平等敎育 槪念 및 그 原理에 對한 一考察 : 평등교육 개념 및 그 원리에 대한 일고찰

박영환 부산대학교 교육대학원 1982 교육논집 Vol.8 No.-

Endophytic Trichoderma citrinoviride isolated from mountain-cultivated ginseng (Panax ginseng) has great potential as a biocontrol agent against ginseng pathogens

박영환,Ratnesh Chandra Mishra,윤선경,김호기,박창호,서상태,배한홍 고려인삼학회 2019 Journal of Ginseng Research Vol.43 No.3

Background: Ginseng (Panax ginseng Meyer) is an invaluable medicinal plant containing various bioactivemetabolites (e.g., ginsenosides). Owing to its long cultivation period, ginseng is vulnerable to variousbiotic constraints. Biological control using endophytes is an important alternative to chemical control. Methods: In this study, endophytic Trichoderma citrinoviride PG87, isolated from mountain-cultivatedginseng, was evaluated for biocontrol activity against six major ginseng pathogens. T. citrinovirideexhibited antagonistic activity with mycoparasitism against all ginseng pathogens, with high endo-1,4-b-D-glucanase activity. Results: T. citrinoviride inoculation significantly reduced the disease symptoms caused by Botrytis cinereaand Cylindrocarpon destructans and induced ginsenoside biosynthesis in ginseng plants. T. citrinoviridewas formulated as dustable powder and granules. The formulated agents also exhibited significantbiocontrol activity and induced ginsenosides production in the controlled environment and mountainarea. Conclusion: Our results revealed that T. citrinoviride has great potential as a biological control agent andelicitor of ginsenoside production.

Paulo Freire 의 민중교육론과 그 비판

박영환 한국국민윤리학회 1986 倫理硏究 Vol.23 No.2

한국선교신학회 30년 역사(1992~2022년)

박영환 한국선교신학회 2022 선교신학 Vol.68 No.-

出世槪念의 變化에 對한 一考察

朴榮煥 부산대학교 학생생활연구소 1977 硏究報 Vol.13 No.1

In this Study I intended to indicate the basic data for formation of the hopeful view of value and the structure of consciousness, for the process of periodic Change about concept of sucess in life and inquiry of the influence to various elements in conceptive formation of it. I found out three changes by the transmision of time and space the concept of success in life. Those are as follows: 1) The change from simplicity of concept to variety. 2) I think the meaning of bureaucracy or government of officials became weakened to some degrees, but it is still in existence as before as an important concept. 3) The change from emphasis of innate aspect to acquired one. Such these various factor to have influence on conceptive formation of success in life are as follows: 1) politics-systematical factor politics-system, bureaucratic factor, etc. 2) Social factor family-centered factor, culture come from outside, problem of ascription and achievement, Aspect of the change affect value, social-psychological factor, etc. 3) Educational factor problem about the view of Educational Purpose, Educational chance, etc. Thus I considered the following inquiry of educational task. 1) Education has been demanded from the stress on examination itself or on school background to self-realization in variety of meaning. 2) Each persan must develop innate ability in order to realize educational ideal and reality harmoniously, that would not be accomplished until equal opportunity of education and construction of economical welfare society will be made. For the formation of personality to harmonize well the above-mentioned Aspects, system of Guidance or technical improvement is sorely needed in schol education and Guidance.

