• 복식
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• 제58권2호
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• pp.93-106
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• 2008

Asia Folk Costumes are certainly different from the Western Costumes. This distinction is based upon the effect of environment, technology, and social structure, and especially, which was generated by religion, ideology, and philosophy. The ideas of fundamental ground of this eastern features are religions such as Buddhism, Taoism, and Confucianism. The religion of the East has determined the form of traditional costumes, affecting the costume up to now. This study aims at the investigation of the effect of religion on the formation of East Asia Traditional Costumes around Korea, China, and Japan and its figurative beauty. Study was carried out by chiefly referring to literatures. Eastern Aesthetics was formed by accepting aesthetic concepts, acquired from the idea of Three Religions. Especially, the ideas of non-duality(不二), emptiness(空), five aggregates(五蘊), mind control(心法), derived by Buddhism, and nature theory(自然論) and creationism(創造論) of Taoism, and abstinence theory(節制論) and decorum(禮法) and the principles of Yin and Yang(陰陽) of confucianism have had great effect on the aesthetics of costume. The figurative features of costume, affected by three religions are described by the factors; First, non structural feature, second, the beauty of abstinence and chastity of ample silhouette, third, the feature of natural color and achromatic color, fourth, the figurative feature of costume by the principles of Yin and Yang, and fifth, bright ornaments. The aesthetic values of the East Asia Costume are 'A Beauty of Vacancy', 'A Beauty of Concealment', 'A Beauty of Nature', and 'A Beauty of Symbolism'. As philosophy, culture, and ethnics itself, the religions of Asia have had effect on the overall culture, which is inclusive of social structure, as well as art and aesthetics, and have decided the style of costume.

• 디자인학연구
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• 제11권1호
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• pp.259-268
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• 1998

본 연구의 목적은 앞으로 지속될 전통도구의 미적 체험에 관한 새로운 인식을 체계화하는데 있다. 아름다움의 이상을 실현하기 위한 노력은 시대와 사회를 막론하고 끊임없이 다양한 형태로 표출되었다. 서로 다른 문화권에서 각기 다른 언어가 사용되듯이 도구 또한 고유한 형태언어를 갖는다. 시각적 의사소통을 전제하는 도구의 형태언어 또한 고유한 어휘와 문법을 갖는다. 우리는 종종 언어의 코드가 일치하지 않는 상황에서 타 문화권의 사고방식과 행동특성을 충분히 이해하는데 어려움을 느끼는 것 처럼 이해의 상황이 준비되지 않고는 진실한 미적 체험에 도달할 수 없다. 도구형태의 미적 가치를 올바로 인식하기 위해서는 도구의 탄생과 진화를 추진해 온 상황과의 역학관계를 인식하여야 한다. 어느 문화권이나 시대를 막론하고 그들이 설정한 에토스에 가장 진실하게 접근하고 그것을 가장 진실하게 표출해 온 도구들은 오랫동안 우리에게 사랑을 받고 보존되어 왔다. 그것은 아름다움을 추구하는 여성의 의복이나 장신구와 같은 미적 대상 뿐 아니라 언어와 같이 그들의 공동체의식을 가장 잘 표현하고 전달할 수 있는 것이라면 시대와 정신이 바뀌어도 변함없는 가치를 발휘할 것이다.

• 한국철도학회논문집
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• 제16권4호
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• pp.331-339
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• 2013

본 연구의 목적은 철도분야에서 중요한 과제로 부각되고 있는 휴먼에러를 주제로 하여 개인차원의 건강과 인지, 그리고 조직차원의 안전풍토가 안전행동 및 사고에 미치는 영향을 실증적 접근을 통해 탐색적으로 살펴보려는데 있다. 현직기관사 204명의 설문에 토대한 연구 결과 개인차원의 심리적 피로, 인지실패 및 내적통제와 조직차원의 CEO경영철학 및 직속상사가 안전행동에 유의한 영향을 미치며, 사고유발에는 인지실패, CEO 경영철학, 직속상사 및 교육훈련이 유의한 영향을 미치는 변인인 것으로 확인되었다. 또한 실수와 위반 등 불안전행동이 각각 아차사고 및 책임사고에 유의한 영향을 미치고 있음을 확인하였다. 이 같은 결과를 토대로 휴먼 에러 저감을 위해 필요한 제도적 방안을 제안하였다.

