• 한국수학교육학회지시리즈A:수학교육
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• 제60권3호
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• pp.387-407
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• 2021

본 연구는 진보주의 교육과 구성주의 교육이 학습자의 주관적 지식을 강조한다는 측면에서 공통점이 있으며, 이 두 교육 사조로부터 도출된 교육 원리가 수학교육 연구와 현장에 채택되어 적용될 때 유사한 문제점 또는 부작용이 발생한다는 문제의식을 전제로 수행되었다. 주관적 지식을 강조하는 진보주의와 구성주의는 이를 교육 현장에 적용함에 있어 주관적 지식 강조의 의미, 그 목적 및 적용 방향을 분명히 할 필요가 있었다. 이 문제에 대해 먼저 과거 진보주의의 교육적 적용 방식에 대해 Dewey의 이론을 바탕으로 반성해보고, 이를 거울삼아 동일한 문제에 대한 현재 구성주의의 교육적 적용에 대해 비판적 성찰을 시도하였다. 이를 통해 구성주의에 대한 발전적 이해와 수학 교실에서 보편적 이론으로 자리매김할 수 있는 논의의 단초를 제공하고자 하였다.

• International Journal of Computer Science & Network Security
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• 제22권8호
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• pp.285-291
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• 2022

The current paper discusses the two most widespread and contradictory educational philosophies of classic German Idealism and modern American pragmatism. Their perspectives of what is truth and what is the best way to distinguish the reasoning idealists from the experienced pragmatists. The implementations of Idealism and pragmatism have affected the education process for several ages and reflect various social changes. The role of schools, educators, environment, teachers, and learners are not the same in both philosophies. However, on reviewing the chronological transmission from Plato's Idealism to Dewey's pragmatism, the resemblances and differences are elaborated here with examples. Furthermore, how these philosophies helped founding advocators for perennialism, essentialism, progressivism, and reconstructionism.

• 대한화학회지
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• 제58권1호
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• pp.118-125
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• 2014

이 연구의 목적은 Nature-Study의 형성 과정을 역사적으로 고찰함으로써 오늘날 이루어지고 있는 과학교육의 방향과 의미를 재고하여 시사점을 찾는 것이다. Nature-Study의 사상은 실물 교육을 강조한 캄파넬라, 라트케, 코메니우스, 페스탈로치 등의 사상에 기초하고 쉘던의 사물학습, 아가시의 자연사, 파커의 진보주의에 의해 형성되었다. Nature-Study는 방법적 측면에서는 사물학습의 '실물 주제 중심의 학습', 내용적 측면에서는 자연사의 '자연에 대한 학습', 철학적 측면에서는 진보주의의 '학습자 중심의 학습'에 영향을 받아 발전해 나갔다. 아가시의 제자로 쉘던의 오스위고 사범학교와 파커의 쿡 카운티 사범학교에서 근무한 스트레이트는 이 세 영역을 종합화하여 Nature-Study 형성의 기틀을 마련하였다. 이어 쿡 카운티 사범학교의 잭만은 Nature-Study를 교과로서 확립시켰으며 코넬 대학의 베일리와 콤스톡은 미국 Nature-Study 협회를 구성하여 대중화에 공헌하였다. 그러나 교육자들이 점차 통합적인 Nature-Study를 거부하고 직접 경험보다 교과서를 중요하게 여기면서 1920년대 이후 Nature-Study가 쇠퇴하게 되었다. 과학교육에서 Nature-Study 정신은 통합과 실제적 학습을 강조하는 오늘날 과학교육에 있어 자연을 주제로 한 통합교육, 자기주도적 학습, 자연과의 교감, 학습자의 인격 형성에 큰 역할을 할 것으로 판단된다.

• 한국철학논집
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• 제54호
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• pp.43-75
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• 2017