兒童中心 敎育槪念의 敎育哲學的 分析과 그 批判

朴榮煥 釜山大學校 師範大學 1984 교사교육연구 Vol.9 No.1

In this study I intended to overview the educational philosophical analysis and criticism about the concept of child-centred education. I also intended to sum up this consideration, and futhermore to make some suggestion for more desirable education. What we can say is that the term child-centred is a term of protest. That is, the term is used to mean protest against the fact that traditional education was of formalism, intel- lectualism, teacher-centred, simultaneous direction, cramming method, etc. Child-centredness was a protest against content-centredness or curriculum-centredness. It was a movement which emphasized that the child is more important than subject. It means to concentrate on child-centredness and eventration for the sake of the liberty, personality and character of children, Child-Centred education maintained education according to nature opposed to the fact that traditional education stressed artificiality. So to speak, stressing the natural characteristic of a child's education or advocating educating a child according to nature is really saying that education should allow him to develop naturally. What we can say is that learning by experience or discovery makes much of spontaneou- sness and independence in comparison with traditional education rejecting understanding and interest. In view of what we have written, we define more clearly Jwhat we mean by the terms instruction and learning by discovery, they are not poles apart. This problem should be solved to possibility harmonize with the sort and property of objects and contents to teach. Therefore, it is decided not subjective terms, but in the light of psychological evidence, particulary evidence of the way in which childern develop mentally and physically. The term needs-centred curriculum was derived from protest against the fact that traditional subject matter-centred curriculum left out of account need of child. But there is danger that needs curriculum will be interpreted as the adoltion of the conventional school- determined curriculum and its replacement by activities determined by children, The child must be confronted by area of study which help to fulfil the needs which society imposes on him. The truly child-centred teacher is the one who can, through his knowledge of the individual child and of the curriculum, help each child to drive benefit from that curriculum. Child-centredness can have no such meaning in making up some sort of curriculum on subjective grounds to enable each child to perform well. In the light of above overview, I suggest education should be made toward the following directions. 1) Education should not attempt to fit individuals to programmes setting out predetermined values, but to transform situation where we must manipulate and indoctrinate children in their own interest. 2) Because of the nature of education, only those situations where the child is allowed to come to decisions for himself are truly education. 3) We feel that we can allow children to test values for themselves, but that most of the time our task as teachers is prudential, that is, determining what the child needs and structuring his education accordingly. 4) Far more vital is to show that child-centredness is not something which applies in the infant school particularly, in the primary school also, much less in the secondary school, and not at all in further and higher education. To put the above facts into practice, educational administration, curriculum and educational method should be deeply considered in practice of education.

견피브로인/Poly(2-hydroxyethyl methacrylate) 브렌드 필름의 구조 및 열적 특성

박영환 서울대학교 농업개발연구소 2000 농업생명과학연구 Vol.4 No.-

Structural and thermal characteristics of silk fibroin/poly(2-hydroxyethy1 methacrylate)(PHEMA) blend films were investigated using FTIR, X-ray diffractometer, differential scanning calorimeter, tehrmogravimeter and scanning electron microscope. FTIR spectra showed that the conformaitno of silk fibroin prepared by dissolving in formic acid was β-sheet, which did not affected by blending with PHEMA. The X-ray diffraction patterns also showed that individual crystalline structure of silk fibroin and PHEMA was not affected for the blend films. The initial thermal stability of both polymers, more notably PHEMA, can be improved by blending two components. As a result of SEM observation, the phases separation for silk fibroin/ PHEMA blend films occurred regardless of blend ratio; continuous and dispersed phase were silk fibroin and PHEMA component, respectively.

다기계통의 안정화를 위한 분산 신경망 제어기 설계

朴永煥 충주대 산업과학기술연구소 1999 産業科學論文集 Vol.7 No.1

In this paper, we consider power system stabilization using a neural network; the objective is to hold the synchronism of a power system as well as to regulate the voltage under a sudden fault. Important parameters, such as effective reactances of transmission lines, in an electric power system always contain some uncertainties due to lightning, severe storms and equipment failure. We consider faults on the transmission lines among those uncertainties. Over traditional approaches, neural networks feature the advantage that the nonlinear behavior of a system can be learnt so that the exact system model is not needed. This paper implements a discrete-time feedback linearizing controller using a neural network. It is seen through simulations that the power angle and voltage of the power system can be regulated by the proposed controller even when a fault occurs on a transmission line.