• 디자인학연구
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• 제17권3호
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• pp.383-392
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• 2004

오늘날 다원적 가치의 문화 환경에서 '어울림'이란 그 고유한 문화를 지속케 할 수 있는 생명적 원리이다. 글쓴이는 한글창제의 디자인 적 의의와 한글의 조형성과 우수성에 대한 평가 준거를 어울림의 관점에서 제시함으로써 '넓은 뜻의 디자인'이라는 지평에서 '한글의 디자인적 의의'를 조명해 보려 한다. 이러한 관점에서 훈민정음 창제의 큰 뜻은 '다름'에 대한 깨달음의 실천, 사람을 '어엿비 여기는' 인본주의적 생각, 배우고 쓰기 '쉬움'에 바탕을 두고 있었고, 철학적 터전은 동양의 근본 사상인 태극 음양오행설에 두었다. 한글이란 사람 소리를 자연 철학적 관점에서 보고 그 소리의 생성과 조직을 음양오행의 역학에서 추출한 성운학 이론과 원리에 따라 과학적이고 체계적인 글자로 디자인한 것이다. 곧 뜻과 꼴이 맞는 어울림이라고 할 수 있다. 본 연구에서는 이러한 훈민정음 창제를 디자인 적 관점에서 보아, 제 모습 제 말에 어울리는 생명 적이고 질서 있는 시스템이자, 자연 성음의 원리에 맞고, 끝없이 구르고 변통 자재하는 유기적 디자인의 탄생으로 보았다. 나아가 한글 창제에 담긴 넓고 깊은 뜻과 포부가 '어울림'의 뜻에 맞는 완전함을 지향하는 '큰_디자인 짓'으로 규정하고, '어울림' 디자인 가치의 전형으로 제시하고자 한다. 이를 통해, '훈민정음 창제 정신을 되짚어 보며, 어울림'이 새로운 디자인 사상을 잉태하는 씨앗으로서, 표현적 가치와 잣대로, 또 이 시대의 디자인을 풍요롭게 하는 슬기로 작용하기를 바란다.

• 교육철학
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• 제46호
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• pp.45-70
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• 2012

The purpose of this study is researching on educational difficulty in the history of western education. In other words, the goal and significance of this paper lies in knowing the essential meaning of education based on the norms of difficulty. The major method for this study is hermeneutical-anthropological pedagogy. My fundamental claim is the following: the essential nature of teaching is difficulty at any instructional condition and situations. Such a discrete idea was clearly identified and confirmed in the process of pedagogical anthropology. That is, through the consciousness of educational difficulty and critical review for the history of western education, I can cleary define the concept of educational difficulty. Educational difficulty was various ways for understanding by all audiences. Namely, various formulars were developed for understanding it according to the age, cultures, nations, ideology, etc.. But there are continuous characters on the way for understanding on educational difficulty. The results on research are as followings. In the primitive age, fundamental difficulty of education lies in the initiation ceremony. At the classical ancient time, the purpose of education was 'Politai' with politike arete, in this educational conditions, instruction have a complex dimension politically as well as psychologically. At the medieval age, educational difficulty lies in the 'Askese' for instructional methods. In the modern and conventional age, educational difficulty is more and more complex and confused on goals, methods, evaluations, etc.. Most of all, the major or key concept of educational difficulty in this world is the conflict between the two instructional principles, that is, objectivism and constructivism in education. At now, the schoolworks for instruction over all educational situations and conditions have a difficulty of traditional as well conventional dilemma. In conclusion, educational difficulty have formal, natural, original attribute and it is general and universal phenomenon.

• 교육철학
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• 제39호
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• pp.191-221
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• 2009

The aim of this study is to analyse of elements and structure of consciousness theory in the 1887 Psychology written by John Dewey, and to research its educational implications. Conclusions are as follows: Firstly, consciousness theory articulated in first edition of Dewey's Psychology was influenced by neo-Hegelian G. S. Hall, and then characteristics of its theory was metaphysical and idealistic. But after of researching the work of William James, his approach to consciousness changed surprisingly from idealistic to experimental. His experimental approach and scientific attitude to it influenced the formation and development of advanced theories in his epistemology, axiology and pedagogy. Secondly, the structure of consciousness expressed by Dewey has three forms such as knowledge, feeling and will(or volition). This forms are too dynamic and unitary. Dewey considered cognition, feeling, will to be integral functions of each self. The tripartite functions of self, moreover, are unified in will. In other word, will combines subjective feeling and objective knowledge as one self. Will regulates impulse because it powers some stimulus into activity of self. In this view point, his theory of consciousness differs from traditional theories about consciousness for emphasizing dynamic relations and functions. Thirdly, Dewey's theory of consciousness will give some important implications to educational field. It is necessary to fundamental arguments about conscious conditions of learners as a human. For it is impossible to establish some aim of learning, to organize meaningful contents of learning, and also to create some effective methods of learning without consideration of this conditions. And it is important to construct and organize the contents and methods of learning for widening and deepening of educational experiences. Then consciousness and experiences of learners interact each other, so then they will produce some meaningful results of learning in this process.

