해양플랜트 수명주기 고찰과 조립 및 인간공학 시뮬레이션 적용에 관한 연구

이용길,우종훈,Lee, Yong-Gil,Woo, Jong-Hun 해양환경안전학회 2015 해양환경안전학회지 Vol.21 No.4

In this paper, the academic research on the value chain and the supply chain of offshore business are conducted for the investigation of the offshore business comprehensive configuration. Then, the assembly and ergonomic simulation was conducted for the purpose of advanced validation of offshore project.. With respect to the simulation analysis, the assembly simulation model(w.r.t. drill ship) and the ergonomic simulation model(w.r.t. FPSO) are constructed. Through the assembly simulation of drillship, the production processes could be validated in terms of availability. Also, the problem of topside design of FPSO was found by ergonomic simulation. 본 연구에서는 해양플랜트 산업의 가치사슬 및 수명주기 연구를 통해 해양 자원개발 비즈니스의 포괄적인 형상을 파악하였고 해양프로젝트 검증 목적의 시뮬레이션을 위해 조립 및 인간공학 시뮬레이션에 대한 연구를 수행하였다. 구체적으로는 조립 시뮬레이션의 경우 드릴쉽을 대상으로 탑재공정에 대한 조립 시뮬레이션을 통해 공정에 대한 유효성 검증을 수행할 수 있었고, 인간공학 시뮬레이션의 경우 FPSO 플랫폼을 대상으로 작업자 시뮬레이션을 통해 작업환경에서의 문제점을 사전에 도출할 수 있었다.

학창 이종록의 창조교육사상과 실천

이용길 ( Lee Yong-gil ) 창조교육학회 2018 창조교육논총 Vol.20 No.-

Hagchang Lee, Jong-rok (1921~2016) was aware of the creative education, and as a pedagogue, he committed himself to the creation education and established the idea of creative education. Education and Education as an Educator as education administrators, education policy was established, and schools established and run as educational managers were all for creative education as cultivating creativity through human creative ability development. The creative education that Lee, Jong-rok studied and practiced has become the core of future education with the advent of the era of the fourth industrial revolution. The future education of mankind is now looking for the value of love and happiness in cultivating human creativity and its capacity. In this sense, Lee Jong-rok's creative education philosophy and his experiential practice are the basis for pursuing human future education. The school is a pioneer who predicted and presented the direction of human future education. This is because the creative education ideology established by Lee, Jong-rok is not a rather educational theory that pursues values that are based on the ideology of the times, but rather sees the nature as creativity from the universal viewpoint of human nature and seeks educational practice on it . Lee, Jong-rok's creative education philosophy and its practice suggests human creativity as an educational goal in terms of human person's life from the point of view of whole personality. Therefore, Lee, Jong-rok's creative education philosophy includes the values of love and happiness of humanity which are pursued through education, in the theory and practice of education, so it is the ultimate value pursued by mankind and the utopia of education that realizes “do one's best” to be. Therefore, Lee, Jong-rok, as an educational thinker who created theories and methods of creative education in the context of modern education history, has got a unique position as an educational practitioner.

학창 이종록 선생의 창조교육학

이용길 ( Lee Yong-gil ) 창조교육학회 2021 창조교육논총 Vol.23 No.-

In Lee Jong-rok's creative pedagogy, education is the perfection of character and creation of values through the development of human ability. In other words, the essence of Lee Jong-rok's creative pedagogy is that education develops human abilities and develops creative values as diverse and comprehensive competencies. The basis of this creative education is human creativity. Lee Jong-rok's creative pedagogy is based on empirical practice while educationally clarifying human creativity from a holistic point of view. Lee Jong-rok was born in a colony under Japanese colonial rule, and while establishing his will for education for national self-reliance and independence of his country, he has been practicing the theory of creative education for over 70 years in order to practice the mission of human co-prosperity by creating values of character, country, and culture. And through the practice of creative education, creative pedagogy was established.

