교육학의 포스트휴머니즘 수용과 포스트휴먼 감응교육 탐색

정윤경 ( Chung¸ Yunkyoung ) 한국교육철학학회(구 교육철학회) 2020 교육철학연구 Vol.42 No.4

본 연구는 교육학의 포스트휴머니즘 수용의 필요성을 살펴보고, 교육학이 비판적 포스트휴머니즘을 수용하여 포스트휴먼 감응교육(posthuman affect education)을 탐색하는 것을 목적으로 한다. 이를 위해 Ⅱ장에서는 낯선 질문을 통해 포스트휴먼의 조건과 포스트휴머니즘의 대두를 살펴보고, Ⅲ장에서는 교육학의 포스트휴머니즘 수용의 필요성과 가능성, 그리고 포스트휴먼교육학적 시도를 살펴볼 것이다. 이를 토대로 Ⅳ장에서는 포스트휴먼 감수성의 필요성과 포스트휴먼 감응교육의 의미, 포스트휴먼 감응교육으로의 변화를 탐색하고, 포스트휴먼 감응교육 실현을 위한 조건을 논의하였다. ‘포스트휴먼 감응교육’은 ‘포스트휴머니즘’과 ‘교육’이 만나 일어난 변화를 탐색하기 위해 Deleuze의 사유에 기초한 ‘감응’(affect)개념을 결합하여 구성한 개념이다. 요컨대, 포스트휴먼 감응교육은 포스트휴먼 조건이 야기한 차이와 다양성, 이질성과 상호교차성 등의 변화에 섬세하게 반응하며 교육을 새롭게 바라보고 아직 현실화되지 않은 잠재적 교육 가능성을 조망하기 위한 것이다. 포스트휴먼 감응교육은 첫째, 지속적 되기와 상호관계성 교육으로 고립된 실체로서 개인의 번영을 강조한 발달주의 교육 너머의 교육을 보여준다. 둘째, 사물(장치)의 능동적 역할을 고려함으로써 학습자와 교수-학습 활동의 의미를 확장한다. 셋째, 포스트휴먼 감응교육은 사물(기술)의 능동성을 고려하지만, 다른 한편으로는 기술의 변화와 사물(장치)의 행위성이 가져올, 아직 현실화되지 않은 잠재적 결과에 대해서도 감응케 한다. 따라서 포스트휴먼 감응교육은 ‘관계’에서 다시 비판적 성찰을 요청한다. 넷째, 포스트휴먼 감응교육은 비의도적 우연성 교육의 가능성을 인정함으로써, 보편적이고 표준화된 이론에 포착되지 않는, 교육의 복합성과 다양성에 감응할 수 있는 가능성을 갖는다. 마지막으로 포스트휴먼 감응교육은 제한된 변수들의 인과관계로 명쾌하게 설명할 수 있다는 자신감 대신, 교육이 변용 과정에서 낯설고 이질적인 다양성을 만나 새로움을 창안해갈 것을 제안한다. 포스트휴먼 감응교육 실현을 위해서는 열린 휴머니즘과 규범의 지향, 상호관계성 안의 생명과 지속가능성 추구, 지속적 되기 과정에서 관계항에 대한 책임이 요청된다. The purpose of this study is to examine the necessity of the reception of posthumanism in education and to explore posthuman affect education. To this end, Chapter II examines posthuman conditions and the emergence of posthumanism by raising unfamiliar questions; Chapter III examines the necessity and the possibility of posthumanism in education and educational research from the perspective of posthumanism. Based on this, Chapter Ⅳ discusses the necessity of posthuman sensitivity, the meaning of posthuman affect education, and the changes having made in education toward posthuman affect education. Furthermore, it discusses the conditions necessary to realize a posthuman affect education. ‘Posthuman affect education’ refers to education that responds to changes triggered by posthuman conditions. The concept of ‘affect’ based on Gilles Deleuze's thoughts is effective in explaining the connections with unfamiliar beings and variations in the continuing process of becoming. Posthuman affect education, first of all, reveals becoming and interrelated education, overcoming developmentalism that emphasizes the prosperity of an individual subject as an isolated entity. Second, by considering the active role of objects(devices), meanings of learners and teaching-learning activities are to be extended. Third, while posthuman affect education takes into account the activeness of things(technology), it also allows us to affect to potential consequences that are yet to be realized. Therefore, posthuman affect education calls again for critical reflection on ‘interrelationships.’ Fourth, by acknowledging the possibility of unintentional accidental education, posthuman affect education presents possibilities to respond to the complexity of and diversity in education, which can hardly be captured by universal and standardized theories. Finally, posthuman affect education, instead of presenting the confidence that education can be explained in a causal relationship with limited variables, suggests that education be dedicated in creating something new in the process of becoming by encountering the unfamiliar and heterogeneous diversities.

