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최정웅(Choi Jungwoong),김소연(Kim Soyeon),송윤하(Song Yunha) 대한전기학회 2021 대한전기학회 학술대회 논문집 Vol.2021 No.10
본 논문에서는 스마트그리드 확산사업 IMC에서 수집된 전력 빅데이터에 대한 분석 결과를 제시하였다. 2018년도 충청남도 지역 중 수신률이 좋은 740개 고객을 대상으로 기본 에너지 소비 정보를 통한 전력 소비 유형과 해당지역의 외기 온도와 에너지 소비 관계에 따른 에너지 소비 유형, 계절별 전력 소비 클러스터 특성을 분석하였다.
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최정웅,허재복 대구효성가톨릭대학교 교육연구소 1997 교육연구논집 Vol.5 No.-
Every men are being of conduct. The activity of man is customarily divided into ordinary action and human conduct. The word called human conduct means that a man is axiological being. The human conduct is originated from values in the life. This paper was attempted to examine and analyze comparative axiology and its moral education. The purpose to be achieved are to compare with values which is the ground of human conduct, and to examine and analyze moral education through variable axiologies which is the ground of human conduct. Generally speaking, a value is an enduring belife that a specific mode of conduct is personally or socially preferable to other. The axiological question is whether men of desires are really desirable, ie., whether men ought to disire what they is fact do desire. The field of value theory called axiology is a sphere of philosopy. The word philosophy literally means the love of wisdom and has traditionally implied the pursuit of widsom. The axiology called a sphere of philosophy is customarily divided into two branches of ethics and aesthetics. There is a difference between ethics and aesthetics. Ethic is that sphere of concern which deals with conduct, with what man do ; aesthetics is that sphere with what men consider beautiful, with what men enjoy. Then, ethics is the study of values in the realm of human conduct. It deals with such question as : what is “right” or “good” life for all men? How ought we do behave? It is concerned with providing “right” values as the basis for right conduct. Moral and ethical (and immoral, unethical) are interchangable in ordinary language. Moral means what is right or good, and immoral means what is bad or wrong. Therefore, where does value or moral principle come from? This paper deals with axiology and moral education from a ethical value point view such as Idealism, Realism, Neo-Thomism, Experimentalism, and Existentialism. These philosophical school had a great influence on moral education or ethical education. The ethical values provide a man with moral principle in human conduct, also provide a instructor with the basis to criterion of moral education. For the Idealism, value is absolute mind or absolute self. Idealist belive that values originate with a supernatural being. Value do not change from generation to generation, and constant and are not man-made but are a part of the macrocosm, that is, microcosm. Kant’s “categorical imperative” state that we should always act as through our individual actions were to become a universal law of nature, Kant’s ideal community consisted of man who treated one another as ends rather means. Therefore, to an Idealism, the moral problem in education can be thought about best by viewing the ethical conduct of men as growing out of social tradition, Because social conventions are the wisdom of the past functioning in the present. It then obviously becomes nesscessary to transmit the social conventions to the child in moral education, and since this can best be accomplished through the medium of words and symbols it is recommended that is all those subject matters having to do with convention and social ideals particular stress be laid upon such value and didactically taught. For the Realism, Ingenerally realistic value agree with idealism that values are basically permant. But realistic value is natural moral mode which is originated from Nature. Realist deny that have any supernatural sanction. The moral education of Realism can be found directly by observing the procedured of Nature, because Nature tends to support sustain life. In contrast to Idealism, Realism tends to look for moral exemplars not so much in human persons an in natural precesses. For the Neo-Thomism, Neo-Thomist believe that value can be understand much of this moral law by using Reason, but they insist that the moral law has been established by God. The goodness follows from Reason in the Neo-Thomism. The good conduct is that conduct is controlled by the rational faculty of man. The Neo-Thomist affirms that men naturally tend toward the good. The moral education of Neo-Thomism is training of the Reason which is a precondition of the rational comprehension of moral law and certainly of the understanding of any specific moral dictum. Therefore, the prescription of moral education is fact that it is through these subject matters that the rational faculties of the mind are brought to peak power and, consequently to a potential