º»°í´Â Á¶¼±Èıâ À̾߱â²ÛÀÇ À̾߱⠿¬Çà ¾ç»ó°ú ±× ½ÇÁ¦¸¦ ¿Ü±¹ÀÎ ±â·Ï¹°À» Áß½ÉÀ¸·Î »ìÇÇ°í ±× ¿ª»çÀû ½Ç»óÀ» À籸¼ºÇÑ °ÍÀÌ´Ù. ¿Ü±¹ÀÎ ±â·Ï¹° Áß¿¡´Â ¼Ò¼³ ³¶µ¶°ú À̾߱â²ÛÀÇ °ø¿¬, ±×¸®°í ÆÇ¼Ò¸® ¿¬Çà Àå¸éÀ» ±¸Ã¼ÀûÀ¸·Î Æ÷ÂøÇØ ³½ °ÍÀÌ ÀûÁö ¾Ê´Ù. ±×·±µ¥ ÀÌµé ¿Ü±¹ÀÎÀÇ ±â·Ï¿¡¼ ¼Ò¼³ ³¶µ¶°ú ÆÇ¼Ò¸® ±¤´ëÀÇ ¿¬ÇàÀÌ º°¹Ý ´Ù¸£Áö ¾Ê°Ô ¹¦»çµÇ°í ÀÖ´Ù. À̵éÀÌ ±×°ÍÀ» ±¸º°ÇÏÁö ¸øÇ߰ųª ±¸ºÐÇÏÁö ¾Ê¾Ò´ø ÀÌÀ¯´Â ½ÇÁ¦ ¿¬Çà ¹æ½Ä ¸é¿¡¼ ±× Â÷À̰¡ Å©Áö ¾Ê¾Ò±â ¶§¹®ÀÌ´Ù. 17¼¼±â Àå»ýÀÇ ¿¬ÇàÀ¸·ÎºÎÅÍ 20¼¼±â ÃÊ ¿Ü±¹ÀεéÀÇ ´«¿¡ ºñÄ£ ÆÇ¼Ò¸® ±¤´ë¿Í Àü±â¼öÀÇ °ø¿¬¿¡¼ ±×·¯ÇÑ Åë½ÃÀû º¯È»óÀ» Àо ¼ö ÀÖ´Ù. À̵éÀº °øÈ÷ À̾߱â¿Í ³ë·¡, ±×¸®°í ¿¬±â¿¡ ´ÉÇÑ ¿¹´ÉÀÎÀ̾ú´Ù. À̾߱â²Û ¶Ç´Â ¼Ò¼³ ³¶µ¶ÀÚÀÇ ¿¬Çà ¹æ½Ä°ú ÆÇ¼Ò¸®ÀÇ ¿¬Çà ¹æ½ÄÀÇ À¯»ç¼ºÀ» ÅëÇØ »óº¸Àû ÀÌÇØ°¡ °¡´ÉÇÏ´Ù.
¿ø·¡ ÆÇ¼Ò¸®ÀÇ À̾߱â Ãâó ³»Áö »ç¼³ Çü¼º¿¡ ÀÖ¾î ÀûÀÝÀº ¿µÇâÀ» ¹ÌÄ£ °Í Áß Çϳª°¡ À̾߱â²ÛÀÇ »ç¼³ÀÌ´Ù. ±×·±µ¥ ÈÄ´ë¿¡ ÆÇ¼Ò¸®´Â À̾߱⠱¤´ëÀÇ À̾߱⿡´Ù ʰóÝ ±â¹ý°ú À½¾ÇÀû ¿ä¼Ò¸¦ °¡¹ÌÇØ À̸¦ ¡®¿¬±Ø ³ë·¡¡¯·Î ¹ßÀü½ÃŲ °ÍÀÌ´Ù. ¹Ý¸é ¼Ò¼³ ³¶µ¶Àº À½¿µ°ú ¼Ûµ¶ÀÇ ¹æ½ÄÀ» ´É¼÷È÷ ÀÍÈù Àü¹®Àû À̾߱â²ÛÀÌ ¼ÒÀ§ ¡®À̾߱⠳뷡¡¯·Î Ű¿ö ³ª°£ °á°ú¶ó ÇÒ ¼ö ÀÖ´Ù.
ÀϹÝÀε鵵 ³¶¼Û°ú ³¶µ¶À» »ýȰ ¼Ó¿¡¼ Áñ°å´Âµ¥, ÀϹÝÀûÀ¸·Î Ưº°ÇÑ ±â¿¹°¡ ¿ä±¸µÇÁö ¾Ê´Â áéÔÁÀÇ ¹æ½ÄÀ» ÀÌ¿ëÇß´Ù. ¿À´Ã³¯ ¼Ò¼³À» ÀоîÁÖ´Â Á¤±ÔÇåÀº ÀÏ¹Ý ¼Ûµ¶ÀÚÀÎ µ¥ ¹ÝÇØ, Á¶¼ö»ïÀÌ ¾ð±ÞÇÑ ¡®Àü±â¼ö¡¯´Â Àü¹®Àû ¼Ò¼³ ³¶µ¶ÀÚÀÌÀÚ À̾߱â²ÛÀ¸·Î¼ ÀÌ µÑÀ» ±¸º°ÇÒ Çʿ䰡 ÀÖ´Ù. »ýȰ ÁÖº¯ÀÇ ´ÜÆíÀûÀÎ À̾߱⸦ µé·ÁÁÖ´ø ÀçÀÎ(±¤´ë)µéÀÇ ±â¿¹¿¡¼ Ãâ¹ßÇØ, ÆÇ¼Ò¸®´Â ´ç´ë µ¶ÀÚµéÀÌ Èï¹Ì¸¦ ´À³¥¸¸ÇÑ ¼¼·ÃµÈ À½¾ÇÀû ¿ä¼Ò¸¦ °³¹ß, Àû¿ë½ÃÄÑ ±× °íÀ¯ÇÑ ¿µ¿ªÀ» ±¸ÃàÇÑ ¹Ý¸é, Àü±â¼öÀÇ ¼Ò¼³ ³¶µ¶Àº À½¾ÇÀû ¿ä¼Òº¸´Ù ³»¿ë(ÀǹÌ) Àü´Þ¿¡ ÃÊÁ¡À» µÎ°í ±× °íÀ¯ÇÑ ¿µ¿ªÀ» ¸¶·ÃÇß´Ù. »ýȰ ¼Ó¿¡¼ ½±°Ô ÇâÀ¯ÇÏ´ø ʰóݰú ëáçÉ, áéÔÁÀº ´ç´ë Àü¹®¼º°ú ½Ã´ë¼º, ±×¸®°í Èï¹Ì¼ºÀ» °®Ãá ¿¬ÇàÀÚ¿¡ ÀÇÇØ Á¡Â÷ ±× °íÀ¯ÇÑ ¿µ¿ªÀ» ±¸ÃàÇØ ³ª°¬´Ù.