한국 현대교육사에서 창조교육의 형성과 정립

이용길(Lee Yong-gil) 창조교육학회 2012 창조교육논총 Vol.14 No.-

This study is to research the formation process and establishment of creative education in modern education history in Korea. The formation, development and establishment of creative education in Korea started by Lee Jong-rok (1921~) who advocated the theory of creative education. Lee Jong-rok, born in the Japanese colonial period, took upon himself the mission of the education for Korean people under the national resistance consciousness in the colony and built up the will to creative education. His will to creative education was practised under the goal of creative education as the teacher, pedagogist, education administrator, and education manager in the liberated homeland. Accordingly, Lee founded the theory of creative education based on his research of creative education and the experiences of the education practice. Furthermore, Lee arranged the basis of the study and practice of creative education through the establishment of creative education academy and the organization of creative education research society. Lee Jong-rok hereby has established his own independent domains in the theory and practice of creative education as an educationalist and founder of creative education in the context of Korean modern education history. The creative education, advocated and established by Lee Jong-rok provides the foundation to present the ability factor of value in human life as the goal of education, considering human creativity from the viewpoint of the whole person. Creative education, therefore, has its meaning in the education history since it not only has embraced the directing point of all the education but also has formed the theory and practice by the education to make pursuing values possible with the method of creative education.

창조교육 교수-학습의 발굴단계에 관한 연구

이용길(Lee Yong-gil) 창조교육학회 2013 창조교육논총 Vol.15 No.-

This study is about digging stage of teaching-learning in creative education. The digging stage of teaching-learning in creative education is involved in inquiry process. Digging stage, that is, is the stage of inquiry in a series of thinking process for learners' value creation. Digging stage is the stage that the specific problems to be solved in teaching-learning process are changed to reasonable and systematic ideas. Purposive and unifying ideas for new value are formed. At the digging stage, the experiences of creative work come into the individuality or characteristic of learner by the learner's actual activities. Zest for inquiry or yearning for knowledge of learner are basis of digging stage that is potential to the inner side of learner. The teaching-learning stimulating the inner side of learner forms thinking of digging. To form the thinking of digging, it should be considered that the nature of inquiry, the need of inquiry to be made by the learners for themselves, and the teaching-learning method for inquiry and the effect. Inquiry instruction for thinking of digging should be focused on cultivating intellectual capacity or functions of learners to recognize problems in given conditions or solve the given problems by scientific and logical methods. So, we can say that inquiry instruction is a type of instruction that an instructor encourages learners' active acts of inquiring. Thus, inquiry instruction places emphasis on encourage learners' inner digging, providing detailed guide so that they can make more serious inquiry. Digging stage of teaching-learning in creative education is one of the stages in teaching-learning course to make value creation through such inquiry instruction.

창조교육 교수 -학습법의 형성과 발전

이용길 ( Yong Gil Lee ) 창조교육학회 2011 창조교육논총 Vol.13 No.-

The teaching and tudying method of creative education has been developed aiming at the developing human creativity. TIle teaching and tudying method of creative education i based on the theory and thought of Lee Jong-rok, and it began to fa ter national and independence spirit in Japanese colonial era. When new Korean Govenunent was e tabli h d. Lee long-rok founded the theory and though of creative education through pedagogical study and empirical practice on the education spot for new education. The teaching and tudying methodology of creative education has been de eloped through the cour e lhat the teaching and studying method of idca-discovery-dig-manife tation-development wa applied to the ducational arena Human creativity is the premise of the tea hing and studying method of creative education from the vievvpoint of whole human being to practice the theory and though of creative education declared by Lee Jong-rok. Therefore, the teaching and ludying method of creativ ducation is to et up th capability of value creation in all the areas of human life and pursue such creative value

인간 삶의 본질로서 창조성의 교육적 인식

이용길 ( Lee Yong-gil ) 창조교육학회 2020 창조교육논총 Vol.22 No.-

Human nature is creativity, and creativity as a unique characteristic of man characterizes human life appears. Human creativity plays a key role in determining how to educate and live in human life. Human creativity is a high-sanity function. The nature of human life has to do with how humans should live creatively. Therefore, the essence of human life is in the independent and active creative action of man as creative sincerity. Human beings have a desire to realize and realize potential creativity. Therefore, he has an educational self to be made through education. In the sense that education is ultimately oriented toward creative education, the question of how to educate is the question of the educational self. Because the value area of creativity is the domain of human life, creative values are formed according to the belief system of educational aspects by the educational self. Therefore, the reason for creative education in human life is to develop an educational self to form a creative human being and to embody the value of human life. In order to do so, it should be edging in mind what human creativity is as a function of higher mind, what creative education is aimed at fostering creativity according to, and how to relate to the stage of creative thinking of Idea-Discovery- Digging-Manifestation-Development as an education to foster and exert creativity to make human life more powerful. The meaning of the five stages of creative thinking in creative education is a method of education as a way of human life that respects well-being and freedom in human life and forms a practical and theoretical system of education that develops the creative abilities of human nature by changing the logical order of human thinking in a timely order to the process of the five phases of the creative thought process and its educational methods through the educational action of each other's love and encouragement.

