內聖의 거울에 비친 지역사

유용태(Yu, Yongtae) 역사학회 2018 역사학보 Vol.0 No.240

This article explored the characteristics and meaning of the East Asian history recently published in Taiwan. The main target of analysis of this article is the first East Asian history of Taiwan, Lu Zheng-Li(呂正理)`s Another History: A History of the Multiple Interaction among China, Japan, Korea, Taiwan and the Neighboring World (2010). Lu`s work was intended to reveal the interactions of East Asian historical subjects in terms of introspection, which attaches importance to the internal discipline and human relations of actors. This contrasts with the national history, which has emphasized external outcomes such as national prosperity and military power. It is noteworthy that this book recognized the external military actions of Chinese emperors as invasions of neighboring countries, not as expansions of China. This accomplishment as such can be said to be the result of relativization of the empireness of China by examining the inside and outside of China based on the placeness of Taiwan. However, it is regrettable that the introspection was limited to the individual rulers. Korea and Taiwan are mirrors that can be used to reflect themselves, and so can make progress in the composition of regional histories while referring to each other.

이러닝(E-learning) 동기부여 글쓰기의 병행학습 방안 고찰

유용태(Yu, Yongtae) 중앙어문학회 2021 語文論集 Vol.85 No.-

본 연구는 이러닝 교육에서 활용할 수 있는 동기부여 글쓰기의 병행학습 방안을 고찰하는 것이다. 동기부여 글쓰기 과정은 인지론적 관점에서 ‘문제적 상황-창의적 해결-자기표현-모범이 되는 글쓰기’이며 이를 활용한 이러닝 동기부여 글쓰기는 ‘놀이몰입을 통한 창의적 사고-자유연상을 문장으로 표현하기-자기표현의 개성적인 글쓰기-규범의 자기소개서’의 과정으로 구성하였다. 이러닝 동기부여 글쓰기의 목적은 학생들에게 자발적인 참여를 유도하여 글쓰기를 경험하게 하고 이를 통해 글쓰기에 대한 태도를 변화시키는 것이다. 놀이몰입을 통한 창의적 사고는 단어를 하나의 도구처럼 사용하는 일종의 놀이이다. 놀이몰입은 목적에 의한 글쓰기와 그 글에 대한 평가라는 부담감에서 해방시킨다. 이러한 경험은 창의적인 사고를 발전시키며 문제해결의 성취감을 느끼게 한다. 자유연상을 문장으로 표현하기는 창의적 사고를 문장으로 전환하는 과정이다. 자신만의 문장을 완성하여 저자성을 인식하며 글쓰기의 주체로서의 자신을 형성한다. 자기표현의 개성적인 글쓰기는 개인의 경험에서 의미있는 사건을 선택하여 사실과 감정으로 구분하여 표현하는 것이다. 유의미한 경험에 대하여 과거의 자신을 성찰하는 글쓰기를 실현함으로써 글쓰기의 효능감을 높인다. 규범의 자기소개서는 내적 성취의 글쓰기와 더불어 외부적 평가를 경험하는 것이다. 자기소개서의 규범을 ‘상황-행동-결과’로 제시하고 분량을 제한함으로써 규범에 적합한 글쓰기를 경험하는 것이다. 제출된 글은 첨삭지도하여 자기소개서의 규범에 익숙하도록 하였다. 이러닝 동기부여 글쓰기는 이러닝 수업과 병행하여 학생들의 능동적인 참여를 이끌어내고 글에 대한 태도를 변화킨다. 이는 교수자와의 교감 부족이라는 이러닝의 단점을 보완할 수 있는 방안이다. 본 연구는 이론적인 접근으로 인해 단편적인 사례들로만 그 효과를 확인할 수 있다는 한계가 있다. 앞으로의 연구를 통해 동기부여 글쓰기 교육의 객관적인 진단방법에 주목할 것이다. The goal of the study is to construct a process of writing motivation that can be useful in the online education field called e-learning. In terms of the cognitive perspective, writing motivation consists of four major steps, “the situation of the problem - creative solution - self-expression - standard type writing.” The steps of writing motivation education are “creative thinking through play immersion - free association sentence writing – individuality writing of self-expression - Exemplary self-introduction writing.” These steps encourage students to participate voluntarily, remember the process and experience of the writing, and maintain a subjective attitude. Creative thinking through play immersion is a type of play based on a word choosing activity. Play immersion releases writers from the goal and evaluation of writings. These experiences allow people to improve creative thinking and have a sense of achievement through problem-solving. Free association sentence writing is a process of conversion from creative thinking to forms of sentences. The writers recognize the author’s personality by using a compilation of their sentences and additionally, the writers form their own identities. Individual writing through self-expression is a method to represent meaningful events from one’s life based. This writing consists of separate facts and feelings. It brings together the writer’s efficacy with introspections through writing about meaning life events from the past. Exemplary self-introduction writing is to experience external evaluation along with the internal achievement of writing. The standard of exemplary self-introduction was presented as “situation-action-result” and the volume of writing was limited. The submitted writing was reviewed according to the standard of self-introduction and the student was familiarized with this standard. E-learning motivational writing was a dual lesson in parallel with e-learning classes. It leads to active participation of students and changes their attitude toward writing. This way can be to compensate for the shortcomings of e-learning, such as lack of interaction with the lecturer of class. Due to the theoretical approach, this study is limited in that its effect can be confirmed only with fragmentary cases. Future research should focus on the objective method of motivational writing education.