• 교육철학
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• 제63호
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• pp.105-131
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• 2017

The myth reflects the human way of thinking about the world. Therefore, an important part of myth is human creation and role. This study examines the process of human creation in myth and discusses implications for education. The subjects that can be considered from the viewpoint of education are as follows. The status and role of teachers and students, the relationship between teachers and students, how to create or create humans, and the purpose and results of human creation. First, it is the position and role of the teacher. In myth, being like a teacher is a divine being that transcends human ability. In Dangun mythology, Hwanwoong or Shinwoong descended from heaven, and in the Genesis it is the Creator God. In Dangun mythology, the role of the teacher guides the way of becoming a human and provides necessary tasks. In Genesis, the image of the teacher is the Creator God. God plays the role of a teacher who prepares various environments in which learners can work. Second, the status and role of students in myths. In Dangun mythology, students are symbolized by bear and tiger. They go to the teacher with the desire to become human beings. In Dangun mythology, the student is not a passive existence but an autonomous and active image. In Genesis, the appearance of a student is a passive being created by a teacher. Third, the creation of human beings in myth can be seen in terms of educational process and method. In Dangun Myth, the beginning of education is the wish or expectation of learners. Learners eat mugwort and garlic and participate in human learning. In Genesis 1, however, there is no need for a special method, since human beings are created according to the Creator's command. Fourth, the purpose of education can be discussed through the purpose of human creation. In Dangun mythology, the purpose of education is not to live according to instinct but to become human with culture and personality. In Genesis 1, the purpose of human creation is the role of the Creator in creating and managing the world. Therefore, it is the aim of humans to manage the world in an orderly manner. The purpose of education in Genesis 2 is to enable humans to serve the world.

• 영미문화
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• 제17권1호
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• pp.129-162
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• 2017

Ruth Ozeki(Japanese-American female novelist)?s recent novel, A Tale for the Time Being (2013) draws our attention because the fiction shows very interesting fictional experiments, especially in terms of post-humanism. Indeed, the novel is not a science fiction at all which has been, and still is, the typical fictional field employed in the discussion for the transhumanism and posthumanism. It also does not include any cybogs, robots, or aliens which provoke the posthumanism-related issues like mind/body, human/nonhuman, nature/culture relations. Indeed, it seems "merely" represent realistic day-to-day lives of ordinary people living in contemporary Japan and Canada, and in very minute and particular details at that. Indeed, the central action of the main characters of the novel seems very traditional, that is on the one hand writing a diary by a teenage girl who is counting the days and weeks before her suicide and on the other hand reading it by a female novelist who happens to find her diary several years later. Nevertheless, I would like to suggest that underneath this traditional narrative surface are simmering post-humanist and post-anthropocentric worldviews beyond liberal Humanism which takes human beings to be exceptional against human or non-human others. Not only in narrative contents and characterizations but also through narrative structure and strategies, the novel enacts post-humanist and post-anthropocentric worldviews which are interestingly drawn from both age-old Buddhist ideas and modern eco-philosophy and quantum physics. I would like to stress that what triggers the author's fictional experiments helping our rethinking and redefining "what human beings are" and "what the relation between humans and nonhumans" is not merely intellectual interests but her keen and passionate response to the heart-breaking pains and sufferings of human and nonhuman beings caused by the contemporary natural-artificial catastrophes and techno-scientific predicaments.

• 영어영문학
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• 제56권1호
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• pp.103-133
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• 2010

The purpose of this paper is to make a critique of racial aspects of Caribbean literature more ethical through a constant concern with history and political philosophy. The first step I take for this purpose is a comparative reading of C. L. R. James's view of Toussaint L'Ouverture's position and Frantz Fanon's view of race and class in the historical context of the Caribbean power-relations. In so doing, I examine how Toussaint's and Fanon's wills to negotiation were thwarted in the New World history. To elaborate upon this ethico-political approach, I have recourse to the so-called later Derrida, focusing on his books, such as The Politics of Friendship, Of Hospitality, On Cosmopolitanism and Forgiveness, etc. Taking an up-close look at Derrida's thought, I argue that his political contemplation of ethics is as effective as his deconstruction of "otherness" in dealing with the nature of ethnic clashes in both the real world and minority literature. In the second half of my paper, I reexamine the issues of race, gender, and class in the three novels of Jamaica Kincaid - Annie John, Lucy, and The Autobiography of My Mother. It is conceivable that from the feminist perspective Kincaid's fiction has been read as a postcolonial Bildungsroman. In my supplementary attempts to this criticism, I reveal that the teenage narrator's precocious awareness is still under the colonial influence in the Annie John section. My analysis of Lucy contends that the reasons why the white woman fails to make friends with the young black woman should be sought in the long history of the U.S. racial politics. In the section of The Autobiography of My Mother, I discuss how difficult it is for a minority woman to liberate from the spell of history insofar as she is engaged in the issue of identity. In closing, I pose a need of consolation that literature may grant us by becoming able to produce a different interpretation on all the bleaker reality.

• Journal of Communications and Networks
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• 제8권4호
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• pp.475-479
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• 2006

In Korea, we witness vivid evidences of changing trend in communication that insist the emergence of new networking architecture. To accommodate the changing trend and to hold current strong position in global IT industry, Korea have launched broadband convergence network (BcN) initiative. BcN vision for Korea is to be the first in the world to realize converged network infrastructure and ubiquitous service environment. In this paper, we have introduced the concept and the vision of BcN with a viewpoint of a new paradigm to prepare future-proof communication environment. And then, we have disclosed BcN research and development (R&D) activities including R&D philosophy, R&D phases, and key technologies required. Also, we have discussed current development issues in three technology branches including service and control technology, unified transport technology, and next-generation access technology.