- 1919³â °øÈÁ¤°ú º¹º®(Ý¥辟)ÀÇ ³íÀï
- ½Åº¹·æ
- Á¶¼±¹ÎÁ·´ëµ¿´Ü±â³ä»ç¾÷ȸ / "Á¶¼±¹ÎÁ·´ëµ¿´Ü ±âÀÇ(ÑÃëù) Á¦93Áֳ⠱â³ä½Ä ¹× µ¿³ó(ÔÔÒÜ) ±è°¡Áø(ÐÝÊ©òå)¼±»ý ¼ø±¹ 90Áֱ⠱â³äÇмúȸÀÇ
/ 2012 / 1-16 (16 pages)
- »çȸ°úÇÐ>°³ÀÎÀúÀÛ¹° / KDC : ÃÑ·ù > µµ¼ÇÐ, ¼ÁöÇÐ / KCI : Àι®ÇÐ > »çÀüÇÐ
- 2010³âµµ °íÀü¼Ò¼³ ºÐ¾ß ¿¬±¸ µ¿Çâ
- À̹ÎÈñ
- ±¹¹®ÇÐȸ / ±¹¹®Çבּ¸
/ 2011 / 1-42 (42 pages)
- »çȸ°úÇÐ>°³ÀÎÀúÀÛ¹° / KDC : »çȸ°úÇÐ > ±³À°ÇÐ / KCI : »çȸ°úÇÐ > ±³À°ÇÐ
- ÀϺ»ÀÇ µ¿¾Æ½Ã¾Æ»ç°í
- °í¼ººó(KO Sung Bin)
- °í·Á´ëÇб³ ¾Æ¼¼¾Æ¹®Á¦¿¬±¸¼Ò / ¾Æ¼¼¾Æ¿¬±¸
/ 2010 / 221-263 (42 pages)
- »çȸ°úÇÐ>°³ÀÎÀúÀÛ¹° / KDC : »çȸ°úÇÐ > Á¤Ä¡ÇÐ / KCI : »çȸ°úÇÐ > Á¤Ä¡¿Ü±³ÇÐ
ÃʷϺ¸±â
Since Meiji period, Japan¡¯s view of East Asia has been composed of two flow of perspectives: One is a ¡°deserting-Asia¡± and the other is a ¡°flourishing-Asia¡± perspective. The former addresses that Japan should enter into the sphere of Western civilization out of East Asian one, insisting that other East Asian neighbors are not enlightened enough to push for national modernization even in the face of the pending threat from the West at that time. The latter, by contrast, put high regard to Asian culture and tradition, which, it asserts, deserve a respect from the West. On the surface, these two trends are not in harmony but, rather, remain same logic in a real sense. In fact, both perspectives, as two faces of one coin, imply a common idea that Japan is the uniquely modernized East Asian country so that it is endowed with a historical mission to lead East Asians. This ideational pattern gradually turn into an orthodoxy that claims Japanese exclusive leadership over other East Asians and justify imperialist invasion.
It can thus be argued that the interplay of these two perspectives is deeply entrenched in the Japan¡¯s discourse of East Asia, which has led to imperialist expansion and the final collapse in 1945. This paper tries to elucidate that the interplay of two ideas has taken into effect until today, which has been witnessed in various academic discussions on issues of East Asian modernization and history. But, some Japanese progressive scholars, my study also stresses, present new perspective of East Asia, based on both a serious reflection on atrocities in the era of imperialist expansion and a critical view of modernization with a blinded imitation of Western way.