四夷藩屬을 中華領土로

柳鏞泰(Yu Yongtae) 동양사학회 2015 東洋史學硏究 Vol.130 No.-

Along with the recent rise of China, debating the recycling of the traditional Chinese world order on seeking a new order in East Asia has arisen, which requires the historical approach that divides the tradition and its modern variation. Originally, the independence of domestic affairs and diplomacy of a tributary state was assured in the Chinese world order. In the 1880s, however, the Qing Empire attempted to make a tributary state Choson Korea as a subordinate state in terms of the international law, which ended in failure. On the extension of such an imperialistic policy, the Republican Chinese textbook and historical geography regarded all tributary states in East Asia as recently lost Chinese territory. Such a territorial imagination was standardized by Sun Wen (孫文) and succeeded to Chiang Kai-shek(蔣介石) and Mao Zedong(毛澤東), and reflected in the plan for the East Asian order of the Republic of China. Although such an expansionistic territorial imagination was controlled applicably by the People"s Republic of China, the sign of its gradual comeback is seen riding on the atmosphere which emphasizes the Sun Wen legacy after the 1980s. The discussion of the recycling of the Chinese world order emphasized without considering how to overcome the Chinese empireness, which regards a tributary state as territory, is hardly in use among the neighboring countries in East Asia.

현대중국의 正義戰爭論의 형성과 전개 — 항일전쟁에서 항미전쟁까지 —

柳鏞泰(Yu Yongtae) 중국근현대사학회 2021 중국근현대사연구 Vol.92 No.-

Since the People"s Republic of China entered the Korean War in October 1950, PRC’s war in Korea has been called a “Just War”. Academia has explained the just war theory only based on the theory of righteous war in the Chinese classics, and few studies investigate the historical formation of the PRC’s just war theory. This paper demonstrated that China"s perception to see the Korean War as a just war was formed by the Kuomintang and the Communist Party in the course of the anti-Japanese war since the Manchurian Incident in 1931 based on different logical grounds. The Kuomintang accepted the theory of international justice since World War I, which sought to resolve international disputes according to international law and in 1937-38 called the anti-Japanese war a just war. The Communist Party, under the instructions of the Comintern, in 1933-35 called the national revolutionary war a just war based on the revolutionary theory of justice led by the proletariat, which was derived from Lenin"s Socialism and War(1915). Despite these differences, both parties raised and spread the theory of just war widely in order to appeal China"s justice in resisting Japanese imperialism"s invasion at home and abroad. The Chinese Communist Party"s just war theory was applied not only to the anti-Japanese war but also to anti-imperialist wars, including the subsequent anti-American wars(in Korea, Vietnam, etc.). It was a theory of war shared by the communist parties of various countries, including North Korea and the Soviet Union. Since the Korean War, the just war theory has been applied to the perception and narratives of the imperial China’s wars against foreign powers based on the Marxist historiography and was historicized as such.