민주적 학교공동체 교사 역량 강화를 위한 연수 프로그램의 개발과 적용

박윤경 ( Park¸ Yun-kyoung ),이혁규 ( Lee¸ Hyugkyu ),박새롬 ( Park¸ Sae-rom ),심소현 ( Sim¸ So-hyun ),박경수 ( Park¸ Kyung-soo ) 한국사회과교육학회 2021 시민교육연구 Vol.53 No.1

이 연구는 민주적 학교공동체 구성원으로서의 교사 역량 강화를 위해 개발된 연수 프로그램의 특징을 분석하여 향후 교사 연수 프로그램의 개발 및 실행을 위한 시사점을 도출하기 위한 것이다. 이를 위해 연구진이 연수의 전문가위원 및 운영진으로 연수의 개발, 실행 및 평가의 전 과정에 참여하여 그 과정을 기록하고 연수 과정에서 산출된 자료들을 바탕으로 연수프로그램의 개발 과정, 내용, 방법적 특징을 분석하였다. 먼저, 프로그램 개발의 측면에서, 대학 및 현장 학교의 전문가들이 개발 주체로 참여하여 협력적인 전문적학습공동체 활동을 바탕으로 연수의 방향과 내용을 설정함으로써 연수의 민주성과 현장성의 원리를 구현하였다. 또한 실행 연구의 방식으로 프로그램의 개발-실행-평가-재실행의 나선형적인 순환 과정을 거쳐 연수의 지속적인 개선 및 질 관리를 담보하였다. 다음으로 연수 프로그램의 내용 및 방법의 측면에서, 연수 참여자들이 민주적 소통과 협력, 문제 해결 과정을 활동형 프로그램을 통해 체험하고 민주시민교육 실천 사례를 공유하는 실천 지향 체험형 방식으로 구성되었다. 이상의 분석 결과를 바탕으로 향후 교사 연수 프로그램 개발 및 운영의 방향성에 대한 시사점을 제시하였다. This study aims to derive implications for the development of future teacher training programs by analyzing the characteristics of training programs that were developed to strengthen teacher competence as a member of the democratic school community. To this end, the research team participated in the entire process of development, implementation, and evaluation of the training programs, and to analyze the characteristics of development process, contents, and methods of the programs. The main findings are as follows. First, in terms of program development, professors and teachers participated as equal subjects to establish the direction and content of the training programs based on collaborative professional learning community. In addition, continuous improvement and quality management of the training programs were ensured by undergoing a spiral cyclic process consisting of development, implementation, evaluation, and re-implementation. Next, in terms of the contents and methods of the training program, the programs were characterized by the practice-oriented experiential methods in which participants experienced democratic communication, cooperation, and problem-solving processes through activities and shared practice cases of democratic civic education. Based on theses results, implications for the future direction of teacher training programs were proposed.