이 글은 조선시대 지성인들이 고(古)와 금(今)에 대해 어떻게 이해하였으며, 그 결과 역사가 어떻게 바뀌었는지를 고찰하였다. 학파 간의 차이를 중심으로 거시적 차원에서 조망을 한 것이다. '고'와 '금'에 대한 이해는 조선시대 전 시기에 걸쳐 학술과 예술, 나아가 정치 등에 직, 간접적으로 영향을 끼쳤다. 학자에 따라, 학파에 따라 고 금에 대한 인식을 달리하면서 전통과 창조, 보수와 진보, 이상과 현실의 문제가 심도 있게 논의되었다. 또 그런 논의가 역사적으로 정치와 사회를 바꾸는 데 크게 기여하였다. 조선시대는 전반적으로 '고'를 중시하는 문화 전통이 뿌리를 내렸다. 그러는 가운데 시대의 흐름에 따라 '금(今)'이나 '신(新)'에 대한 이해가 요구되었다. 현실이 혼란하거나 타락하였다고 판단될 때에는 근본으로 되돌아 가자는 복고(復古)를 기치로 내걸기도 하였다. 고와 금에 대한 인식이 사회를 바꾸는 원동력이 되었다. 다만 '고'를 버려둔 채 '금'을 말하거나 '신' 을 외치는 경우는 없었다. '고'를 비판한 경우도 고에 얽매인 것을 비판한 것이지 '고' 자체를 겨냥한 것은 아니었다. '금'은 사실상 '고'의 종속 변수였다. '고'를 보수, '금'을 진보라고 보는 것은 이분법적인 인식이다.

• 복식
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• 제50권
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• pp.51-68
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• 2000

This study is intended to examine the common features of costume images in science-fiction (SF) movies that deal with current socio-cultural situations by examining their themes and tones about the future it can be generally concluded that costume images of SF movies are divided into two patterns : one inheriting traditional styles constructed on linear progress and the other based on dismantiling the tradition. this analysis is made through the research of actual cinematic contexts on the common features of multiple styles shaping the two patterns of costume images. The results can be summarized as the following: The former is related with the future built up on the basis of belief in reasonal progress rooted in the Enlightenment reasonable plan for ideal social order and strong faith in uniformity. So It shows functional uniformity disregarding wasteful competitiveness in consumption and luxuriousness and clothing that has the aesthetic value of purity without emphasizing human body or sensuality are presented. On the other hand SF movies which show the uncertain costume image as the meaning of dismantling of tradition take up a rather critical view of assumption that society can move toward utopian future as it searches future images in the notion of hetero-topia by emphasizing pluralism consequently as for clothing diversity and uncertainty in post-modern style are presented destroying modernistic dichotomy and the assumption of Utopian clothing made in the notion of modern progressivism.

• 교육철학
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• 제52호
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• pp.81-108
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• 2014

The purpose of this study was to investigate critically the existing educational contents and methods on knowledge uncombined with our lives and to explore directions for the integration of educational contents and methods on practical knowledge. For this, firstly, this study selected and analyzed Traditionalism and Progressivism as exclusively opposite approach to education, in particular, the aspect of contents and methods. Next, it explored to define Dewey's activity-based inquiry process. Finally, it showed that the educational contents and methods could not be separated in Dewey's activity-based inquiry process. As a result, educational contents and methods in educational practice were experiences as things integrated. Therefore, knowledge for education has been emphasized as meaningful results that learners have experienced. Once the learners recognize the value and meaning of knowledge, they will be able to internalize the genuine knowledge, moreover they will be self-directed learners. In other words, if learners could discovered their own meaning and value of knowledge in the inquiry process, they have sustainable needs, trying to be involved in the new process based on the knowledge they earned.

• 대순사상논총
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• 제19권
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• pp.193-211
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• 2005

Korean religionist have actively participated in the movements of national security and peace, human rights and dignity, freedom and equal rights, and other social issues. Recently, either progressive or conservative religionists have strongly shown their different approaches in solving social issues, i.e., national security and peace in connection of 'national security law.' A few religious leaders' public views have been misused by some politicians. It is important for both the religionists and journalists in religious newspapers how to bring a harmonious resolution among the people who are either in conservatism or in progressivism. Social participation of religionists is both to respond to the timely situation of civil society and to realize freedom, equality, and peace to the society. Although the principle of the separation of religion and state was established to secure both the right of politics and the freedom of beliefs, political groups have either utilized or suppressed religions. Some politicians have also wrongly applied separation of religion and state by excluding religious aspects in public schools. Religionists and journalists of the religious newspapers should not provide one-sided prejudice but to provide objective information and its righteous analysis to guide people in the right direction to solve social problems. Also, religious newspapers should open a field of discussion how to resolve some issues between the 'national security law' and freedom.