학설의 유령 - 당대 중국 동아시아사 인식 중의 ‘임나일본부설’

유용태(Yu Yongtae) 역사비평사 2020 역사비평 Vol.- No.131

If a theory is still held by some scholars even when it has been denied through empirical research, it should be just a ghost of theory. A typical example of it is the ‘theory of Japanese Mimana Government(任那日本府說)’ formed in Meiji Japan, which claims that Yamato Japan ruled the southern part of the Korean peninsula. After World War II, this theory was gradually abandoned in the academia in Japan, South Korea, and North Korea, followed by the academia in the Western countries. However, contemporary Chinese college textbooks (World History, East Asian History, and Japanese History) included the gist of this theory thereby seriously distorting the ancient history of East Asia. This essay explored the origin and genealogy of this perception and analyzed the causes of the persistence of ghost of this theory taking notice of changes in the viewpoint on the westing of Japan and the easting of China. Through the foregoing, this author emphasized that the viewpoint of China to see the westing of Japan as ‘invasion’ rather than ‘conquest’ was formed early following the Soviet Union’s version of world history, and China became to require this theory continuously as a historical example of ‘invader’ Japan to justify the easting of China.

민국시기 5·4운동 인식중의 대배경론 - 유라시아세계혁명과 戊戌이래사상계몽을 중심으로 -

유용태(Yu Yongtae) 중국근현대사학회 2020 중국근현대사연구 Vol.86 No.-

Thus far, the academia has emphasized the New Culture Movement since 1915 and the Russian Revolution as the background of the May 4th Movement. This paper regarded the foregoing as a small background theory, and revealed that people in the Republican China perceived the May 4th Movement based on the grand background theory. The grand background theory synchronically acknowledges the effects of the Eurasian World Revolutionary Movement, including the March 1st Movement, and diachronically acknowledges the accumulation of thought enlightenment since the 1898 reforms(戊戌維新). A representative work that grasped the two in a close internal relationship with each other is Chen Duanzhi(陳端志)"s The Historical Assessment of the May 4<SUP>th</SUP> Movement(1935). The grand background theory appeared rudimentarily immediately after the May 4th Movement and co-existed with the small background theory while competing with it and was the most widely and systematically established in the 1930s. The grand background theory, established as such outside the Communist Party, was immediately shared by Communist Party members and spread until the early 1940s. This can be said to reflect the situation of the second Kuomintang-Communist cooperation for unanimous resistance to Japan. However, through the 1940s, the grand background theory was gradually suppressed as the proletarian leadership theory was strengthened, and was reduced to today"s popular small background theory. The sinocentrism recovered after the victory in the anti-Japanese war also fueled this trend. The synchronic or diachronic grand background theory recently proposed by some studies was already widely shared during the Republic of China period in fact.

