjects after the success of banjeong. However, there was controversy among banjeong meritorious subjects surrounding honored subjects. Complaints in the process of Jeongsa meritorious subjects honored led to Yi Gwal's rebellion, and after suppression, Jinmu Meritorious Subjects honored. During the Jinmu meritorious subjects honored, honored against the accuser was also conducted according to the king's strong will, which was intended to broaden the door to spying and secret accusations. At the time of the Jeongmyo War, dissatisfaction with Juhuwa led to the rebellion of Lee Ingeo and Yoo Hyorip, and to prevent this consciousness, Somu meritorious subjects and Youngsa meritorious subjects were honored. After the Manchu Invasion of Korea in 1636, Choi Mingil led the political situation, and as complaints about his foreign policy were raised, forces close to the Qing Dynasty took control of the political situation again. And it was necessary to change the political situation, and in the process, Sim Giwon oksa occurred and after the oksa was organized, Yeonguk meritorious subjects was honored. In the background of the political situation, meritorious subjects honored is no exception to In the reign of Sukjong's Bossa meritorious subjects, In the reign of Gyeongjong's Busa meritorious subjects, and In the reign of Yongjo's Bunmoo meritorious subjects. Meanwhile, in the late Choson Dynasty, meritorious subject honored was not implemented for a while after King Injo's reign, and then proceeded again in Sukjong's reign. However, it is not that there was no opportunity. In fact, in relation to Kim Ja-jeom oksa during the year of King Hyojong, meritorious subject honored was promoted, but it was not achieved in the end. While the king led the meritorious subject honored, the forces that led the political situation did not agree. It was also opposed by justification, and it was also due to the dynamics of the political situation at the time. Through this, it can be estimated that the king's unilateral will is also important for the meritorious subject honored, but an agreement with the political-led forces at the time was necessary. In the above, the political background of the meritorious subject honored promoted in the late Choson Dynasty was examined. Due to the long-term and comprehensive review, sufficient review has not been conducted on the detailed process or political controversy of individual meritorious subject honored. This needs to be supplemented later.

한국과 일본의‘교과(과목)’규정에 대한 법과 국가교육과정의 비교를 통한 학교의‘과목’개설 규정의 문제와 과제

박창언 한국비교교육학회 2023 比較敎育硏究 Vol.33 No.4

[연구목적] 이 연구는 한국과 일본의 교과(과목)에 대한 법과 국가교육과정의 규정을 비교를 통해 우리의 교과(과목) 규정에 대한 문제와 과제를 제시하는데 목적을 두고 있다. [연구방법] 이 연구에서는 문헌 분석, 교과(목) 관련 사항의 비교, 법 해석의 방법을 사용하였다. [연구결과] 이 연구의 결과 한국과 일본의 법체계와 국가교육과정에서 과목을 개설할 수 있는 점은 유사하였다. 일본은 고등학교에서 그에 대한 권한을 부여하는 한계가 있었지만, 과목뿐만 아니라 교과를 개설할 수 있는 권한도 부여된 차이가 있었다. 또한 일본은 교과 개설에서는 학교급의 교육목표에 근거하고, 과목은 교과 목표에 근거해 과목의 명칭, 목표, 내용, 단위 수 등을 정하도록 제시하고 있다. 그러나 우리나라의 경우는 국가교육과정에서 이러한 근거없이 과목 개설 권한만 부여하고, 교과, 교과목, 과목 등의 용어를 혼용하고 있어 이에 대한 논의와 과제 모색이 요청되었다. 그러한 과제 모색은 교과와 과목에 대한 개념 구분, 과목 개설권의 법체계 위반 여부, 국가교육과정의 교과 시간배당에 과목의 시간배당 가능성 검토, 과목 개설에 따른 성취 기준의 추가적 부여 가능성 여부 검토 등에 대한 논의를 통해 이루어졌다. [결론] 논의 결과 교과, 교과목, 과목의 용어 사용을 하는데 있어서, 교과는 이에 대한 근거로 학교급별 교육목표, 과목은 상위 개념으로 교과의 목표에 근거해 과목명과 목표, 내용 및 시수 등을 마련할 필요가 있었다. 그렇지 않으면 이에 대한 별도의 지침을 마련하여 교육 현장에서 과목 개설에 대한 방향을 제시하여야 할 것이다. 그것은 교육과정의 범위와 계열성 등을 확립하는 것과 밀접한 관계가 있기 때문이다. [Purpose] The purpose of this study is to present problems and tasks for our subject regulations by comparing the laws and regulations of the national curriculum for Korean and Japanese subjects. [Methods] In this study, literature analysis, comparison of subject- related matters, and legal interpretation methods were used. [Results] As a result of this study, the legal systems of Korea and Japan and the fact that subjects could be opened in the national curriculum were similar. Japan had limitations in granting authority to high schools, but there were differences in granting authority to open subjects as well as subjects. In addition, Japan suggests that the name, goal, content, and number of units of the subject should be determined based on the school-level educational goals in the opening of the subject, and the subject should be determined based on the subject goals. However, in the case of Korea, the national curriculum only grants the right to open subjects without such a basis, and terms such as subjects, subject matters are mixed, so discussions and tasks were requested. Such tasks were sought through discussions on the classification of concepts of subjects and subject matters, violation of the legal system of the right to open subjects, the possibility of time allocation of subjects to the time dividend of the national curriculum, and the possibility of additional achievement standards. [Conclusion] As a result of the discussion, in using terms of subjects, subject matters, it was necessary to prepare subject names, goals, contents, and hours based on educational goals by elementary and secondary school. In addition, it was necessary to prepare the subject name, goal, content, and number of hours based on the goal of the subjects used as a higher concept. Otherwise, separate guidelines should be prepared to present directions for the opening of subject matters in the educational field. This is because it is closely related to establishing the scope and sequence of the curriculum.