사중복음과 선교

박영환 서울神學大學校 2005 교수논총 = (A)collection of treatises Vol.17 No.-

"Fourfold Gospel" which began as an evangelical motto of the Holiness Church has developed into its basic doctrine. Thus, in discussing the relationship between "Fourfold Gospel" and the mission theology of the Holiness Church, what is being emphasized currently is not its dynamic evangelical tendency but the doctrinal aspects. Today, the remnants of its dynamic tendencies towards evangelism can be found in the spiritual movement and the revival movement within the Church. As evangelism, more than mission, became closely associated with pastoral activities, evangelism became the focal point of pastoral programs. In 1980s onwards, however, there was a movement towards missions and this led to the development of Church strategy towards "World Mission." It was at this period that "Fourfold Gospel" became the Church's basic doctrine, policy and strategy. The Regeneration as the basis and setting of mission, Sanctification as embodiment of the Holy Spirit and the driving force of mission, and Divine Healing as an expression of God's presence as well as that enabling power that makes our belief possible came into being. Second Coming was the hope and completion of mission as well as being a factor behind the motivation for dedicating oneself to future mission work. More importantly, "Fourfold Gospel was contributing factor towards maintaining the impetus towards evangelical mission work within the turbidity of world mission. However, the Church has failed in establishing the mission direction and purpose amidst the rapidly changing world and many challenges. By adhering to evangelism only, it failed to complete its mission work. Nevertheless, even as the spiritual impetus towards missions is losing its power, the Pentecost Mission Movement of South America is becoming a new source of vitality for missions. The basis of such movement must be the Holiness and the reincarnation movements of the Church. Thus, we must apply the double structure and meaning found between "Fourfold Gospel" and mission as the center of future dynamic mission work. From this a new mission movement deriving from a new spiritual activity must come into being.

John Dewey 成長理論 과 敎育

朴榮煥 釜山大學校 師範大學 1985 교사교육연구 Vol.11 No.-

In this study I intended to overview John Dewey's growth theoy and its educational implication. And especially I will investigate the meaning, logic, nature, and educational aims and methods on the basis his theory. He asserted growth has interaction-dynamic change, hypothetical-experimental manipulation. The above function is the condition of intellectual action, and as a social concept, it has quality of social integrated function. Thus growth has the meaning of educational value, enriching the life of individual, and making a better society. As the growth can be made through experiences, growth itself can be ascertained through the experience formation process. He interpreted experiences as the interaction and continual activitis between human being and envirnment. And the experiences he said are reconstructed specialized only when they are produced by the meanigful change in the organism. The principle of interaction in the formation of experience is said to be the principle, intergrated and unified between subjects and objects. The principle of continuity takes on the quality of the fact of experiences which are continued and the accumulable experience. And the nature of growth can be made through the relationship among the impulses, habits and intelligence. This cannot be estimated in terms of external-relative criteria, can be evaluated on the basis of the process of growth itself. And it means the most desirable development and progress in terms of human beings physical, mental aspect. The aim of education should be made in term of three principles: the principle of growth, the principle of end-in-view the principle of continuity. An educational aim must be founded upon the intrinsic activies and needs(including original instincts and acquired habits) of the given individual to be educated. Therefore an aim must be capable of translation into a method of cooperating with the activities of those undergoing instruction. Educators have to be on their guard against ends that are alleged to be general and ultimated. The most important problem of moral education in the school concerns the relationship of knowledge and conduct. For unless the learning which accrues in the regular course of study affects character, it is futile to conceive the moral end as the unifying and culminating end of education. All education which develops power to share effectively in social life is moral. It forms a character which not only does the particular deed socially necessary but one which is interested in that continuous readjustment which is essential to growth. To do so, the school must itself be a community life in all which that implies. The learning in school should be continuous with that out of school. In the light of above overview, I suggest education should be made toward the following directions. 1) An educational aim must be founded upon the intrinsic activites and needs of the given individual to be educated. 2) Curriculum itself must be a community life in all which that implies. 3) Learning in school should be continuous with that out of school. To put the above facts into practice, educational administration, curriculum and educational method should be deeply considered in practice of education.