원통형 수중운동체 두부 형상 역설계

정철민,Jung Chul-Min 한국군사과학기술학회 2004 한국군사과학기술학회지 Vol.7 No.3

In this paper, an efficient inverse design method for nose shape of submerged body based on the MGM(Modified Garabedian-McFadden) design method has been developed. The MGM design method is a residual-correction technique, in which the residuals are differences between the desired and the computed pressure distributions. 3-D incompressible Wavier-Stokes equation was adopted for obtaining the surface pressure distribution and combined with the MGM design method to perform the inverse design of nose shape of submerged body. The design method was verified by applying to several airfoil shapes. Improved design shapes could be obtained when the method was applied to nose shapes of submerged body.

대학 교양교육의 변화

정철민(Jung, Chul-Min),유재봉(Yoo, Jae-Bong) 한국비교교육학회 2016 比較敎育硏究 Vol.26 No.3

현대 사회의 급격한 변화는 대학교육에서 뿐만 아니라 교양교육에 있어서도 새로운 방향을 모색하도록 만들고 있다. 이 글은 오늘날 대학의 화두가 되고 있는 교양교육과 관련하여 변화의 방향이나 정당성 등을 검토하는 데 목적이 있다. 이 를 위해 교양교육의 변화를 선도하고 있는 일련의 ‘하버드 교양교육 보고서’를 교양교육의 목적과 내용을 중심으로 비교·검토한다. ‘하버드 교양교육 보고서’들은 교양교육의 이상으로서의 자유교육 아이디어를 단순하게 적용하기 보다는 현대의 시대적·사회적 맥락에서 재해석 내지 재검토 하고 있다. 이 점은 오늘날 교양교육이 직면한 위기, 즉 교양교육과 전공교육 혹은 직업교육과의 관계를 재정립하거나 사회 변화상의 반영 방안 마련 등과 관련된 시사점을 제시한다 In recent times, rapid social change has caused an unavoidable need for change in general education. The purpose of this paper is to review a change in the nature of general education through reviewing the Harvard Reports. To this end, we compare and analyze a series of Harvard Reports on General Education. The Harvard Report on General Education has been published in three separate reports:『General Education in a Free Society』(1945),『Report on Core Curriculum』(1978),『Report of the Task Force on General Education』(2007). Firstly,『General Education in a Free Society』enlarges the subject of general education in public and aims to achieve universal general education. Secondly,『Report on Core Curriculum』contributes to the common intellectual foundation. It not only enriches the personal life but also enable to have a conversation related to problems of mankind. Thirdly,『Report of the Task Force on General Education』supports the idea of liberal education as well as problem-solving skills in real life. For instance, general education should concern educating global citizen. A series of the Harvard Report on General Education have shown that today general education should preserve the nature of liberal education as well as reflection of the social context.

대학 교양교육의 재해석: 하버드 교양교육 보고서를 중심으로

정철민(Jung, Chul-Min) 한국교육사상연구회 2015 敎育思想硏究 Vol.29 No.4

현대 사회의 급격한 변화는 대학 교육, 특히 교 양교육과 관련하여 심각한 도전 과제를 제시한다. 변화된 사회를 살아가기 위해 사람들은 이전보다 복잡한 능력을 필요로 하고 있으며, 이를 위해 이전보다 더 많은 교육을 요청받고 있다. 이런 맥락에서 교양교육에 대한 관심은 다양한 측면에서 증대되고 있다. 다만 최근 교양교육에 대한 관심은 지나치게 사회의 요구를 일방적으로 수용하거나 학생들의 흥미 충족에만 초점을 맞추는 등 어느 한 측면으로 편향된 경향이 있다. 그러다보니 교양교육은 전공에 비해 수 준이 낮거나 취업과 무관한 불필요 한 과정에 불과한 것으로 여겨지기도 한다. 오늘날 교양교육은 본연의 가치를 회복하는 동시에 현대적 맥락에서 재음미될 필요가 있다 . 현대 사회는 불확실 성과 예측불가능성을 특징으로 한다는 점에 서교양교육의 목적뿐 만 아니라 내용, 방법 등 에 대한 비판적 검토가 불가피해 보인다. The purpose of this study is to reinterpret of general education based on Report of the Harvard University on general education . To accomplish this end, I review a traditional idea of general education and examine Report of the Harvard University on General Education in the context of a modern society. Th rough this discussion, we could suggest some implications to modern university education. University education were faced a challenge that should reflect a social change. Changes in modern society are characterized by uncertainty and complexity. In order to reflect these changes, the university requires some considerations related to general education. General education has regarded not only as a typical university education but also as a lower level course than the majors or as just unnecessary education. Nevertheless general education has a common goal such as a wise person, democratic citizenship, etc. and preparation for real life should contribute to a personal or social well-being in modern society. In conclusion , the rein terpretation of general education in a modern content s hows that education should faith the aim of university. General education should also be understand in a broad sense involving restoration the freedom restoration of the university and resolving the conflict between the general education and the vocational education. In t he same vein, the content of general education not only need t o be modernized but also reflects the context of the dynamic life.

