On Relational Spaces

정세화 한국수학교육학회 1985 수학교육 Vol.24 No.1

학력에 따른 여성생활주기 비교연구

정세화 이화여자대학교 한국문화연구원 1990 韓國文化硏究院 論叢 Vol.58 No.-

This study is intended to find out that Korean womans life cycle varies with according to their school education level and how significantly the differences in school education level influences the womans life pattern. Nowadays Korean society is regarded as the one estimating the school education most highly. Ones school education level has become a criterion in most aspects of Korean peoples life, that is, in job, marriage, the attainment of social position, and even the judgment of human ability. It is, however, not made clear how this school education has concretely affected womans life. This research extracted first the general tendency of womans life cycle based on the nationwide census in 1985 and made next the model of present womans life cycle according to school education through questionnaires. The result of those studies is as following. In 1985 Korean women have, in general, average 13.58 years of school education, get married at the age of 24.8, bear the first child at the age of 76.5. The general tendency is shown mostly the same by 729 women who gave answers to the questionnaires. But in comparison with school with school education level, the higher the women get education, the longer the first stage (that is, the growth and education period) is and their second stage begins much later than the low-educated womens by more than 4.5 years. Now, school education has, in the womans life cycle, much influence over the first and second stage. But this phenomenon doesnt seem to affect much the practical quality of womens life. The main reason is that our present society does not open the door to job, and social position for women adequate to their school education. Therefore the rate of women employment is low and so, is the social return of their education. The third and forth stage of women life are not much influenced with the school education. In the future, school education is expected not only to give variation to the life cycle but also have appropriate influence on the improvement of life quality.

21세기의 여성과 여성학

정세화 동덕여자대학교 1996 젠더연구 Vol.- No.1

PEG를 주쇄에 포함하는 알키드 레진의 미립자들의 분산효과에 관한연구

정세화,김병구,김창배,공명선 단국대학교 신소재기술연구소 1993 신소재 Vol.3 No.-

Alkyd resin의 분산제로서의 응용성을 알아보기 위하여 여러 가지 분자량의 PEG와 phthalic anhydride로부터 합성된 diacid와 stearic acid와 1,1,1-trimethylolethane으로부터 합성된 diol과의 축합중합에의하여 여러 가지조성의 alkyd resin을 합성하였으며 이들을 trichloroethane(TCE)용매 중에서 분산시 투광도, 시간별 침강속도 및 합성한 alkyd resin의 HLB값 등을 측정하였다. 실험결과 본 alkyd resin은 수지중에 친수성 부분과 소수성 부분을 가지고 있어 비교적 극성인 미립자들이 비극성 용매중에서 고르게 분산되었으며 PEG 1,000을 사용하여 합성한 alkyd resin(HLB값은 10.19)와 TCE용매 중에서 미립자들의 분산성이 가장 우수하였다. 또한 PEG분자량 증가와 함께 친수성 부분이 증가되어 분산성이 떨어짐을 알 수 있었다. Alkyd resins were prepared from phthalic anhydride, polyethylene glycol, stearic acid and 1,1,1-trimethylolethane. These product have both hydrophilic and lipophilic part. Dispersion tests were carried out spectrophotometrically in 1,1,1-trichloroethane using particles. Particles dispersion with alkyd resin showed that it was maximum when molecular weights of hydrophilic and lipophilic part were close to one. This happened when alkyd resin was prepared from PEG 1,000. This result was turned out to agree well with HLB value 10∼11.

東西敎育思想 比較硏究

鄭世華 이화여자대학교 한국문화연구원 1984 韓國文化硏究院 論叢 Vol.45 No.-

The purpose of the study is to compare Eastern and Western educational thoughts based on William O'Neill's essay on educational ideology. The two philosophers, Yulgok from the East and B. Russell from the West was examined for the study. Educational ideology differs from educational philosophy in these respects: 1) the system of educational philosophy is based on epistemology and the theory of value, while social ethics and social philosophy provides the background for the system of educational ideology; 2) the organization of educational philosophy is characterized by abstraction and idealism whereas educational ideology is characterized by practical principles; and 3) while the system of educational philosophy is liberal in its thoughts compared to other theories, the system of educational ideology is narrow minded. From these perspectives, the following can be concluded in the comparison of Eastern and Western educational thoughts: First, the more conservative a society is, the stronger the trend is for politicizing educational thoughts. For example, philosophical educational thoughts of early Korea acted as an influential tool for maintaining political power while on the other hand, Christian educational thoughts during the Middle Ages was the predominant ideology of the time. The common factor binding these two educational thoughts is the fact that both were exclusive rather than inclusive of other thoughts of the time. Secondly, Yulgok, who advanced Chinese philosophy once it was introduced to Korea, focused on the practical aspects rather than the basic principles of metaphysics. Yulgok maintained a conservative and yet intellectual stance on educational ideology for he believed in bringing about social reform through education. Thirdly, the incorporation of Western empirical philosophy by B. Russell in order to bring about a harmonious union between social practice and intellectualization of education branded him as a conservative and an ideologist of intellectual education. Although Eastern and Western philosophies each maintain a different position, a close resemblance to each other is also seen in the present study. It is recommended by the author that the direction of future research be aimed at detailed comparative analyses of Eastern and Western thought through common language and concepts.

