• 대순사상논총
• /
• 제27집
• /
• pp.283-317
• /
• 2016

이 연구는 서구 윤리사상과의 대비를 통해 대순사상의 무자기 개념에 나타난 상생적 윤리관의 특징을 드러내고자 하는 시도이다. 논의를 위해 서구 규범윤리의 두 축을 이루는 칸트의 의무론적 윤리학 및 밀의 공리주의와 대비하여 무자기 개념이 지니고 있는 상생적 특성을 검토한다. 나아가 대순사상의 맥락에서 오늘날 논의되고 있는 덕 윤리적 특성을 새롭게 제시한다. 자연권사상에 기반하여 개인과 사회 전체의 권익을 보호하는 데 방점을 둔 의무론이나 공리주의 윤리학과 대비할 때, 대순사상의 윤리관은 동양의 수행론적 전통에 입각해 있다. 여기서 무자기는 수도의 목적이면서도 윤리도덕 수행의 근간으로써 도와 인격의 완성을 위해 진실된 마음과 언행을 행해야 하는 기반이다. 이 점에서 최고선을 추구하는 덕 윤리학적 요소가 전제되어 있다. 한편, 무자기에 나타난 의무론적 측면은 도통을 목적으로 인륜을 바로 하고 도덕을 밝혀나가는 수도 개념과 맞물려, 하늘로부터 부여받은 천성 그대로의 본성을 회복해야 하는 당위로 나타난다. 또 수도의 목적인 도통을 이루기 위해서는 인륜도덕을 실천해야 하기에, 무자기의 실천 또한 상생적이어야 한다는 목적론적 설명구조를 보여준다. 이렇듯 상호 긴밀하게 연관된 제 윤리관의 중층적 요소는 상생윤리와 관련하여 그 상생적 측면을 한층 잘 드러내고 있다. 특히 해원상생의 이념과 관련하여 무자기는 '척을 짓지 않고, 남을 잘되게 하는' 인륜 실현의 근간이자 천지자연의 법리로 제시된다. 또 이 개념은 양심에 기반을 두기에 신명과의 상생조화를 의미하는 신인 조화와도 연관된다. 나아가, 신도로부터 출발하여, 상생윤리로 펼쳐지는 무자기는 누스바움이 제시한 덕 윤리 모델에 대한 새로운 대안으로서 제시된다. 이렇듯, 대순사상에서 '스스로의 마음을 속이지 않는다'는 의미로서 무자기는 양심과 인륜도덕에 기반하는 것이기에 인예의지의 발현으로서 자연스럽게 남을 위한 실천으로 이어지는 상생적 개념이다. 기준이 양심과 인륜이기에, 물이 위에서 아래로 흐르듯이, 본성을 실현하는 과정으로서 상생의 실천으로 이어지게 되는 것이다. 이로써, 무자기에 나타난 상생적·관계론적 사유는 서구윤리에 대한 대안으로서 이기심과 소외를 극복할 수 있는 한층 효과적 윤리관으로 제시될 수 있을 것이다.

• Asian Journal of Innovation and Policy
• /
• 제12권2호
• /
• pp.261-267
• /
• 2023

In the paper of 'Natural Selection Favors AIs over Humans,' Dan Hendrycks applies principles of Darwinian evolution to forecast potential trajectories of AI development. He proposes that competitive pressures within corporate and military realms could lead to AI replacing human roles and exhibiting self-interested behaviors. However, such claims carry the risk of oversimplifying the complex issues of competition and natural selection without clear criteria for judging whether AI is selfish or altruistic, necessitating a more in-depth analysis and critique. Other studies, such as ''The Threat of AI and Our Response: The AI Charter of Ethics in South Korea,' offer diverse opinions on the natural selection of artificial intelligence, examining major threats that may arise from AI, including AI's value judgment and malicious use, and emphasizing the need for immediate discussions on social solutions. Such contemplation is not merely a technical issue but also significant from an ethical standpoint, requiring thoughtful consideration of how the development of AI harmonizes with human welfare and values. It is also essential to emphasize the importance of cooperation between artificial intelligence and humans. Hendrycks's work, while speculative, is supported by historical observations of inevitable evolution given the right conditions, and it prompts deep contemplation of these issues, setting the stage for future research focused on AI safety, regulation, and ethical considerations.