교육목적으로서 잘삶: 공동체주의를 중심으로

정철민 ( Chul Min Jung ) 한국교육철학회 2013 교육철학 Vol.51 No.-

The purpose of this study is to explore the concept of well-being as an aims of education which is focused on a communitarian idea. To accomplish this end, we review a idea of J. White`s theory and suggest some alternatives for social well-being based on a Aristoteles or MacIntyre`s idea. Today our education is often regarded as a stray lamb in a sense of losing an aims of education. In this situation, J. White who was representative scholar to examine the concept of well-being has two versions of well-being. One is focused on a rational autonomy. It assumes that rational person pursuits their own values, i.e. rational autonomy spontaneously. And that result, we reach a personal well-being. The other is emphasized one`s desire-satisfaction. The people have a variety desires, so we need satisfaction these. After that result, we come to our living well. Nevertheless White`s theory, our living is not separate from social context actually. We birth in a certain family, society or country. In the sense, we explore the concept of well-being in a social context. Indeed, Aristoteles suggests that the concept of well-being was related deeply with the concept of virtue. And the concept of virtue not a result of private thinking or desire but a kind of social product. MacIntyre who known as a Aristotle`s follower also point out the concept of well-being is relevant with social context. To prove this point, he was described by three concepts, i.e. social practices, narratives, traditions. According to MacIntyre, an educated person lives in their social context, therefore educational aims are a living well in their society. In the same vein, recent J. White supposes that one of purposes of education is to equip people for a flourishing life. As part of this aim, we need to become better qualified to make judgement about human flourishing. They also become better-informed contributor to the national and global conversation. According to this view, the concept of well-being based on contributing a valuable activities and maintaining good relationships with others. To explore the concept of well-being as an aims of education in a communitarian idea has three implications for our educational debates. Firstly, this shows us that a relation between theoretical side and practical side not a completely independent but a correlation between them. Secondly, this also means that personal well-being cannot carry on regardless of social well-being. Thirdly, this has some implication to moral education in a sense of living well not separate from moral life.

학문 융·복합 현상에 대한 교육학적 고찰

정철민 ( Chul Min Jung ) 한국교육철학회 2014 교육철학 Vol.54 No.-

The purpose of this study is to explore a discussion on an academic convergence based on a view of philosophy of education. To accomplish this end, we review an idea of academic convergence and suggest some implications for today`s educational context. An education is no more exception in a rapidly society`s changing. One of demands which from society is that an academic convergence should reflect on a social context. An academic convergence includes changes in a technology as well as in a perspective looking at the life. In addition, an academic convergence deployed in various aspects even tolerate the coexistence between incompatible views. In the same vein, an education has faced with a need for a change in the overall. Firstly, an aim of education should seek an alternative purposes which are more flexible and comprehensive concepts away from the traditional view. Secondly, a curriculum transforms beyond the traditional knowledge which is fixed and definite and embraces the coexistence of variety of courses. An education which has a connection with an academic convergence suggests the challenge to the traditional concept of knowledge in theoretical terms. This kind of education which has a deep relationship with an academic convergence proposed specifical possibility what that mean and how to an education becoming directly involved in a problem of real life in practical terms.