고등학교 지리과 교육과정 편제의 변천과 과목 구성 방향 탐색

강창숙 한국지리환경교육학회 2022 한국지리환경교육학회지 Vol.30 No.1

This study was conducted to reflect on the trends of changes of classification of subjects in the high school geography curriculum and explore a direction for organizing geography subjects. The main results of this study are as follows. First, geography was organized into two types of subjects—compulsory and elective subjects—during the period from the syllabus period to the 5th curriculum. Beginning in the 7th curriculum, geography is an elective subject, while subjects of special course are replaced by elective subjects in general high schools. Second, subjects of social studies were expediently organized for each curriculum period regardless of the nature of subjects in different areas or the characteristics of their content system. In the three areas of social studies, there were changes in the organization of subjects and the subject names in each period. In contrast, the organization of geography into two subjects—Korean Geography and World Geography—has been fixed. Finally, from the perspective of powerful disciplinary knowledge theory, the case of China’s geography curriculum, which constitutes various subjects based on the research field of geography, was examined. And based on this, a direction and a plan (draft) for organizing geography subjects encompassing general and special course subjects were presented. 본연구는고등학교교육과정에서지리과과목편제의변천양상을반성적으로고찰하고, 과목구성방향을탐색하였다. 주요연구결과는다음과같다. 먼저, 교수요목기부터5차교육과정까지지리는필수와선택과목으로편제되었다. 7차시기부터선택과목으로이수되었으며, 최근에는전문계과목이일반계고등학교선택과목으로이수되고있다. 둘째, 사회과의교과편제는영역별과목의성격이나내용체계특성과관계없이교육과정시기별로편의적으로이루어졌다. 사회과3개영역에서는시기별로과목과과목명구성을달리하는변화가이루어졌지만, 지리는한국지리와세계지리로계속되었다. 마지막으로, 강력한학문적지식론의관점에서, 지리학연구분야를바탕으로다양한과목을구성하고있는중국의사례를살펴보았고, 이를바탕으로일반계보통교과와 전문계 전문교과를 포괄하는 지리 과목 구성 방향과 구성(안)을 제시하였다.

Korean Regulations of Clinical Trials and Research with Human Subjects

Park, Soo Hun 이화여자대학교 생명의료법연구소 2012 BIOMEDICAL LAW & ETHICS Vol.6 No.1

Clinical trials and research with human subjects are conducted throughout the world including both the developed and the developing countries. Clinical trials and research with human subjects have the common concerns on how to protect the rights, safety, and welfare of the human subjects properly and adequately. In this article, I examined government regulations of Korea that formulate the basic frame and minimal requirement for the researchers to comply with when they conduct clinical trials and research with human subjects. Especially, I explored Constitutional Law, the Bioethics and Safety Act, the Pharmaceutical Affairs Act, the Medical Device Act, and Korea Good Clinical Practice. As a result, I found some defaults in our laws and regulations in protecting human subjects. In case of Constitutional law, there is no principle of beneficence necessary for researchers to protect human subjects by analyzing the risk and benefit of making them participate in clinical trials and research unlike the global standards. In case of BEASA, it has limited jurisdiction in research with human subjects in the specific life science areas such as human embryonic research, genetic testing, and gene therapy. In addition, BEASA is not applied to human behavioral research and does not have a definition on research. As to PAA, it has a “swiss cheese” syndrome in three ways: no provision on vulnerable populations, no provisions on Informed Consent and IRBs, and no provision on the research participants’ protected health information. Finally, KGCP also needs to insert some provisions such as much more specified kinds of vulnerable populations, types of conflict of interest, and the use of placebo, to protect human subjects in accordance with the global standards.