- ¼Èñ¿¡°Ô ±æÀ» ¹¯´Ù
- ½Åº¹·æ
- Çѱ¹ÇÐÁß¾Ó¿¬±¸¿ø ¼¼Á¾¸®´õ½Ê¿¬±¸¼Ò / °í·Á ½Ç¿ë¿Ü±³ÀÇ Á᫐ ¼Èñ
/ 2010 / 14-32 (19 pages)
- »çȸ°úÇÐ>°³ÀÎÀúÀÛ¹° / KDC : ÃÑ·ù > µµ¼ÇÐ, ¼ÁöÇÐ / KCI : Àι®ÇÐ > »çÀüÇÐ
- ±¸¼®±â½Ã´ë
- ì°àØÜà
- Çѱ¹°í°íÇÐȸ / ùÛÏÐÍÅͯùÊÜÃ-À̼±º¹
Á¦21±Ç
/ 2009 / 1-11 (11 pages)
- »çȸ°úÇÐ>°³ÀÎÀúÀÛ¹° / KDC : ÃÑ·ù > µµ¼ÇÐ, ¼ÁöÇÐ / KCI : Àι®ÇÐ > »çÀüÇÐ
2004³â¿¡ ¼³¸³µÈ °¼µµ¸Å½ÃÀåÀº ÇϳªÀÇ ½ÃÀåÀ» µÑ·Î ³ª´©¾î ÇÑÂÊÀº »óÀå°æ¸ÅÁ¦, ¶Ç ´Ù¸¥ ÇÑÂÊÀº ½ÃÀåµµ¸ÅÀÎÁ¦¸¦ µ¿½Ã¿¡ ¿î¿µÇÏ´Â ½ÇÇèÀûÀÎ ½ÃÀåÀÌ´Ù. Á¤ºÎ´Â °æ¸ÅÁ¦¿¡ ºñÇØ À¯Åë´Ü°è°¡ ÁÙ¾îµç ½ÃÀåµµ¸ÅÀÎÁ¦°¡ ÃâÇÏÀÚ¿¡°Ô º¸´Ù ¾ÈÁ¤ÀûÀÌ°í ³ôÀº °¡°ÝÀ» Á¦°øÇÒ °ÍÀ» ±â´ëÇÏ¿© ÀÌ Á¦µµ¸¦ µµÀÔÇÏ¿´°í, ÀÌ ½Ã¹ü»ç¾÷ÀÇ °á°ú¸¦ Æò°¡ÇÏ¿© ÇâÈÄ Àü±¹ µµ¸Å½ÃÀå¿¡ ½ÃÀåµµ¸Å ÀÎÁ¦¸¦ È®´ëÇÒ °èȹÀ» °¡Áö°í ÀÖ´Ù. º» ¿¬±¸´Â ½ÃÀåµµ¸ÅÀÎÁ¦ÀÇ ¼³¸³¸ñÀûÀ» °¡¼³·Î ¼³Á¤ÇÏ¿© °ËÁ¤ÇÏ¿´´Ù. ¿¬±¸°á°ú Á¤ºÎÀÇ ±â´ë³ª ÀϹÝÀûÀÎ ¹ÏÀ½°ú ´Þ¸® ½ÃÀåµµ¸ÅÀÎÁ¦°¡ °æ¸ÅÁ¦¿¡ ºñÇØ ÃâÇÏÀÚ¿¡°Ô ´õ ÁÁÀº °¡°ÝÀ» Á¦°øÇÏÁö ¸øÇÏ´Â °ÍÀ¸·Î ºÐ¼®µÇ¾ú´Ù. ½ÃÀåµµ¸ÅÀÎÁ¦°¡ ¼Ò±âÀÇ ¿ªÇÒÀ» Çϱâ À§Çؼ´Â Á¦µµÀû º¸¿Ï°ú ÇÔ²² º¸´Ù Åõ¸íÇϰí È¿À²ÀûÀÎ ¿î¿µÀÌ ¼±ÇàµÇ¾î¾ß ÇÒ °ÍÀÌ´Ù.
This study aims at defining peculiarity of a war historical-classic novel eg. ChoiCheok-Jeon(õËô³îî)¡¤KimYoungCheol-Jeon(ÑÑçÈôÉîî)¡¤GangRo-Jeon(Ë©Ö×îî). Most of all;war historical novel is one of genres not only to show dearly the matter that the subject(ñ«ô÷) is influenced by others(öâíº) like a war(eg. Japanese Invasion of Korea in 1592) or an irresistable force;but also to dear most definitely a distance between the subject and others. It is notable that others take an active hand to form the subject in these works. Here the subject means heroes or writer or contemporary ideal;a sense of values of those days etc. The other side;others means other things surrounding the subject.
Hero and his family in above three war historical works experience to get scattered each other by war;and manage to meet again contingently. In this case;their dispersion and meeting again happen accidently on account of influence of numerous others(irresistable force;fortune;god s helping etc.) From the point of Choseon;it is easy for Japan or even China(which built by barbarian nation) to be recognized by others. But;above three works tell us that true identity means attitude or thinking which is able to accept the difference of others . Therefore;basic perspeaive for dispersion and meeting again of hero as the subject in war historical novels is about how broad-minded mutual relation between the subject and others works. That is;one of topic of three war historical novels is related to love for humanity of a East Asian countries without any discrimination of nation. Three war historical novels are worthy of setting high value from a point of view that not nation but an ordinary person is created as the subject;and writer actually catches the process(=reality) of getting personal identity by others. Historical truth from a war historical novel is ultimately connected that becoming the subject due to others and self-rationality are able to descript through the relationship between dispersion and meeting again with open narrative structure.
ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº »ý¸íÇö»ó¿¡ °üÇÑ »ý¸íÇö»ó¿¡ ´ëÇÑ °úÇÐÀû °¡¼³À» »ý¼ºÇÒ ¶§¿Í ÀÌÇØÇÒ ¶§ ³ªÅ¸³ª´Â °¨¼ºÀÇ À¯ÇüÀ» ¾Ë¾Æº¸°í, À̵é À¯ÇüÀÌ Áý´Ü¿¡ µû¸¥ Â÷À̸¦ º¸ÀÌ´ÂÁö È®ÀÎÇÏ´Â °ÍÀÌ´Ù. À̸¦ À§ÇØ ÀÌ ¿¬±¸¿¡¼´Â »ý¸íÇö»ó¿¡ °üÇÑ 14°³¾¿ÀÇ °¡¼³»ý¼º ¹× °¡¼³ÀÌÇØ °úÁ¦¸¦ °³¹ßÇÏ¿´´Ù. ¿¬±¸´ë»óÀº ÀϹݰíµîÇб³ Çлý 12¸í, °úÇаíµîÇб³ Çлý 12¸í, »ý¹°ÇÐ ºñÀü°ø ¿¹ºñ±³»ç 12¸í, »ý¹°ÇÐ Àü°ø ±³»ç 12¸í, »ý¹°ÇÐÀÚ 12¸íÀ¸·Î ÇÏ¿´´Ù. ÇÇÇèÀÚµéÀº °úÁ¦¸¦ ¼öÇàÇÏ¸é¼ ÀÚ½ÅÀÌ ´À³¦ °¨¼ºÀÇ °µµ¸¦ À̸ðƼÄÜ Ã´µµ ±â·ÏÁö¿¡ ³ªÅ¸³»¾ú´Ù.
