동적/비정형 환경의 로봇 이동지능 기술 동향

조현규,유원필,임을균,송수환,H.K., Cho,W.P., Yu,E.G., Lim,S.H., Song 한국전자통신연구원 2022 전자통신동향분석 Vol.37 No.6

Mobile robot intelligence refers to planning the path of robots to move indoors and outdoors and establishing a physical action plan that can be driven safely and smoothly according to the surrounding environments' structures. This report introduces technical issues in mobile robot intelligence. Furthermore, we describe the latest mobile intelligence technology of four-legged walking, logistics, and agricultural robots. Finally, we discuss mobile robot intelligence research prospects and its potential for solving real-world problems.

‘격물치지(格物致知)’의 교육적 의미 분석

조현규(Cho, hyun-kyu) 한국교육사상연구회 2004 敎育思想硏究 Vol.14 No.-

본 연구에서는 ‘격물치지’의 교육적 의미를 분석해보고자 하였다. 얻어진 결론은 대체로 다음과 같다. 주희에 있어서의 격물은 객관적 기준을 탐구하는 행위라 할 수 있고, 치지는 격물을 근거로 하여 앎에 이르는 행위라 할 수 있다. 그렇다면 격물과 치지는 학습의 객관적 측면과 주관적 측면을 나타내는 것으로 이해될 수도 있다. 교육과정에서 격물과 치지는 분리될 수 없는 두 측면을 이루는 것이라면, 교육의 성공은 이 두 측면이 조화롭게 이루어진 상태를 말한다. 반면에 교육의 실패는 격물은 있으나 치지가 없다든지, 치지는 있으나 격물이 없는 경우를 들 수 있는데, 이 두 가지는 모두 격물과 치지가 분리된 상태를 말한다. 격물과 치지가 분리된 두 가지 경우 중, 전자는 왕수인이 주희에게서 발견한 경우로서 글공부는 하지만 깨달음에 이르지 못하는 경우를 뜻하고, 후자는 왕수인에게서 발견되는 것으로서 깨달음을 강조하지만 깨달음의 경로를 간과하는 경우와 같다. The perpose of this study is to interpret the educational implication of 'investigation of things and extension of knowledge(格物致知, ITEK)' in Chu Hsi(朱熹) and Wang Shou-Ren(王守仁). Their interpretations are based on their presuppositions about human nature, and their views of education are regarded as the implications of the concept of ITEK. It is the thesis paper that the two interpretations of the concept of ITEK by Chu and Wang bring forth the two different aspects of education. The different interpretations of ITEK by Chu and Wang are based upon the views of the relation between standard(理) and mind(心) to which ITEK can correspond respectively. Chu and Wang agree that human nature is to be considered as standards, But with regard to the status of the human nature, Chu and Wang show a sharp contrast;Chu maintains the standards transcendant to the mind, whereas Wang emphasizes the standards immanent in the mind. Chu maintains that the individual mind must be subjected to the standards, whereas Wang defines the standards in terms of the individual's mind.

왕양명 생명사상의 생명윤리교육에의 적용

조현규(Cho Hyun-Kyu) 한국교육철학회 2004 교육철학 Vol.26 No.-

This study is based on the Wang Yang-ming's life ideas about dignity toward human. Specifically, three parts divide this study - One, volunteer program of 'teaching-learning' which can be attained by relationship with family, school, and society. Two, teaching-learning using portfolio. Three, teaching-learning which is on the basis of role playing-in order to make students develop their innate ethical self-consciousness, and to normalize ethical education. Many obstacles such as general accepted idea in the society and harsh. Reality prevent teaching-learning method to be developed. But there are ways to make the teaching-Ieanning method to be effective in the present school environment More structured and in dept learning by direct experience methods are possible solutions. Close relationship with family and community is also needed. This cooperation will give students the opportunity to practice what they have learned in school.

인(仁)과 배려(care)윤리의 현대 도덕교육에의 시사

조현규 ( Hyun Kyu Cho ) 한국교육철학회 2007 교육철학 Vol.31 No.-

장자(莊子)에 있어“자연적 교육관”

조현규 ( Hyun Kyu Cho ) 한국교육철학회 2007 교육철학 Vol.33 No.-

This thesis is aimed at researching Chuang Tzu`s educational objects, content, and method based on his thought on natural education. The educational value of Chuang Tzu`s thought is based on breaking the contradiction of an ideal sense of value and researching on absolute, infinite, equitable, and permanent values. His educational object based on this educational value is to educate free men Who rehabilitate a human nature. Whereas every artificial Tao(道) is relative and temporary, the only natural Tao(道) is absolute, infinite, and everlasting value. This stage is that of nature. A natural life is the realization of freedom. When a human breaks away from his artificial culture, sense of value, and discriminated cognition, he can reach the stage of pureness nature. He emphasized that human couldn`t recognize a true truth or value by the method of reasonable recognition of discriminated and analytical recognition. He also emphasized that human couldn`t recognize an absolute truth of infinite value by it. Therefore learning by doing it self is a right content of education for people in order to recognize a true truth or value directly. The principle of nature is the object and method of education. The feature of Chuang Tzu``s education is that he is the beginning and at the same time the end. If Tao(道) exits, generates, and changes by its own principle, a natural human is a distinctive human. If to turn a human into a distinctive man is the object of education, its way is (should be) to respect each human`s individuality and to come true his own human nature resulting from his independent individuality spontaneously and freely.

노자 무위(無爲)에 대한 도덕실천론적 담론

조현규 ( Hyun Kyu Cho ) 한국교육철학회 2006 교육철학 Vol.29 No.-

王陽明의 생명사상과 그 윤리교육적 의미

조현규(Cho Hyun-Kyu) 한국교육철학회 2004 교육철학 Vol.25 No.-

The purpose of this study is overcome the crisis of life, to aim at fruitfulness of ethical education, to normalize moral education and to maintain soundness of life between environment and normalization of universe life His philosophy suggests that all living things underline the earth is one, all humans have Liang-chih(良知), and every human feel other's pain through the internal norm His education concept is neither compulsive nor passive. Conversely, It requires students to actualize their personality actively and autonomously He regarded education as cultivation of ethical mind, winch means ethics is the esteem living thing. This study is based on the Wang Yang-ming's life ideas about dignity toward human Specifically, three parts divide this study - One, volunteer program of 'teaching-learning' winch can be attained by relationship with family, school, and society Two, teaching-learning using portfolio Three, teaching-learning which is on the basis of role playing-In order to make students develop their lunate ethical self-consciousness, and to normalize etlucal education Many obstacles such as general accepted idea in the society and harsh reality prevent teaching-learning method to be developed But there are ways to make the teaching-learning method to be effective in the present school enviromnent More structured and In dept learning by direct experience methods are possible solutions. Close relationship with family and community is also needed This cooperation will give students the opportunity to practice what they have learned In school

친환경 자동차 구동용 유도전동기 기술개발 동향

조현규(Hyunkyu Cho) 한국자동차공학회 2013 오토저널 Vol.35 No.10

주자의 도덕적 자율성과 그 교육적 의미

조현규 ( Hyun Kyu Cho ) 한국교육철학회 2003 교육철학 Vol.23 No.-

『소학』의 도덕교육서로서의 문제점과 한계

조현규 ( Hyun Kyu Cho ) 한국교육철학회 2005 교육철학 Vol.28 No.-