학교 수업에서 정치사회적 이슈를 다룬다는 것의 의미 이해: 서울 지역 중·고등학생들에 대한 질적 사례 연구

박윤경 ( Park¸ Yun-kyoung ),조영달 ( Cho¸ Youngdal ) 한국사회과교육학회 2020 시민교육연구 Vol.52 No.4

우리 사회의 정치적 양극화가 심화됨에 따라 교실 수업에서 이슈를 다룬다는 것 자체가 민감한 사회적 쟁점으로 대두하고 있다. 이와 함께, 학교 교육에서 정치사회적 이슈를 다루기 위해 적용할 수 있는 기본 원칙의 필요성과 구체적인 기준 마련을 위한 논의들이 이루어지고 있다. 이 연구는 학생들이 구성하는 학교 수업에서 정치사회적 이슈를 다룬다는 것의 의미를 심층 이해함으로써 이러한 사회적 논의에 대한 시사점을 제공하기 위한 것이다. 이를 위해, 서울 지역의 중학생과 고등학생 38명을 대상으로 정치사회적 이슈 수업을 둘러싼 쟁점들에 대한 심층 면접을 수행했다. 주요 연구 결과는 다음과 같다. 먼저, 학생들은 학교 수업에서 정치사회적 이슈를 다루는 것이 필요하고 유용하다고 보았으며, 사회적으로 민감한 이슈를 다루는 것에 대해서도 긍정적인 입장을 제시했다. 학생들은 사회적 이슈의 민감성을 판단할 때, 찬반 대립과 함께 좌파와 우파 또는 진보와 보수라는 정치적 성향의 대립이나 학생들이 이해관계 당사자라는 점에 주목했다. 다음으로, 이슈 수업 방식에 대해 학생들은 강의와 달리 일방적이지 않고 정치사회적 이슈에 대한 자기 의견을 말하고 서로 다른 의견을 이야기할 수 있다는 점에서 토론 수업을 선호했다. 마지막으로, 이슈 수업에서 교사의 역할에 대해 학생들은 교사가 정치사회적 이슈에 대한 서로 다른 의견을 모두 알려주되, 더 옳은 의견에 대해서는 이야기하지 않아야 한다고 보았으며, 교사가 학생들에게 영향력을 행사하는 방식으로 자신의 의견을 공개하는 것에 대해서는 반대했다. 이를 통해 정치사회적 이슈 수업과 관련하여 학생들이 자신의 정치적 의견 형성에 대한 기대와 함께 교사에 의해 그 과정이 왜곡될 수 있다는 우려를 동시에 갖고 있음이 드러났다. 이 연구에서는 학교 수업에서 정치사회적 이슈를 다룬다는 것이 교실 공간의 정치성 발현의 가능성을 갖는다는 의미를 도출하고, 이를 바탕으로 학교 수업에서 이슈를 다룰 때의 시사점에 대해 논의하였다. As the political polarization of our society intensifies, what position teachers should take when dealing with socially and politically sensitive issues in classroom instruction is itself emerging as a controversial issue. Along with this, discussions are being made for the necessity of basic principles that can be applied to deal with issues in school education and to establish specific standards. This study aims to provide implications for these social discussions by in-depth understanding the meaning of dealing with social and political issues in classroom instruction composed by students. To this end, in-depth interviews were conducted with 38 middle and high school students in the Seoul area. The main findings are as follows. First, the students expressed the opinion that dealing with social and political issues in school classes was necessary and useful, and also presented a positive position on dealing with socially sensitive issues. When the students judged the sensitivity of social and political issues, they noted the pros and cons, the political disposition of the left and the right, and the fact that the students are interested parties. Next, when dealing with social and political issues in class, students preferred discussion method to lecture method in that the discussion is not one-sided, unlike lectures, and allows them to express their own opinions and share different opinions. Finally, regarding the role of teachers in the issue class, students suggested that teachers share all different opinions on social and political issues, but not more correct opinions. In addition, students were opposed to the teacher's way of influencing the students to disclose their opinions. Through this, it was revealed that students had expectations for the formation of their own political opinions and concerns that the process could be distorted by teachers in relation to class on political and social issues. In this study, we interpreted that dealing with social and political issues in school classrooms has the meaning of ‘transformation of classrooms into political spaces’. Based on these findings, the implications for dealing with social and political issues in school classes were discussed.

Extending Focus-on-form Instruction to Teaching Pragmatics : An Exploratory Study

Yunkyoung Cho,Seonkeyung Lee 한국언어과학회 2007 언어과학 Vol.14 No.2

The Effects of Asynchronous On-Line Discussion Boards on International Students’ Participation and Academic Confidence

Yunkyoung Cho,Sunghee Shin 한국응용언어학회 2004 응용 언어학 Vol.20 No.1

Egg color morphs of the Common Cuckoo and its hosts, Vinous - throated Parrotbills and Daurian Redstarts

Yunkyoung Lee,Byoungsoon Jang 한국조류학회II 2014 한국조류학회지 Vol.21 No.1

Vinous-throated Parrotbills and Daurian Redstarts are the major host species of Common Cuckoos in Korea. Here, we report egg color polymorphism observed in Common Cuckoos and these specific hosts. Two morphs of Common Cuckoo eggs (immaculate blue and pale blue) were found in the nests of Vinous-throated Parrotbills, and a single morph (pale blue with firebrick squiggles) was identified in the nests of Daurian Redstarts. Moreover, three egg morphs (immaculate blue, pale blue, and white) were found in the nests of Vinous-throated Parrotbills, and two morphs (pale blue with firebrick spots and pinkish-white with firebrick spots) were observed in the nests of Daurian Redstarts.