• 한국환경교육학회지:환경교육
• /
• 제12권1호
• /
• pp.19-39
• /
• 1999

Firstly, the goals and the domains of contents of environmental education was classified in order to systematize the contents of environmental education which would be taught in each subject. According to these goals and domains of contents, the contents of 10 subjects (Korean Language, Ethics, Social Studies, Mathematics, Science, Music, Arts, Physical Practicum(Technology and Heme Economics), English were analyzed. The norms in the analysis of the goals of environmental education by each subject were 4 domains: information and knowledge, skills, value & attitudes, & action and participation. The norms in the analysis of the contents of environmental education by each subject were 11 domains: natural environment, artificial environment, population, industrialization/urbanization, resources, environmental pollution, environmental preservation and measures, environmental sanitation, environmental ethics, environmentally sound and sustainable development(ESSD), and sound consumption life. As a result, it was found that all the 4 domains of goals in environmental education could come true. Furthermore, the goals of environmental education were found to be reached in the subjects of Korean Language, Music, Arts, Physical Education, Mathematics, English, etc., which had been thought to have nothing to do with environmental education. It was also found that the contents of each subject could deal with its own unique environmental contents. The result of this study can keep all subjects from overlapping in environmental contents, and can make the most of each subject's characteristics. Also, the result of this study will be referenced in developing the teaching and learning materials for environmental education according to each subject.

• 과학교육연구지
• /
• 제35권2호
• /
• pp.250-261
• /
• 2011

본 연구의 목적은 초등학교 교육과정에서 환경교육의 내용 요소들이 관련 교과 간에 어떻게 제시되어 있는지 분석하고, 이를 바탕으로 바람직한 초등학교 환경교육의 방향을 모색해 보는데 있다. 초등학교에서 환경교육의 내용 요소를 다루고 있는 중심 교과는 과학, 체육, 사회, 도덕, 실과이다. 이 중 과학은 생태학적 관점, 사회는 합리적인 의사결정과 실천적 행동의 관점, 그리고 도덕은 올바른 환경윤리와 가치관 형성의 관점을 지향하고 있다. 환경교육의 영역별 구성 비율에서는 자연환경, 환경윤리, 환경오염, 환경보전과 대책 영역의 비율이 높게 나타났다. 학년별로 환경교육 내용 요소의 구성을 살펴보면, 저학년에서 고학년으로 갈수록 환경을 구성하는 기본적인 요소에 대한 학습, 환경 문제에 대한 인식, 환경문제 극복을 위한 대책과 노력 등의 순으로 연결되는 연계성을 비교적 잘 확보하고 있었다. 이를 바탕으로, 미래의 초등학교환경 교육과정에 대해 제언하면 첫째, 과학 교과를 중심으로 한 생태학적 관점의 반영 비율을 확대하고, 내용을 제시하는 시기를 조정할 필요성이 있으며, 둘째 사회 교과에서 환경교육의 전 세계적인 이슈가 되고 있는 녹색성장과 지속가능한 발전에 대한 내용 보완이 이루어져야 할 것이다. 셋째, 다학문적, 간학문적 성격의 환경 교육과정을 마련하기 위한 범교과적, 교과통합적인 논의가 선행되어야 하고, 이러한 과정을 통해 초등학교 환경교육의 목표 설정과 내용 요소의 선정이 이루어지는 것이 필요하다.

• 생약학회지
• /
• 제49권2호
• /
• pp.165-171
• /
• 2018

Artemisiae Capillaris Herba is a dried aerial part of Asteraceae capillaris Thunb.(Compositae), which has been used in Korean traditional medicine for the treatment of various diseases. It has a variety of pharmacological activities and has been evaluated for potential as an active ingredient in cosmeceutical products. In the cosmetics industry, animal experiments is besides the major concern of ethics, there are few more disadvantages of animal experimentation like demand of skilled manpower, time consuming protocols and high cost. Therefore, various alternatives to animal experiments have been proposed. The purpose of this study was to investigate the skin permeation characteristics of chlorogenic acid and dimethyleculetin, which are constituent of Artemisiae Capillaris Herba by using Franz diffusion cell. As a result, skin permeability was characterized by flux(penetration rates) and $K_p$(permeability coefficient) value, chlorogenic acid had lower flux and $K_p$ than dimethylesculetin. According to the definitions of Marzulli, chlorogenic acid and dimethylesculetin would be classified as 'Moderate' and 'Very fast' respectively. In conclusion, skin permeation characteristics of chlorogenic acid and dimethylesculetin were confirmed through Franz diffusion cell, and suggests the direction of alternative method for skin permeation of natural compounds.

