K. Jaspers GRENZSITUATION의 辨證法的 理解

진쾌현 한국교육사상연구회 1995 敎育思想硏究 Vol.4 No.-

Heidegger의 思想攷

陳쾌鉉 건국대학교 1976 論文集 Vol.3 No.1

Heidegger 現存在의 敎育學的 理解에 대한 可能한 示唆

진쾌현 釜山敎育大學 1980 부산교육대학 논문집 Vol.16 No.1

Die Diskussion der Erziehung muss sich auf der Diskussion daru¨ber gru¨nden was der Mensch ist. Ohne gru¨ndlichen Verstehen der Menschea, ist es unmo¨glich zuerforschen die Pha¨nomea der Erziehung. Von Anfang an hat die Existenzphilosophie viel Interesse an dem Versra¨ndnis fu¨r Menschen, genau genommen, Existenz der Menschen. Nach Martin Heidgger kennzeichnet das Dasein sich dadurch, dass es existiert. Und der Grund dieses Sein ist das In-der-Welt-Sein;die Welt des Dasein ist Mitwelt. Das Dasein selbst ist wesenthaft Mitsein. Diese gru¨ndlichen Ideen und Methoden der Existenzphie ko¨nnen uns bei dem Versta¨ndnis der Pa¨dagogische Pho¨nomen, nu¨tzlich sein. Und auch durch Begegnung als existentille Erfahrung noch eien gru¨ndliche Idee der Erziehung. Erziehungspha¨nomen kommen, wie Existenzphilosophie sagte, weder durch Herausbringen der negativen Element noch durch existentielle Entscheldung zustand. Sie m¨ussen durch den rationalen und verau¨nftigen Entwurf und Prozess vollgebracht. Daher muss Pa¨dagogik sich auf Philoзophie der Vernunft gru¨nden. Ohne vernu¨nftigen Entwurf und Regelung kann es keine rationale Pa¨dagogik geben. Also wies dieser Aufsatz die Beitra¨ge der Existenzphilosophie mit ihre Grenze hin.

論理的 原子論의 學問方法論에 關하여

陳快鉉 釜山敎育大學 1978 부산교육대학 논문집 Vol.14 No.1

Was logische-Philosophische Abhandlung sei und was sie Syntaktische Regel sei, ist umstritten. Man erwartet von ihr ausserordentliche Aufschlu¨ssc. Folglich gelten als begriffen Inhalt in diesem Studium. Erstens: Wa¨hrend die Wissenschaften aufihren Gebieten zwingend gewisse und allgemein Erkenntnisse gewonnen haben, hat die Syntaktische Regel als ihre Untersuchungen u¨ber die sprachlich Wahrheitsfunktion. Zweitens: zwei Forscher, der damals B. Russell und L. Wittgenstion, wurden damit fu¨r ihre Untersuchungen an den Wahrhcitsfunktion geehrt, aus denen hervorging, dass die Lehre von der Verifizierbarkeit in ciner bestimmten Wahrheit sind. Drittens: Logiken vorhanden sind, ihr Grundsa'tze des Syntaktische Regel herausgefordert worden ist. Und also sic muss dazu fu¨hren dic Syntaktische Regel vorgefu¨hrt werden.

一對比較法에 의한 敎科好惡의 敎育心理學的 尺度構成에 關한 試圖 : 釜山敎育大學 附屬國民學校 集團에서의 尺度化實驗

진쾌현 釜山敎育大學 1975 부산교육대학 논문집 Vol.11 No.1

The aim of this study is to measure the level of the student's like and dislike in the elementary school's nine major subjects in order to verify the quantified normal scale with a behavioral approach. The hypothesis of the study has been set up as the following. The value obtained by the objective scale is the one which has come from the psychological responces. And the distribufion(Ri) of the psycholoqical responces(R) for each value(Si) of the objective scale(S) is supposed to be a normal distribution. The experimental measurement in this study has been carried on by the method of pair comparison and the tools used have been the 353 sheets of a questionaire including 36 items. The 193 male and 160 female children at the attached elementary school of Busan Teachers college have been questioned as the measurement objects in this study. In the proving of the hypothesis, the writer has got the ultinate psychological, scale, Which was the value of the interval scale X￣'multiplied by √2, and also the hypothesis thus the distribution of tho psychological responces is a normal distribution is the objective scale has been proved. It has been found in this study that each value of the finnal unit of the psychological scale was the standard deviation of the distribution.

實學主義敎育의 思想史的 背景에 對한 考察

진쾌현 釜山敎育大學 1976 부산교육대학 논문집 Vol.12 No.1

The realism in education in western coutries has been resulted opposing to the too much emphasis on the humanitarian tendencies. Renaissance and the revolution of religion was the direct background of this movement of thought. This movement was accelerated by the scientific development fo 17th century. There are two main trends in the western philosophy, that is the rationlism and the empricism. This difference of the viewpoints can be traced back to Parminidos and Herakleitos in the ancient Greece. The main background of the realism is the empricism which can be represented by Locke, Berkley and Hume. On the other hand, the realism in the ancient Lee Dynasty of Korea was proposed opposing to the metaphysics. This school of thoughts is traced back to Yulgok and has reached to the peak in the Tasan period. We can find some similarity of the background of the poriod between the realism of the Lee Dynasty and that of the western countries. The difference between the thought of Lee Dynasty and that of the western countries can be summarized that in the western countries this proposition took a leading position in the social movements, while in Lee Dynasty it ended just as a noble and pure idea.