The Role of Grammatical Knowledge in the Development of Pragmatic Ability

Yunkyoung Cho 한국응용언어학회 2003 응용 언어학 Vol.19 No.2

Anti-inflammatory effects of Agar free-Gelidium amansii (GA) extracts in high-fat diet-induced obese mice

Yunkyoung Lee,Hyunhee Oh,Myoungsook Lee 한국영양학회 2018 Nutrition Research and Practice Vol.12 No.6

BACKGROUND/OBJECTIVES: Gelidium amansii (GA) contains plenty of agars and various biological substances, which make them a popular functional food to control body weight in previous studies. Unlike previous studies focused on agar in GA, objectives of this study were to investigate the effects of agar-free GA extract (AfGAE) on preventive and treatment models by using diets-induced obese (DIO) C57BL/6J mice. MATERIALS/METHODS: AfGAE were used to test their effects on the prevention (Exp-1) and treatment (Exp-2) against obesity after pilot study in DIO mice. The weight changes of the body and fat tissues and protein expression related to lipid metabolism and inflammation as well as plasma lipid profile and insulin were detected. RESULTS: Although AfGAE did not prevent long-term DIO, it did increase the levels of anti-inflammatory cytokine production and lipolysis protein. We further evaluated various doses of AfGAE in preventive and treatment models. As a result, our findings suggested that an AfGAE administration as a preventive model might be a better approach to achieve its anti-inflammatory and lipolysis-promoting effects in DIO mice. CONCLUSION: Although future studies to investigate the target materials such as polyphenols in AfGAE are required, the result suggests that GA without agar might be a therapeutic tool to improve health conditions related to inflammation.

The Effects of the Timing of Form-focused Instructions on English Learning

Yunkyoung Cho 한국언어과학회 2020 한국언어과학회 학술대회 Vol.2020 No.10

The present study compared the effects of isolated and integrated form-focused instruction (FFI, hereafter) on the learning of vocabulary in reading passages. Their effects were also compared to those of incidental exposure on vocabulary learning. It further investigated whether such effects would differ depending on the types of vocabulary assessments. To this end, 80 college students in reading-oriented classes received either isolated or integrated FFI treatments over four 50-minute sessions. They also took the pretest and posttest designed to measure their vocabulary learning prior to and after the treatments, respectively. The vocabulary tests consisted of two assessment types: one without contexts and the other provided with contexts. The results showed that the learners remembered the words instructed through isolated or integrated FFI better than those through incidental exposure while reading. However, no significant differences were observed between the two different types of FFI in learning target vocabulary, although the types of vocabulary tests were found to relate to the effects of isolated and integrated FFI. Some advantages were found for isolated FFI on the vocabulary test provided without contexts and for integrated FFI on the vocabulary test provided with context.

P-48 Natural History of Pulmonary Nontuberculous Mycobacterial Infection in Organ Transplant Recipients

( Yunkyoung Lee ),( Kyung-wook Jo ),( Tae Sun Shim ) 대한결핵 및 호흡기학회 2017 대한결핵 및 호흡기학회 추계학술대회 초록집 Vol.124 No.-

Background: There is little known about the natural course of pulmonary nontuberculous mycobacterial (NTM) infection in organ transplant recipients (OTR). Methods: From January 2006 to June 2017, we analyzed 26 patients who met the 2007 ATS microbiologic criteria for NTM lung disease among OTR: 18 met the full ATS diagnostic criteria. Results: The mean age was 56 years and 14 patients were female. The number of patients was 1/50 of lung, 4/481 of heart (HT), 11/3,103 of kidney (KT), 8/3,026 of bone marrow (BMT) and 2/4,320 of liver OTRs. The median time from transplantation (TPL) to isolation of NTM was 26.9 months (KT 68.1, BMT 24.6 and HT 27.1 months). Mycobacterium avium complex (n=16) was the most frequent, followed by M. abscessus complex (n=7). Treatment was initiated in 16 patients, the median time from the NTM isolation to treatment was 3.6 months (IQR 2.4 ∼ 11.1 months). Of the 11 patients who completed the treatment, 5 patients recurred within 1 year. Twelve patients were observed without treatment with a median follow-up of 2.8 years (IQR 0.8 ∼ 4.9 years). Five patients showed spontaneous negative conversion of sputum cultures with a median time of 5.7 months (IQR 5.4 ∼ 9.5 months). No deaths were observed during the follow-up period. Conclusions: The etiologic agents and clinical courses seemed to be similar with those of NTM patients without organ TPL. However, treatment seemed to be initiated earlier than patients without organ TPL, probably due to the fear of immunosuppression. The comparison studies between patients with or without organ TPL are needed.