¿¬±¸°á°ú, »ý¸íÇö»ó¿¡ ´ëÇÑ °úÇÐÀû °¡¼³»ý¼º°úÁ¤¿¡¼ ÀÌÇØ°úÁ¤¿¡ ³ªÅ¸³ª´Â °¨¼ºÀÇ À¯ÇüÀº Â÷À̰¡ ³ª¸ç, °¡¼³ÀÌÇØ°úÁ¤¿¡ ºñÇØ °¡¼³»ý¼º°úÁ¤¿¡¼ À¯ÀǹÌÇÑ Â÷À̰¡ ¹ß»ýÇÑ °ÍÀº ¡®±â´ë-Èï¹Ì-³«°ü-±â»Ý-»ç¶û-³î¶÷¡¯À̾ú°í, ÀÌÇØ°úÁ¤¿¡¼´Â ¡®°ÅºÎ-½½ÇÄ-°øÆ÷-ÈÄȸ¡¯¿´´Ù. ¶ÇÇÑ Áý´Ü¿¡ µû¸¥ °¨¼ºÀ¯Çü°ú °³º°°¨¼ºÀÇ °µµ ºÐÆ÷¿¡¼µµ ÀÇ¹Ì ÀÖ´Â Â÷À̸¦ ¹ß°ßÇÒ ¼ö ÀÖ¾ú´Ù.
- CDM »ç¾÷¹èÃâ±ÇÀÇ °¡°Ý°áÁ¤¿äÀÎ ºÐ¼®
- ÀÓ¼º¼ö(Sung-Soo, Lim);¾ç½Â·æ(Seung Ryong, Yang)
- Çѱ¹È¯°æ°æÁ¦ÇÐȸ, Çѱ¹ÀÚ¿ø°æÁ¦ÇÐȸ ( ±¸ Çѱ¹È¯°æ°æÁ¦ÇÐȸ ) / ÀÚ¿øÈ¯°æ°æÁ¦
/ 2008 / 691-719 (29 pages)
- »çȸ°úÇÐ>°³ÀÎÀúÀÛ¹° / KDC : »çȸ°úÇÐ > °æÁ¦ÇÐ / KCI : »çȸ°úÇÐ > ³ó¾÷°æÁ¦ÇÐ
ÃʷϺ¸±â
±³Åä¸ÞÅÍ´ÏÁòÀº ¿Â½Ç°¡½º °¨Ãà»ç¾÷À¸·Î ÀÎÁõ ¹ÞÀº ź¼Ò¹èÃâ±ÇÀ» ÀÚ±¹ÀÇ Àǹ«°¨ÃàÀÌÇà¼ö´ÜÀ¸·Î »ç¿ëÇÒ ¼ö ÀÖ´Â Á¦µµ·Î ûÁ¤°³¹ßüÁ¦(CDM)°ú °øµ¿ÀÌÇàÁ¦µµ(JI) »ç¾÷À» Çã¿ëÇϰí ÀÖ´Ù. CDM »ç¾÷Àº °³µµ±¹µé ½º½º·Î ÅõÀÚÇÏ¿© °¨Ãà»ç¾÷À» ÁøÇà½ÃŰ´Â ¹Ý¸é, JI»ç¾÷Àº Á¦1Â÷ ÀÌÇà±â°£(2008~2012³â) µ¿¾È ¿Â½Ç°¡½º Àǹ«°¨Ãà ºÎ´ãÀ» Áö´Â ºÎ¼Ó¼ ±¹°¡µé¿¡ ÀÇÇØ ÅõÀÚµÇ¸ç »ç¾÷ÀÌ ÁøÇàµÈ´Ù. º» ³í¹®Àº Çѱ¹ÀÌ ±³Åä¸ÞÄ¿´ÏÁò¿¡¼ Ȱ¿ëÇÒ ¼ö ÀÖ´Â CDM »ç¾÷ÀÇ ¹èÃâÀú°¨·®(CER)¿¡ ´ëÇÑ °¡°Ý°áÁ¤¿äÀÎÀ» ºÐ¼®ÇÏ´Â µ¥ ¸ñÀûÀÌ ÀÖ´Ù. º¸´Ù ±¸Ã¼ÀûÀ¸·Î´Â À¯¿£±âÈĺ¯ÈÇù¾à ½ÂÀÎ ÇÏ¿¡ »ç¾÷À» ÃßÁøÇÏ¿© CERÀ» ȹµæÇÑ CDM »ç¾÷À» ºÐ¼®´ë»óÀ¸·Î ÇÏ¿©, ù° ºñ¿ë±¸Á¶¿Í À¯Çü, ±Ô¸ð, ±â¼ú µîÀÇ »ç¾÷Ư¼ºÀÌ À¯»çÇÑ »ç¾÷À¸·Î ±¸ºÐÇϰí, µÑ° CDM »ç¾÷ Ȱµ¿À» ÅëÇØ ¾ò°Ô µÇ´Â CERÀ» »ý»êÇϴµ¥ µå´Â ´ÜÀ§´ç ¹ßÇàºñ¿ëÀº ¾î¶°ÇÑ ¿äÀε鿡 ÀÇÇØ °áÁ¤µÇ´ÂÁö¸¦ ºÐ¼®ÇÑ´Ù.