• 한국조경학회지
• /
• 제43권2호
• /
• pp.105-113
• /
• 2015

조경은 스스로 환경적 지위를 확보하기 위해 환경윤리를 이론으로 흡수하였다. 그러나 환경윤리는 자연 보전에 집중한 나머지 조경을 인공물로 취급하며 도덕 대상에서 배척하였다. 그 과정에서 조경은 인간과 자연의 중도적 입장을 주장하나 도덕적 정체성을 의심하게 한다. 오히려 조경은 '자연의 대리인'으로 자처하며 '인간을 위한' 조경의 전통적 도덕관을 밀어내고 있다. 따라서 본 연구는 환경윤리의 비판적 해석을 통해 인간중심으로서 조경의 도덕적 위치의 재정립을 연구의 목적으로 삼는다. 환경윤리의 여러 분파 중 하그로브의 '약한 인간중심주의'는 조경처럼 자연미학을 윤리적 덕목으로 삼는다. 그러나 상이한 자연관 때문에 환경윤리는 조경을 비판적 대상으로 삼는다. 그러한 이유로 필자는 하그로브의 조경 비판 내용을 살펴보고 그에 대한 반론을 도덕적, 미학적, 조경적 입장에서 살펴본다. 비판 내용은 다음과 같다. (1) 자연은 존재 자체로서 미적이고 도덕적인 반면 조경은 모조품으로서 자연에 대한 완화된 태도를 취한다. (2) 자연은 자기창조적이기에 완전한 미적 실체인 반면 조경은 상상을 통해 인간적 결함을 감추는 설계된 자연이다. (3) 자연에 기술을 부여하는 환경관리는 무의미하기에 도덕적 허무주의를 발생한다. 이에 대한 반론으로 환경윤리는 '도덕적 자율성'을 배제하고 '도덕적 선'을 단순화함으로써 조경이 내포하고 있는 자연을 넘어선 도덕적 실천 능력, 창조와 상상의 폭 넓은 도덕적 의미, '돌봄'으로서 환경관리의 도덕적인 면을 간과하고 있다. 그 결과, 현실에서 자연의 문제는 인간의 삶과 분리할 수 없기에 더 이상 보전만이 미덕이 될 수 없다. 또한 조경은 '선한 삶'을 기반으로 하기 때문에 중도적 위치보다는 인간중심적 도덕적 위치가 타당하다.

• 한국환경교육학회지:환경교육
• /
• 제18권2호
• /
• pp.44-54
• /
• 2005

The emphasis in environmental education for children should be on awareness, appreciation, and sensory experiences. By offering children opportunities to experience the elements of nature that surround them, teachers elevate children's comfort level and familiarity with the natural world. But many children have little contact with nature, because of urban living, hurried schedules, TV's attraction, and the low value most schools place on outdoor activities. So, teachers have to expand the real out-of-door experiences into the classroom by sharing and making accessible books focusing on nature and the natural environment. Namely, quality children's literature is an excellent vehicle for extending a particular experience or introducing new ones. Building on outdoor experiences through stories encourages children to explore more deeply what they have observed and experienced-concepts are reinforced, new knowledge gained, vicarious experiences provided. There are three-fold classification of environmentalism, especially environmental ethics, and three-aspects of the history in children's literature. The analytical results of this study are as follow. The environmental ideology in elementary Korean textbooks varies from 'egocentrism-didacticism' to 'ecocentrism-fantasy'. This finding has implication for selecting children's books and teaching environmental contents in elementary school. Therefore teachers and parents need to get ready to receive ecocriticism.