염상섭과 에밀 졸라의 자연주의 방법론 비교연구

유용태 ( Yongtae Yu ) 사단법인 아시아문화학술원 2021 인문사회 21 Vol.12 No.6

이 연구의 목적은 염상섭과 에밀 졸라의 서술자 태도를 비교하여 자연주의 방법론의 동일성을 규명하는 것이다. 염상섭과 에밀 졸라의 자연주의는 실험소설이라는 결정론적 태도를 통해 문학에서 현실과 인간의 관계를 조명하여 그 지배관계를 규명함으로써 현실을 타파하거나 개조하려는 시대의식을 드러낸다. 「표본실의 청개구리」와 「광고의 희생자」의 서술자는 관찰자적 태도로 유지하고 있으며 일정한 거리를 두며 현상에 대한 객관성을 확보하여 그 결과를 하나의 사실로 독자에게 전달하고 있다. 서술자는 실험 대상인 인간에 대하여 연민의 감정을 가지고 있음에도 불구하고 실험 조건에 개입하지 않고 관찰자적 태도를 유지함으로써 결과에 영향을 미치는 요인들을 차단한다. 이는 실험의 결과와 현상 그대로 독자에게 전달하며 현실의 폭로로 작용한다. 본 연구는 염상섭과 에밀 졸라의 서술자를 통해 자연주의 방법론의 동일성을 규명하여 그 영향 관계를 밝히려는 노력의 일환이다. 근대 한국문학과 서구 문학의 서술자 특성에 대한 비교연구는 앞으로의 과제로 남겨둔다. The goal of this study is to investigate the identity of naturalism-methodology between Sang-seop Yeom and Emili Zola by comparing the narrator's attitude in their novel. Sang-seop Yeom and Emili Zola’s literature illuminate the relationship between reality and humanity through a determinism attitude called ‘experimental novel.’ And, they represent an awareness of time to modify or break down reality by investigating a dominant relationship between reality and humanity. Narrators in ‘A Green Frog in the Specimen Room’ and ‘Victim Of Commercial’ have observational attitudes and keep some distance. Therefore, it secures the objectiveness of phenomenons as a fact that delivers to audiences. The narrators have sympathy for the humans who are the victim of experiments. However, the narrators do not interfere with the experimental conditions and keep objectiveness. The attitude of narrators obstructs factors that affect results. The attitude of narrators works as a disclosure by delivering experiment results and phenomenons as it happens. This study is to investigate identity of naturalism-methodology by narrators in Sang-seop Yeom and Emili Zola’s literature, and determine an influencing relationship as a part of attempting. Comparative study characteristics of narrators between modern Korean literature and western European literature leaves as a further task.

활엽수재 낙엽을 이용한 미생물 배지 제조 및 원핵미생물 생장 최적화

유용태 ( Yongtae Yu ),이상준 ( Sangjun Lee ),고현준 ( Hyunjun Ko ) 한국목재공학회 2024 한국목재공학회 학술발표논문집 Vol.2024 No.1

개혁개방시기 中國의 通史 · 文明史 편찬과 그 인식체계 - 사회형태설에서 다민족국가론으로 -

柳鏞泰(Yu, Yongtae) 동양사학회 2019 東洋史學硏究 Vol.147 No.-

‘現代史’의 早産과 지체된 성장 - 中國史의 ‘現代’는 언제 왜 탄생하여 오늘에 이르렀나? -

柳鏞泰(Yu, Yongtae) 동양사학회 2020 東洋史學硏究 Vol.153 No.-

The aim of this article is to reveal when and why the ‘contemporary history’(xiandaishi, 現代史), which is distinguished from the ‘modern history’ in China, was born. Studies conducted thus far regarded the contemporary history as an established fact and discussed only about when the contemporary history started. Chinese ‘contemporary history’ was born in 1913 in the secondary curriculum, and it referred to the period after the establishment of the Republic of China(1912). This is attributable to the fact that the Republican Government regarded the establishment of the republic as the beginning of a new era and attempted to justify historically it. This division method of historical period originated from the Japanese Ministry of Education’s attempt to distinguish the Meiji era, which was among the modern history, as the ‘contemporary history’ and indicate it in the secondary curriculum in 1902. Consequently, the contemporary history was separated from the modern history (近世史, since the 17th century). However, since the birth of the contemporary history of China was a premature birth, which was too early, it gradually settled not only in the secondary curriculum but in some college lectures and studies after the May Fourth Movement (1919). Since the Chinese contemporary history was created according to political needs as such, it must be fully historicized based on academic research. However, the research was delayed owing to the premature birth of xiandaishi itself and the political chaos of the republic. Even in Japan, the contemporary history became the subject of scientific research only after World War II.