º» ¿¬±¸´Â 1977³â Á¦Á¤°ú 1979³â ½ÃÇà ±×¸®°í 1994³â Àü¹® °³Á¤ µîÀÇ °úÁ¤À» °ÅÄ¡¸é¼ 30°³¼º»óÀÇ ±ä ¼¼¿ù µ¿¾È Çѱ¹ Ư¼ö±³À°°ú ±× ¹ßÀüÀ» À§ÇÑ Á¤Ã¥¼ö¸³ÀÇ ±Ù¿øÀÌ µÇ¾î¿Ô´ø ¡¸Æ¯¼ö±³À°ÁøÈï¹ý¡¹ÀÌ 2007³â 5¿ù 26ÀÏ Àü°Ý ÆóÁöµÇ°í ±× ´ëü ½Å¹ýÀ¸·Î Á¦Á¤µÈ ¡¸Àå¾ÖÀÎ µî¿¡ ´ëÇÑ Æ¯¼ö±³À°¹ý¡¹ÀÇ ÀϺΠ±ÔÁ¤À» ÀÌ·ÐÀûÀ¸·Î ±×¸®°í ¹ý¸®ÀûÀ¸·Î ºÐ¼®Çϱâ À§ÇÑ °ÍÀÌ´Ù. º» ¿¬±¸¿¡¼´Â µ¿ ¹ýÀÇ Á¦¸í(ð¹Ù£), ¸ñÀû, ÁÖ¿ä ¹ýÁ¤¿ë¾îÀÇ Á¤ÀǸ¦ Áß½ÉÀ¸·Î À̸¦ °ü·Ã Ÿ¹ý ¹× ¡¸Æ¯¼ö±³À°ÁøÈï¹ý¡¹ÀÇ ±ÔÁ¤ µî°ú ºñ±³¤ýºÐ¼®ÇÏ¿© ±× Ÿ´ç¼º, ÇÕ¸®¼º, ½ÇÈ¿¼º µîÀ» Æò°¡ÇÏ°í ±×°ÍÀÌ Çö½ÇƯ¼ö±³À°¿¡ ¹ÌÄ¥ ÇÔÀǸ¦ ÇØ¼®ÇÏ¿´´Ù. ÀÌ·¯ÇÑ °á°ú¿¡ µû¶ó ÇâÈÄÀÇ ¹ý·ü°³Á¤°ú Á¤Ã¥¼ö¸³ÀÇ ¹æ¾È ³»Áö ¹æÇâÀ» Á¦½ÃÇÏ¿´°í, ÀÌ¿Í ÇÔ²² Èļӿ¬±¸°¡ ÇÊ¿äÇÑ »çÇ×µéÀ» Á¦¾ðÇÏ¿´´Ù.
The purpose of this study was to analyze the pre-service biology teachers` brain activation patterns during the generation and application of commonness knowledge on biological phenomena. Sixteen right-handed healthy pre-service biology teachers volunteered to be participants in the present study. Stimuli within the commonness generation and application tasks were presented to subjects with a mixed design for the fMRI-scanning. The BOLD signals of the participants` brain were measured by 3.0T fMRI system and data were analyzed using SPM2. According to the results, the generation of commonness knowledge was found to have independent brain network different from the application of it. In the generating process of commonness knowledge, the significant activations were mainly observed in the left hippocampus, which is presumably related to semantic encoding
about novel situations or rule-discovery. In addition, left putamen which contains a lot of dopamine receptors was activated too. By contrast, application process of commonness knowledge showed a significant activation in left precuneus (BA 7) which is mainly related to episodic memory retrieval. We suggest that these results could be applied on the construction of brain-based curriculum for science education.