• 천문학회보
• /
• 제37권2호
• /
• pp.96.1-96.1
• /
• 2012

Science we have perceived as genuine science is based on western scientific enterprise, that is, western modern science(WMS). The K-12 science curriculum in Korea absolutely contains WMS content. Elkana(1981) criticized the indifference of comparative science in the field of science, whereas there have been a lot of comparative studies of art, religion, ethics, and politics. Science is the product not only based on 'western' culture but all cultural around the world including Korea. People have consistently observed and tested for such a long period of time all over the world. Traditional science of Korea can be related to multiculturalism, which has become important in many fields. Korea has a lot of great scientific enterprises, such as astronomical instruments of Chosun Dynasty and ancient data of natural phenomenon in Samguk-saki or Samguk-Yusa. It is expected that students will consider them as more 'objective' and 'realistic' things rather than 'artistic' and 'distinguished' things. Astronomy was also very important in the East because they believed sky as king, which results in the development of a lot of astronomical data and instruments in Korean history. In this study, we developed three units of science programs using astronomical enterprises in Korea: 1) Activities with our sundial, Angbuilgu:, 2) data interpretation of natural phenomenon in ancient Korea, 3) experience in Gyeongbokgung Palace. From these programs, we expect that students will develop a profound understanding and take pride in our science.

• 한국환경교육학회지:환경교육
• /
• 제15권1호
• /
• pp.115-124
• /
• 2002

The purpose of this research is to analyze the contents related to environmental education(EE) in the elementary school textbooks for the following areas: well-balanced EE, and development of EE curriculum/teachers' guide in elementary school level. For the purpose of this analysis, elementary school teachers, education administrators and EE specialists were involved. Eleven content areas of EE, namely: natural environment, artificial environment, population, industrialization, natural resources, pollution, environmental conservation, environment sanitation, environment ethics, environmentally sound and sustainable development(ESSD), and daily li(e as a consumer, were analyzed. The results of the analysis are as follows: 1. There are total 1,140 contents related to EE in the elementary school textbooks of 7th Korea National Curriculum. 2. The textbooks of grade 6 contain the most number of EE contents, while the least number is in the textbooks of grade 3. 3. The subject that includes EE contents equally in its textbooks is social studies, and the subjects that relate a lot to EE are Korean language, science, and social studies respectively. 4. The content areas that are included a lot in textbooks are' natural environment', 'pollution', and' environmental conservation' respectively, while the contents of 'population','industrialization', 'ESSD' are included to a lesser degree. The content area most frequently mentioned in the textbooks is 'pollution', and the number of the contents are increasing along with the grade level. 5. Generally, the content areas of 'population', 'industrialization', and 'natural resources' are reflected in the textbooks to a lesser degree than others. 'Industrialization' is not included in the textbooks of grade 2, while 'population' is not included in ones of grade 4. According to the result, more concern about balanced EE in content areas is needed at the elementary school level. Similar studies tot K and secondary school levels are needed. The developmental study of EE guide book and teacher training for teaching EE using the book are also recommended.

• 한국환경교육학회지:환경교육
• /
• 제12권1호
• /
• pp.294-310
• /
• 1999

Firstly, the goals and the domains of contents of environmental education was classified in order to systematize the contents of environmental education which would be taught in each subject. According to these goals and domains of contents, the contents of 10 subjects (Korean Language, Ethics, Social Studies, Mathematics, Science, Music, Arts, Physical Practicum(Technology and Heme Economics), English were analyzed. The norms in the analysis of the goals of environmental education by each subject were 4 domains: information and knowledge, skills, value & attitudes, & action and participation. The norms in the analysis of the contents of environmental education by each subject were 11 domains: natural environment, artificial environment, population, industrialization/urbanization, resources, environmental pollution, environmental preservation and measures, environmental sanitation, environmental ethics, environmentally sound and sustainable development(ESSD), and sound consumption life. As a result, it was found that all the 4 domains of goals in environmental education could come true. Furthermore, the goals of environmental education were found to be reached in the subjects of Korean Language, Music, Arts, Physical Education, Mathematics, English, etc., which had been thought to have nothing to do with environmental education. It was also found that the contents of each subject could deal with its own unique environmental contents. The result of this study can keep all subject from overlapping in environmental contents, and can make the most of each subject’s characteristics. Also, the result of this study will be referenced in developing the teaching and learning materials for environmental education according to each subject.