understanding of the rightness or wrongness of certain act. For the Experimentalism, values are not absolute mind or reason but consequence of public test or utility. Experimentalist belive that values are problem of experience and based on only experience. Also Experimental value is originated in the process of valuation between human organisms and their context or situation. Therefore, for experimentalism, values are not absolute but relative. The moral education for Experimentalism is learning through living which is the process of living itself. The children learn the morality of term of conduct by using it in their lives, by living through its application in real circumstances formulated at their level of behavior and comprehension, and by seeing that it works, ie., workability or utility. The Experimentalism then, the moral education, the Experimentalism, has a larger moral duty than merely the inculcation of this or that ethical practice ; its function is the intelligent criticism of the public standard, wherever that standard is expressed in the words and deeds of men is day-to-day life. According to the Existentialism, value is not absoulte or universal but relative. Because it is originated from the anguish of freedom, ie., choosing. To be means to be engaged in choosing. There is no escaping the making of choices in human life. The freedom in the unigue foundation of values, and nothing justify us in adopting this or that value of scale of value. The Existentialist, therefore, claims that the individual is the author of his own right in axiology. The Existentialism hold the view that values are totally subjective, and morality and values are strictly within human beings, and that there are no values or morality outside of them. The Existentialism of moral education, then, is originated from the baselessness of values and individual choice. Human life is full of paradox and contradiction, and no single life-style is necessarily the valuable one. Therefore, the one of Existentialist’s moral education turn to Martin Buber’s theory of the “dialogue”. A dialogue is a conversation between persons in which each person remains a subject for the other, a conversation, in Buber’s terms, between an “I” and a “Thou”. It is suggested that the view of each ethical values bring into each of different human conduct. The Idealism, Realism, and Neo-Thomism direct for us absolute theory of ethics ; the Experimentalism, and Existentialism direct relative theory of ethics, then, the Idealism guide for us deontological theory of ethic ; the Realism guide for us telelogical theory of ethics and Natural theory of ethics ; the Neo-Thomism guide for us teleological theory of ethics. These ethical theory provide a man with moral principle in human conduct, also provide a instructor with the basis to criterion of moral education.
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초등도덕교육에 있어서 대화학습의 근거로써 구성주의적 지식과 가치
최정웅,허재복 대구효성가톨릭대학교 교육연구소 1998 가톨릭敎育硏究 Vol.8 No.-
This paper surveys a knowledge, value and dialogical learning of construcuivism in moral educution of elementary school. The purpose of this study is to umderstanding moral study education in a view point of constructivism. The central tenet of constructivism can be defined in term of the proposition that knowledge does not exist independently of the subjects who seek it, and in this sence it constitutes a human construction recognising subject. In this paper concrete aim is to make clear constructivism's distinctive epistemological basis, to constract it whit alternative approaches to learning and knowledge. Then, the contents of this paper are as follows: Second section reviews that the constructivism consist of radical and social constructivism. Third section describe Piaget and Kohlberg's constructive moral. Influenced by Piaget, Kohlberg had a major influence on constructivism. In Piagetian research, knowledge schemes are seen to evolves as a result of progressively more complex interactions with the world. Kohlberg's construstive moral development stage distinguishs three level; in the development of moral judgment(preconventional : conventional ; and postconventional). Because each level incorporates two stage, the constructive developmental typology yield six stage in all: stage 1 (punishment and obedience orientation); stage 2(instrumental relativist orientation) ; stage 3(interpersonal concordance orientation) ; stage 4 (law-and -order orientation); stage 5(social-contrait legalistic orientation); stage 6 (universal ethical principle orientation). In couclusion, fourth and fifth section describes that constructivist moral education strives for a dialogical interaction. That is to say, dialgue is a social environment where situated living and learning in strongly promoted, which is at the same time knowledge and world, value.
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