특허분석을 통한 개방형 혁신의 핵심요인 탐색

이용길(Yong-Gil Lee),이지훈(Jihun Lee),송용일(Yong-Il Song) 한국혁신학회 2008 한국혁신학회지 Vol.3 No.1

창조성의 교육본질에 관한 논의

이용길 ( Yong Gil Lee ) 창조교육학회 2010 창조교육논총 Vol.12 No.-

This study is a discussion on the educational nature of creativity. The basic of creativity in human nature is man who has all characteristics and capabilities of human. Creativity is presented by human existence value and has goal orientation to be the subject for the creation of personality and cultural values. The nature of creativity is love. Love brings about desire, and desire shows creativity as goal orientation. Showing creativity through education is done by the educational love, and educational love forms educational self. The realization of creativity, therefore, is the realization of love, and it is, educationally, the realization of personality through the accomplishment of educational self. The activities of educational self are subjective and conscious educational activities that are made to create values. Through educational self, humans pursue the activities of values, create personality and social and cultural values. Hence, creative values are made by the actions and activities of education by educational self. Education is to cultivate human capabilities comprehensively. Human capabilities are shown in every area since the nature of education is to cultivate various abilities of humans. Accordingly, whether education is to maintain social system, mainly aims to personal improvement of individuals, or promotes intentional change of human behaviors, all those would have common goal to accomplish human creative capabilities. The actions of education is to maintain human life, social order and system, promote harmonious development of humans, succeed to and develop cultural heritage, and make personal foundation of historical creation. Common attribute of the actions of education, in hoc, is based on human creativity and educational self. Ultimate worth of human is creative value, and such value can be obtained by the experiences of educational self through education. Considering what should be taught and learned in every area of humans, the premise would be creativity and educational self. Since education aims for creative humans by the cultivation of human capabilities, the nature of education is to cultivate creative capabilities of humans. Creativity is an area of universal activities of human life in the nature of education, and it can be divided into physical/physiological area, social area, rational area, moral area, artistic area, and religious area, and the nature of education is to cultivate universal creativity of entire human beings by presenting the elements of capabilities in the values as the educational goal of the cultivation of creative capabilities.

창조성 생성에 대한 『역(易)』의 원리 연구

이용길 ( Lee Yong-gil ) 창조교육학회 2022 창조교육논총 Vol.24 No.-

「Yeok(易); Yi Jing」, which explains the principle of creation of creativity through change, expresses the meaning of creative education through Mong-gwa(蒙卦). It was what I wanted to find. It is a 'good luck' for humans to conform to the laws of nature, and creativity is created and formed by finding such a 'good luck' and adapting to it developmentally. It is to find auspiciousness through education, to reach the goodness of ‘seon(善)’, and to reach ‘mid-level’ as human creativity is exercised. 「Yeok」 is the change principle of creativity that aims for the middle ground. The principle of creation of creativity in 「Yeok」 is revealed through < Monggwae(蒙卦) >, which represents the changing process of idea, discovery, discovery, expression, development of creative education. First, the fact that it is beneficial for learners to seek learning in Gwasa(卦辭) in Mong-gwa is explained by the idea and discovery of the teaching-learning stage of creative education. Second, it corresponds to the excavation stage of teaching-learning of creation education in which learners are widely taught and led in Gwasa(卦辭) of Mong-gwa(蒙卦). Third, the meaning of relieving people's frustrations so that they can demonstrate creativity by teaching in Gwaesa of Mong-gwae is the same as the development stage of teaching-learning in creative education. Fourth, removing and revealing the learner's obscurity in the gwaesa of Mong-gwa corresponds to the developmental stage of teaching-learning of creative education. The Mong-gwa of 「Yeok」 has the meaning of education as the creation of creativity and represents the changing process of idea- discoverydiscovery- expression-development of creation education.