- ½Ã³ª¸®¿Àº° ½Ò¼Òµæº¸ÀüÁ÷ºÒÁ¦ È¿°úºÐ¼®
- ¾ç½Â·æ (Seung Ryong Yang);ÀÌÃá¼ö(Choon Soo Lee)
- Çѱ¹³ó¾÷°æÁ¦ÇÐȸ / ³ó¾÷°æÁ¦¿¬±¸
/ 2008 / 29-52 (24 pages)
- »çȸ°úÇÐ>°³ÀÎÀúÀÛ¹° / KDC : »çȸ°úÇÐ > °æÁ¦ÇÐ / KCI : »çȸ°úÇÐ > ³ó¾÷°æÁ¦ÇÐ
ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº Áߵºñ±³»çµéÀÌ »ý¸íÇö»ó¿¡ °üÇÑ Àǹ®°úÁ¦¸¦ ÅëÇØ »ý¼ºÇÑ Àǹ®Áö½ÄÀÇ ºÐ·ù¸¦ ÅëÇØ, °³ÀÎÀÇ Àǹ®»ý¼º·ÂÀ» Á¤·®ÀûÀ¸·Î Æò°¡ÇÒ ¼ö ÀÖ´Â »êÃâ½ÄÀ» ¾ò´Â °ÍÀÌ´Ù. ÀÌ ¸ñÀûÀ» ´Þ¼ºÇϱâ À§ÇØ¿© ¿¬±¸´ë»óÀº ¿¹ºñ±³»ç 30¸í (»ý¹° Àü°ø 15¸í, ºñÀü°ø 15¸í)À» ¼±Á¤ÇÏ¿´´Ù. »ý¸íÇö»ó¿¡ °üÇÑ °úÇÐÀû Àǹ®»ý¼º°úÁ¦´Â µ¿¹°, ½Ä¹°, ¹Ì»ý¹° ¿µ¿ªÀ¸·ÎºÎÅÍ ¼±¹ßµÇ¾ú°í ÀÌ¿¡ ´ëÇØ ÀÚ½ÅÀÇ Àǹ®À» ±â·ÏÇÏ´Â °ÍÀÌ´Ù. ¿¹ºñ±³»çµé¿¡ ÀÇÇØ »ý¼ºµÈ Àǹ®Áö½ÄµéÀº Ư¼ººÐ¼®¿¡ ÀÇÇØ ÃßÃâµÈ 4°¡Áö ÁÖ¿ä ¿äÀÎ [¼öÁØ, °´°üµµ, À¯ÇüÀÇ ´Ù¾çµµ, À¯Ã¢¼º]¿¡ ÀÇÇØ ºÐ¼®µÇ¾úÀ¸¸ç, À̸¦ Á¾ÇÕÇÏ¿© °³ÀÎÀÇ ºÐ·ù´É·ÂÀ» Á¤·®ÀûÀÌ°í °´°üÀûÀ¸·Î Æò°¡ÇÒ ¼ö ÀÖ´Â Áö¼ö »êÃâ½ÄÀ» °í¾ÈÇÏ¿´´Ù. ¸ðµç ¿ä¼Ò¸¦ °í·ÁÇÏ¿© Á¾ÇÕÇØ º¸¸é ¾Æ·¡¿Í °°Àº ¼ö½ÄÀ¸·Î Á¤¸®ÇØ º¼ ¼ö ÀÖ´Ù. ¡®QQ = ¢²(LEn¡¿DOn)¡¿D¡¯. ÀÌ·¯ÇÑ Àǹ®»ý¼º·ÂÁö¼ö »êÃâ½ÄÀ¸·Î ¿¬±¸¿¡ Âü¿©ÇÑ ¿¹ºñ±³»çµé¿¡°Ô Àǹ®»ý¼º·ÂÁö¼ö¸¦ Àû¿ëÇØ º» °á°ú, µ¿ÀÏÁý´Ü ³»¿¡¼ÀÇ ´É·Â¿¡ µû¸¥ µîÀ§ÆÄ¾ÇÀº ¹°·Ð ¼·Î ´Ù¸¥ Áý´Ü »çÀÌÀÇ ´É·Â ºñ±³¿¡µµ ¿ëÀÌÇÏ¿´´Ù. ÀÌ¿Í °°Àº °á°ú·Î º¼ ¶§¿¡, ÀÌ ¿¬±¸¿¡¼ °í¾ÈµÈ Àǹ®»ý¼º·ÂÁö¼ö(QQ) »êÃâ½ÄÀº ÇлýµéÀÇ Àǹ®»ý¼º·ÂÀ» Á¤·®ÀûÀ¸·Î Æò°¡ÇÏ´Â µ¥ À¯¿ëÇÑ µµ±¸·Î Ȱ¿ëµÉ ¼ö ÀÖÀ» °ÍÀ¸·Î ±â´ëµÈ´Ù.
ÀÌ ¿¬±¸´Â ¿©·¯ ºÐ¾ß¿¡¼ ³íÀÇµÇ¾î ¿Â ºñÆÇÀÇ °³³äÀ» Á¤¸®․ºÐ¼®ÇÔÀ¸·Î½á, µ¶¼±³À°¿¡ À¯¿ëÇÑ ºñÆÇÀû »ç°íÀÇ Áöµµ ³»¿ëÀ» ¸¶·ÃÇÏ¿© Á¦¾ÈÇÏ´Â µ¥¿¡ ¸ñÀûÀÌ ÀÖ´Ù. À̸¦ À§ÇÏ¿© »çȸÇÐ ¹× ±³À°ÇÐ ºÐ¾ß¿¡¼ ³íÀÇµÇ¾î ¿Â ºñÆÇÀÇ °³³äÀ» ºÐ¼®ÇÏ¿´´Ù. ±× °á°ú ºñÆÇÀÇ ¼º°ÝÀ» ¡®Æò°¡Çϱ⡯·Î¼ÀÇ ºñÆÇ, ¡®ÀνÄÇϱ⡯·Î¼ÀÇ ºñÆÇ, ¡®ÅëÂûÇϱ⡯·Î¼ÀÇ ºñÆÇ ¼¼ °¡Áö·Î Á¤¸®Çϰí, ºñÆÇÀÇ °³³äÀ» ±¸¼ºÇÏ´Â ¿ä¼Ò¸¦ ¡®±âÁ¸ °ü³ä¡¯°ú ¡®ÀúÇס¯ÀÇ Åµµ, ¿©±â¿¡¼ »ý¼ºµÇ´Â ¡®»õ °ü³ä¡¯ÀÇ ¼¼ °¡Áö¿Í, ¡®»õ °ü³äÀÇ ±âÀú¡¯ ¹× ¡®±âÁ¸ °ü³äÀÇ ±âÀú¡¯ÀÇ µÎ °¡Áö ¿ä¼Ò¸¦ ´õÇÏ¿© ´Ù¼¸ °¡Áö·Î ¼³¸íÇÏ¿´´Ù.