21세기의 여성과 여성학

정세화 동덕여자대학교 1996 21세기의 여성과 여성학 Vol.- No.-

梨花女子大學校 「女學生」講座의 敎育內容 및 運營에 있어서의 問題點과 改善方案

鄭世華 이화여자대학교 한국여성연구소 1984 여성학논집 Vol.1 No.-

The purpose of this study is to evaluate problems and areas of improvements within the women's studies courses currently offered at Ewha Womans University as a liberal arts course. Women's studies was established in 1977 at Ewha Womans University as the first of its kind in Korea. At present, there are twenty other universities/colleges offering courses in women's studies with a trend towards differsification in topics as demands from students continue to increase. As a forerunner during the past fifteen semesters, it is felt necessary, at this iont in time, to examine and re-evaluate the courses and search for improvements not only for Ewha Womans University, but for other institutions offering similar courses as well in order to clarify directions for future courses. The following are problems identified through the present study: 1. Although there is a rapid increase in the number of students wishing to enroll in women's studies course, the number of courses is not sufficient enough to fully meet the required demand. 2. Although the course was originally designed to include lectures and small discussion groups, students needs are not fully met due to a rapid increase in the number of students which invariably led to a decrease in the total number of discussion sessions. 3. Currently with only one professor who specialized in women's studies, there is a lack of specialized academicians in the field of women's studies. 4. Lack of focus and in-depth examination of Korean women's issues as the current trend focuses on the Western women's liberation movement and ideologies. 5. Under current team-teaching design, the lectures do not provide an in-dept review, tend to overlap, and lack a consistent system. In addition, the following are some areas in which future improvements can be made: 1. An increase in the number of courses. 2. An increase in the number of teaching assistants and classrooms to provide adequate discussion sessions. 3. Recruiting additional teaching staff who specialized in women's studies. 4. A sharp increase of in-depth study on Korean women's issues. 5. Formation of an integrated course design by covering a wide range of topics rather than the current team-teaching approach.

불가지(不可知) 류(類)의 존재성과 선택공리

정세화,Chung, Se-Hwa 한국수학사학회 2009 Journal for history of mathematics Vol.22 No.4

본 논문에서 von Neumann의 공리계를 수정하여 새로운 DVN공리계를 소개한다. 그리고 DVN공리계에서 불가지 류의 존재성을 조사하고, 불가지류와 선택공리의 관계를 논한다. In this paper, we modify the axiom of infinity of von Neumann's axioms modified by Pinter([5]), and then discuss an existence of an unknowable class in the system and a relationship between the unknowable class and the axiom of choice.

한국교육철학의 연구동향과 과제

鄭世華 한국교육학회 1987 敎育學硏究 Vol.25 No.2

본 논고에서는 이와 같은 과제의 인식을 전제로 먼저 서구교육철학의 연구동향을 미국과 독일을 중심으로 간략히 살펴보고 오늘의 한국교육철학계의 연구동향을 고찰한 후, 그로부터 <한국교육철학> 체계화의 방안을 모색할 수 있는 지향점을 찾아보고자 한다.

여성학 교과과정 재정립을 위한 기본자료의 수집ㆍ분석 및 평가

鄭世華,申玉姬,趙馨 이화여자대학교 한국문화연구원 1984 韓國文化硏究院 論叢 Vol.44 No.-

The purpose of the present study is to develop and implement a graduate programme in women's studies. The content analysis and direction of the research was made with reference to the following sources: (1) Background review of the women's studies graduate programme in the university and evaluation of the present programme with suggestions for improvements initiated by the department. (2) Students' expectations and course evaluation. (3) Information gathered from foreign institutions offering women's studies programmes. With reference to the recommendations made by these different groups, it was felt by the authors that several administrative changes need to occur in order to improve the graduate programme. The suggestions are as follows: (1) Need for departmental faculty members with specialization in women's studies. (2) Need for special financial assistance. (Since the department operates within a tight budget as a consequence of not having an undergraduate programme in women's studies.) (3) Need for a closer working relationship with lecturers and thesis advisor from other departments as women's studies is an interdisciplinary field. (4) Need for a special programme to acquaint incoming graduate students with the basic issues in women's studies. (The student's academic backgrounds are multifarious due to lack of an undergraduate programme in women's studies.) In addition to the above mentioned administrative changes, the following intradepartmental changes are suggested with respect to the content of the curriculum: (1) Need for on-going research in subjects pertinent for the development of women's studies. (This is a relatively new field dating back only to the 1970s without adequate research at present.) (2) As the development of women's studies is an outgrowth of the Western women's liberation movement, the focus is more in practical issues rather than on theories. Therefore, special emphasis must be placed in the development of theories at the graduate level. (3) To develop and redefine the concept of the women's studies concordant with one's culture and social background as opposed to adopting Western theories without appropriate modifications. (4) Need to focus on developing and delivering an independent graduate curriculum in women's studies, since it is an interdisciplinary field and specialization cannot be achieved when equal emphasis is placed on every area.