• 한국의류학회지
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• 제19권3호
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• pp.397-415
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• 1995

The purpose of this study was to identify the change and characteristics of 20th men's fashion. The result of the Study as follows; 1 In the period 1890's-World War I there was a display of opulence and extravagance Therefore men's fashion pursued with elegance and grace. The rise of sports and an erosion of rules of Victorian society were evident influences before 1914. So men's silhouette resembled athletic appearance and less formality was shown in masculine attire. 2. During the period World War I-1920's the new equality of social relations between the sexes had an influence in fashion. Unisex look evolved so boyish shaped became the feminine ideal, men wanted to boyish fitted leaner stylings and natural shoulder suits. In the twenties youth, who seemed to have a social dominance, asserted their own testes in fashion. New style of men's fashion such as oxford bags and Ivy League Look appeared. After World War I "comfort" is the aim of fashion so casualness was reflected in fashion: vests often were discarded and man wore a soft, detachable collars. 3. In the thirties depression marked a shift in mood from gaiety and progressivism of the twenties to the conservative, even reactionary values. The role of men and women returned to more traditional attitudes, Every men's general appearance was bold and manly: his chest was broad and well-built, his shoulders square and muscular. The effects of World War ll were not on style but on textiles and clothing construction: lighter weight fabrics appeared and construction was simplified 4. Men's dress changed only in detail and not in essence. But there was a continued increase in the variety of clothes and color in men's fashion.

• 한국콘텐츠학회논문지
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• 제11권3호
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• pp.147-156
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• 2011

영화 속에 내재된 이중적 의미는 문학에서 말하는 중의법(重義法)과 같은 맥락으로 해석된다. 중의법이란 어느 한 단어나 문장이 두 가지 이상의 의미로 해석될 때를 말한다. 영화에서도 한 인물의 행동이나 소도구 혹은 의상이 의미하는 바가 두 가지 이상의 의미를 가지고 관객과 대면한다. 프랑스의 유명 감독 프랑수아 오종은 "감독은 언제나 자기가 만든 최신작에 역행하는 영화를 만들어야 한다."고 했다. 이 말의 의미는 영화는 개혁을 추구하지 않으면 안 된다는 감독의 철학이다. 영화가 금기를 깨야한다는 것은 사실 영화정신의 밑바탕이기도 하다. 영화는 항상 금기에 도전했고 진보를 선도했다. 서양 영화의 금기는 우리나라의 도덕과 윤리수준과는 좀 더 치열한 부분이 존재한다. 그들의 금기는 기독교의 신성과 정통성을 부정하는 일이다. 특히 예수 그리스도의 신성을 부정하는 영화가 많은 사람들에게 회자되면서 갑론을박을 끌어내기에 충분했다. 본 연구에서 톰 튀크베어 감독의 영화 "향수"를 텍스트로 선택하여 이 영화 속의 고도의 치밀하고 전략적인 이중적 내용을 파헤쳐 관객을 교묘히 기만한 서양의 금기를 분석하고자 한다.

• 건축역사연구
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• 제13권4호
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• pp.55-74
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• 2004

This study researched the art-educational thoughts as a modern idea influenced with the social and philosophical transitions in the 19th century. Moreover, this study focused on Frank Lloyd Wright's educational thoughts, because those educational revolutions had appeared as one of the results that Western society's character was rapidly changed by those revolutions, so called, Industrial Revolution, American and French Revolution, and Cultural Revolution of Romanticism, from late 18th century, and eventually because that revolutionary educational ideas had closely and basically many relations with Wright's thought. As a result, even though Wright's education such an apprenticeship was a traditional shape, which was not the old-fashioned educational method discipling to the skillful man, but against the existing education through the self-learning from experiences in nature. That is similar to transcendentalists such as Emerson who searched for having an inspiration in Nature. Namely, Wright himself had struggled against the existing dualistic educational concepts through Wright's monistic thoughts on art-education including architecture based on not naturalism but the philosophy of nature by romantic idealistic philosophers such as Shelling, Fickle, Kant, Hegel including with his Master, Sullivan, and by revolutionary educators such as Freobel, Ruskin, Dewey, and above all by his Unitarian doctrine. However, Wright's thoughts was at that time so radical, and as Wright himself acknowledged that, 'because the philosophy back of it, of course, as you know, is midway I guess between East and West', such all philosophical objects to influence on Wright were so abstruse idea which is usually called 'Romantic' or 'Mystic' that is mingled with East's and West's essence. That is, because Wright himself catched that the theories and methods of the art-educational thoughts would not be easily perceived, and he judged that in a word as a character which could not be taught. After all, Wright's romantic progressivist art-educational thoughts have not been perceived, disseminated in general and widely.