ÀÌ·± °³³ä ºÐ¼®ÀÇ Æ²À» µ¶¼¿¡ Àû¿ëÇÏ¿© °¡´ÉÇÑ ºñÆÇÀÇ ±¸µµ¸¦ ¾Ë¾Æº¸¾Ò´Ù. µ¶¼ °úÁ¤¿¡´Â ¡®±Û¡¯°ú ¡®µ¶ÀÚ¡¯, ¡®¸Æ¶ô¡¯ÀÇ ¼¼ °¡Áö ¿ä¼Ò°¡ »óÈ£ÀÛ¿ëÇϸç, À̵éÀÌ °¢°¢ ±âÁ¸ °ü³ä°ú »õ °ü³äÀ¸·Î ±â´ÉÇÏ¸ç Æò°¡ÀûÀ̰í ÀνÄÀûÀ̸ç ÅëÂûÀûÀÎ ºñÆÇÀ» ¸¸µé¾î ³¾ ¼ö ÀÖ¾ú´Ù. ÀÌ¿¡ Á¦7Â÷ ±³À°°úÁ¤ ¹× Çö 2007³â °³Á¤ ±³À°°úÁ¤¿¡¼ Á¦½ÃµÈ ºñÆÇÀû µ¶¼ÀÇ Áöµµ³»¿ë°ú ºñ±³ÇÏ¿©, µ¶¼±³À°¿¡¼ ´õ¿í Ãæ½ÇÇÏ°Ô ´Ù·ç¾îÁ®¾ß ÇÒ ºñÆÇÀÇ Áöµµ³»¿ëÀÌ ¹«¾ùÀÎÁö¸¦ »ìÆìº¸¾Ò´Ù. ±× °á°ú·Î ù°, ºñÆÇÀÇ ¸ñÀûÀ» ¶Ñ·ÇÀÌ Çϱâ, µÑ°, Æò°¡ÀûÀÎ ºñÆÇÀº ´ë¾È Çü¼ºÀÇ »ç°í·Î ´õ À̲ø±â, ¼Â°, ÀνÄÀû ºñÆÇ¿¡¼ ¡®ÀúÇס¯ °³³äÀ» ´õ¿í ¸í·áÈÇϱâ, ³Ý°, ÅëÂûÀûÀÎ ºñÆÇÀ» °ÈÇϱâÀÇ ³× °¡Áö°¡ ¾ÕÀ¸·Î µ¶¼Áöµµ¿¡¼ ´Ù·ç¾îÁ®¾ß ÇÒ »çÇ×ÀÓÀ» Á¦½ÃÇÏ¿´´Ù.
This study is aimed at analyzing the corruption inside the Vietnamese society whose economy has been growing drastically after Doi Moi policy.
In order to understand the corruption in Vietnam, which is increasing rapidly at the degree which might threaten the socialist system, it is required to analyze the real condition, a feature, and a cause of the Vietnam corruption.
Therefore, this study analyzes the real condition and a feature of Vietnam corruption with those of corruption among government officials, and then looks into the systematization of corruption and the routine of bribery which is called `tien hoi lo.`
And then, It analyzes the root of corruption from three aspects: first, there are moral thought and familism on the behavior pattern; second, there are handing a public position down to posterity and low wages of public official; third, there are the vietnamese traditional gift culture and the development of the black market.
Finally, referring to the cause drawn from above analysis, this study finds out that the corruption is widely spread in the whole Vietnamese society with centering on officialdom, and that it has its systemized characteristics.
The purpose of this study was to investigate biologists` brain activation patterns during the generation of pattern knowledge on biological phenomena. Eight right-handed healthy biologists volunteered to be participants in the present study. Stimuli within the pattern knowledge generation tasks were presented in a mix-design for the fMRI-scanning. The BOLD signals of the participants` brain were measured by 3.0T fMRI system and data were analyzed using Statistical Parametric Mapping (SPM2). In the generating process of pattern knowledge, the significant activations were mainly observed in the bilateral middle and inferior frontal gyrus, which is presumably related to integration and maintaining about abstract level information. In addition, right middle temporal gyrus, left parahippocampal gyrus, superior and inferior parietal lobule was activated too. These
results enabled the examination of pattern knowledge generating process from the cognitive neuroscience perspective, and may be used as basic materials for developing a learning program for the generation of scientific pattern knowledge.
The purpose of this study was to analyze the thinking processes of biologists` abductive reasoning on science knowledge generation. Four creative biologists`s thinking process were analyzed as their abductive thinking of science knowledge generation. Raw protocols were collected by the thinkaloud interview method and then analyzed by a psychological modelling procedure. The present study has found that the knowledge generation of question, hypotheses, test method and criteria for evaluating, and conclusion were influenced by abductive reasoning. Also, abductive reasoning as procedural knowledge for generating of declarative knowledge was influenced replicatively, complementarily and cyclically each other. Therefore, the instruction with abductive reasoning could be proposed as one of effective instructions for increasing students` creative science idea generation
skill.