實存思想의 敎育的 價値 辨證

진쾌현 동아대학교 교육대학원 1996 동아교육논총 Vol.22 No.-

實存思想의 교육적 가치를 論證함에 있어서 實存解明 方法에 대한 辨證과 교육적 가치의 論理를 그 辨證을 위한 理解의 基盤으로 삼아 實存解明은 辨證法的 理解에 주로 의존하고 교육적 가치 辨證은 價値探究의 logos적 體系와 교육적 가치에 대한 形而上學에 따라 그 가치를 辨證한 것이다. 實存은 現存在와 종합을 통해서만 현실적이 된다. 그리하여 實存은 결코 對象이 되지 않으며 내가 그것으로부터 思惟하며 行爲하는 根源이 됨으로 實存은 自己 自身에 대한 관계이며, 이 관계에 있어서 결정되는 超越者로서의 自己 存在가 되는 것이다. 價値를 解明하는 形而上學的 見解에 의하면 價値의 本質은 相對的인 것이 아니고 絶對的인 것이다. 이것을 認識하는데에는 純粹한 本質直觀을 요한다. 이리하여 道德的 價値와 事物의 價値와의 기본적인 관련을 통하여 價値는 當爲로서 어디까지나 本質의 世界에 實存하는데 이 本質이 經驗世界의 事物을 뒷받침하는 根源이 된다. 實存主義의 哲學 속에도 論理의 矛盾性이 內包되어 있으므로 實存主義 敎育 나름대로의 制約이 있기 마련이다. 斷續的 原理에 기초한 實存主義 敎育에서는 連續的 原理에 기반을 둔 機械的 敎育觀과 有機的 敎育觀을 그대로 수용할 수가 없는 것이다. 따라서 實存主義者들에게 있어서는 人間의 靈的·陶冶的 變化 그 自體가 敎育的價値가 되는 것이다. Die wertma"βige Beweisfu"hrung zur Erziehung muβ sich auf der Diskussion daru"ber gru"nden, was die Menschen ist. Ohne gru"ndliches Verstehen der Menschen, ist es unmo"glich, das Pha"nomen der Erziehung zu erforschen. So haben wir tiefes Interesse an der Beitra"ge der Philosophie, besonders Existenzphildsophie, zur Erziehung. Daher muss Erziehung sich auf Philosophie der Vernunft und Existenz gru"nden. Ohne vernu"nftigen Entwurf und Existenz kann es keine rationale Erziehung geben. Er als Existenz hat die Eigenschaft, die von Dasein unterschieden wird. Aber die Existenzphilosophie fasst nur eine von den verschiedenen Dimensionen das Mensch auf. Aus diesem Grund kommt die Grenz der Einfu"hrung der Existenzphilosophie fu"r die Erziehung hervor. Also wies dieser Aufsatz auf die Beitra"ge der wertma"βige Beweisfu"hrung zur Erziehung von die Existenzphilosophie mit ihren Grenzen hin.

Operation Research 計劃에서의 工程作成에 대한 硏究 : 敎育經營學에의 導入을 위한 豫備的 接近 A Preparatory Approach for the Educational Management

진쾌현 釜山敎育大學 1974 부산교육대학 논문집 Vol.10 No.1

This imvestigatiom hds been conducted with an aim to develope a specificly-oriented is in educational management which includes educational progamming and planning. Activties follow each other in some sequence set by constrains of the work environment. The coordination of the resource availability with a set sequence for the activities to which the resource have been allocated is the art of scheduling. Complications are usually resulted from the limited resource availability and the need to monitor a progress for the control of the project duration. Job-shop scheduling is concerned with the routine of jobs in a certain other through a series of work centers for the educational programing and planning. Therefore the elapsed time can be eliminated through the effective planning of the job sequencing. The flow chart is formed by processing four jobs through two facilites. The solution method for this sequencing situation has been referred to the Johson rule. The minimum elapsed time for completing the reports is 27 hours. If the facilities have no other work then the reports, the idle time would be 2 hours for the typing pool, and 6 hours for the printing plant.

Rorschach 반응의 "Unit Ambiguity"에 관한 연구

진쾌현 釜山敎育大學 1969 부산교육대학 논문집 Vol.5 No.1

This study is concerned with the "unit ambiguity" of the response in Rorschach record in children. The study of the Rorschach Test for 127 normal children, living in Pusan, who were brought into three groups of 6th year grade, of 7the year grade, and of 8th year grade, shows the following results. The children had the normal intelligence, rating from IQ 80 to 130. This study was carried on with the statistical treatment on the frequency of the response because of the "unit ambiguity" which had already been defined as Wahrnehmung(percepton)and Auffassung(apperception). The responses on each of seven types were studied and the responses were regulated by statistical methods including chi-square. This intensive analysis shows the following results. 1. In the "unit ambiguity", the three age groups, the 6year group, the 7 year group, and the 8 year group, are equal in the frequency of responses. The responses of each group are never different from those of the rest groups. We have, consequently, obtained no significant level of five percent of X^2.(table1) 2. Through the analysis of variance that the seven types were treated with the analysis of chi-square on the response, it has been determined that there is the "unit ambiguity" of D-type patteren, which is a significant degree, in the six year group. (table 5) 3. The response in the 8 year group has the "unit ambiguity" of G-type pattern which is also a significant value of five percent. 4. However, the most part of the remaining type is not significant in the frequency of the "ambiguity". (table 2,3,4,7) 5. Asit was illustrated in the table 6, the ambiguity of E-type pattern was found in the six year group frequently, but it was not of a significant level.

實學主義 敎育의 思想史的 背景에 관한 考察

陳쾌鉉 건국대학교 1977 論文集 Vol.5 No.1