ÀÌ ¿¬±¸ÀÇ ¸ñÀûÀº »ý¸íÇö»ó¿¡ ´ëÇÑ ÃßÃøÀÇ »ç°í°úÁ¤À» ±Í³³ÀûÀ¸·Î ±â¼úÇÏ°í ºÐ¼®ÇÏ´Â °ÍÀÌ´Ù. ¸ÕÀú ¹®Çå ¿¬±¸¸¦ ÅëÇØ ÃßÃøÀÇ »ç·Ê¸¦ Á¶»çÇϰí ÀáÁ¤ÀûÀÎ ÃßÃø »ç°í ºÐ¼®Æ²À» °í¾ÈÇϰí, ½ÇÁ¦ »ç°í°úÁ¤À» ºÐ¼®ÇÏ¿´´Ù. ±× ´ÙÀ½, ¿¬±¸ ´ë»óµéÀÌ °úÁ¦¸¦ ÇØ°áÇÏ´Â °úÁ¤¿¡¼ Áö½Ä°ú »ç°í°úÁ¤À» ȹµæÇÏ¿´À¸¸ç, »ç°í ¹ß¼º¹ý°ú ȸ»óÀû ¸éÁ¢¹ýÀ» ÅëÇØ¼ »ý¼ºÇÑ ÇÁ·ÎÅäÄÝÀÇ ±ÔÄ¢¼ºÀ» ã¾Æ ±Í³³ÀûÀ¸·Î »ç°í°úÁ¤À» ±â¼úÇÏ¿´´Ù. À̸¦ À§ÇØ »ý¹°±³À°Àü°ø ´ëÇлý 8¸íÀ» ¼±Á¤ÇÏ¿© ¹Ì¼¼±¸Á¶ ÃßÃø °úÁ¦¸¦ ÅõÀÔÇÏ¿´´Ù. µ¿¹°, ½Ä¹°, ¹Ì»ý¹° °¢ ¿µ¿ª¿¡¼ 1°úÁ¦¾¿ ³ªºñ°úÁ¦, µþ±â°úÁ¦, °õÆÎÀÌ °úÁ¦ ÃÑ 3°úÁ¦¸¦ ÈÆ·Ã°úÁ¦·Î °³¹ßÇÏ¿´´Ù. ¶ÇÇÑ, °¢ ¿µ¿ª¿¡¼ 2°úÁ¦¾¿ Ȳ»õ±êÅÐ °úÁ¦, ¿À¡¾î »óÇÇ °úÁ¦, ¼±ÀÎÀå °¡½Ã °úÁ¦, ¹éÇÕ ÈºÐ °úÁ¦, ¹ö¼¸ ´ë Àý´Ü¸é °úÁ¦, »Ñ¸®È¤ °úÁ¦, ÃÑ 6°úÁ¦¸¦ º» °úÁ¦·Î °³¹ßÇÏ¿´´Ù. ¿¬±¸ÀÇ °á°ú, »ý¸íÇö»ó¿¡ ´ëÇÑ ÃßÃøÀÇ »ç°í°úÁ¤Àº ¼±¾ðÀû Áö½Ä°ú ÀýÂ÷Àû Áö½ÄÀÇ Á¶ÇÕÀ¸·Î ÃßÃøÀÌ ±¸¼ºµÇ¾úÀ¸¸ç, ÃßÃøÀÇ »ç°í°úÁ¤Àº Å©°Ô ÀáÁ¤Àû ÃßÃø »ý¼º°ú ÃÖÁ¾ ÃßÃø ±¸¼ºÀ¸·Î ±¸¼ºµÈ´Ù. ¸ÕÀú ¼±¾ðÀû Áö½ÄÀº °üÂûÀ» ÅëÇÑ Àǹ® »óȲ°ú °üÂû ´ë»ó, °üÂû ¿ä¼Ò, °üÂû ¿ä¼Òº¯ÈÀÇ ÇÏÀ§ Áö½ÄÀ¸·Î ±¸¼ºµÇ´Â Àǹ® Çö»ó, ±ÍÃßÀÇ »ç°í °úÁ¤À» ÅëÇÑ °æÇè »óȲ°ú °æÇè ´ë»ó, °æÇè ¿ä¼Ò, °æÇè ¿ä¼Ò º¯ÈÀÇ ÇÏÀ§ Áö½ÄÀ¸·Î ±¸¼ºµÇ´Â °æÇè Çö»ó, ÀáÁ¤Àû ÃßÃøÁö½Ä, ÃÖÁ¾ ÃßÃø Áö½ÄÀ¸·Î ±¸¼ºµÇ¾ú´Ù. ±× ´ÙÀ½ ÀýÂ÷Àû Áö½ÄÀº ÀνÄÇϱâ, Ç¥»óÇϱâ, ÀçÀÎÇϱâ, ÃßÃâÇϱâ, ºÐ¼®Çϱâ, Ž»öÇϱâ, ºñ±³Çϱâ, Â÷¿ëÇϱâ, È®ÀÎÇϱâ, ÆÇÁ¤Çϱâ, ¼±ÅÃÇϱâ, Á¶ÇÕÇϱâÀÇ Áö½ÄÀ¸·Î ±¸¼ºµÇ¾ú´Ù. ÀáÁ¤Àû ÃßÃø Áö½ÄÀº È®Àΰú ÆÇÁ¤, ¼±ÅÃ, Á¶ÇÕÀÇ ÀýÂ÷Àû Áö½ÄÀ» ÅëÇÏ¿© ÃÖÁ¾ ÃßÃø Áö½ÄÀ» ±¸¼ºÇÏ¿´´Ù. ¿äÄÁ´ë, ÃßÃøÀÇ »ç°í°úÁ¤Àº ÀÌµé ¼±¾ðÀû Áö½Ä°ú ÀýÂ÷Àû Áö½ÄÀÇ ¼±º°ÀûÀÎ Á¶ÇÕ°ú À̵é Á¶ÇÕµéÀÇ »óÈ£ÀÛ¿ë¿¡ ÀÇÇØ ÃßÃøÀÇ »ç°í °úÁ¤ÀÌ ÁøÇàµÇ¾ú´Ù. ÀÌ·¯ÇÑ ¿¬±¸¸¦ ¹ÙÅÁÀ¸·Î »ý¹° ±³À°ÀûÀÎ Ãø¸é¿¡¼ ±³»ç´Â °úÇÐÀû ÃßÃøÀÇ »ç°í °úÁ¤À» ÀÌÇØÇϰí, »ý¸íÇö»óÀ» °üÂûÇϰí Ž±¸ÇØ ³ª¾Æ°¥ ¶§ ÇнÀÀÚÀÇ Æ¯¼ºÀ̳ª »óŸ¦ ÆÄ¾ÇÇÔÀ¸·Î½á È¿°úÀûÀÎ »ý¹°ÇнÀÀ» À§ÇÑ ºñ°è¸¦ ¼³Á¤ÇÒ ¼ö ÀÖÀ» °ÍÀÌ´Ù. ¶ÇÇÑ ÇнÀÀÚ´Â ´Ù¾çÇÏ°í º¹ÀâÇÑ »ý¸íÇö»ó¿¡ ´ëÇÑ Àǹ®Çö»óÀ» ±¸Ã¼ÀûÀÌ°í »ó¼¼ÇÑ °úÇÐÀû ¼³¸íÀÌ °¡´ÉÇÏ°Ô µÉ °ÍÀÌ´Ù.