자율적 학문 공동체로서 대학의 이념 탐구

정철민 ( Chul Min Jung ) 한국교육철학학회 2014 교육철학연구 Vol.36 No.2

맥킨타이어에 의하면, 오늘날 대학의 모습은 다양한 관점이 충돌하는 불일치의 장이라 할 수 있다. 대학에서 다양한 관점들이 공존할 수 있는 것은 각 관점을 지지·옹호하는 학문 공동체의 공존을 통해 가능하다. 만약 우리가 대학을 통약불가능한 관점들의 각축장으로 규정할 수 있다면, 이런 논의는 다양한 공동체의 공존을 지지할 수 밖에 없다. 이런 관점에 의하면, 오늘날 대학의 위기는 자율적 학문 공동체 대신 개인 혹은 기업이나 사회의 요구에 관심을 기울인 데서 야기된다. 그러나 개인의 요구는 공동체의 가치를 중시하는 관점과 충돌할 가능성이 있으며, 기업이나 사회의 요구는 학문 그 자체의 가치를 추구하는 관점을 훼손할 수 있다. 말하자면 대학의 이념은 자유교육 아이디어와 시장주의 아이디어 사이에서 어떤 갈피도 잡지 못한 채 모종의 위기에 직면해 있는 셈이다. 이런 맥락에서 이 글은 맥킨타이어가 제시한 ‘자율적 학문 공동체’의 개념과 이와 관련된 논의가 현대 대학 교육에 시사하는 바를 살펴보는 데 목적이 있다. 맥킨타이어의 ‘자율적 학문 공동체’로서 대학의 이념을 살펴보는 것은 대안적 대학 이념의 가능성을 가지고 있다는 점에서 의미있는 시도라 할 수 있다. The purpose of this paper is to explore an idea of a university as an autonomous academic community which is based on a MacIntyre`s idea. Before doing this, I looked at the basic concepts of MacIntyre`s idea, i.e. virtue, community, constrained disagreement. A University has rapidly lost it`s previous post, specially in an idea of a university. Although a university is still main institute in higher education, it faced with ideological confusion and it has become more severe over time. There are coexists with various incompatible views. But most views overlook that an idea of a university should reflects the value of community, in terms of a life made in the context of community. In conclusion, an idea of a university should bear in mind the tasks for bringing up the members of community. For that aim, an idea of a university should be focused on a forming an autonomous academic community. It means that a university makes a reasonable rules for action and becomes a place of communication and solidarity. As well as its members shared the idea of pursuing academic itself.

대학의 이념으로서 자유교육의 성격: 오우크쇼트의 언어(language)와 문헌(literature)의 구분을 중심으로

정철민 ( Chul Min Jung ) 한국교육철학학회(구 교육철학회) 2013 교육철학연구 Vol.35 No.2

중세 이후 대학은 자유교육의 이념에 따라 고도로 추상화된 지식을 추구하는 곳으로 여겨져 왔다. 그러나 오늘날 대학의 이념은 두 가지 정반대 비판에 직면해 있다. 하나는 지나치게 추상화된 지식을 가르친다고 보는 관점이고, 다른 하나는 지식의 결과 혹은 실용성만을 강조한다고 보는 관점이다. 그러나 지식을 가르친다고 해서 모두 자유교육은 아니다. 잘못된 지식 교육은 자유교육의 목적, 즉 인간의 마음을 자유롭게 하지 못한다는 점에서 타락한 형태의 지식 교육이 되기 쉽다. 이 점에서 교육의 전형처럼 여겨져 온 지식교육이 과연 자유교육의 성격에 충실한가에 대한 검토가 필요하다. 대학은 어떤 식으로든 자유교육의 전당으로 여겨져 왔다는 점에서, 대학의 이념은 이런 논쟁을 피하기 어렵다. 이 논문은 대학의 이념으로서 자유교육의 성격을 오우크쇼트가 제시한 언어와 문헌의 구분을 중심으로 재조명하는 데 목적이 있다. 이를 위해 오우크쇼트가 제시한 언어와 문헌의 구분을 바탕으로 온전한 의미의 지식교육 혹은 자유교육의 특징을 살펴보고, 이런 논의가 오늘날 대학 교육에 시사하는 바를 탐구한다. The purpose of this paper is to explore the nature of liberal education as the idea of a university in light of the distinction between language and literature. Oakeshott suggests an unique logic that separate between information or text and judgement or language. This distinction may helps us to offer a fuller meaning of liberal education and to justify the liberal idea of education in a university. To accomplish this end, we look at an Oakeshott`s idea of a university and suggest some implications the idea of university through examing the distinction between language and literature. According to the Oakeshott`s view, information or text is composed of objective fact which are extract results of thinking. The transmission of information or text is mainly delivered by ‘instructing`. In contrast, judgement or language is constituted of different ways of thinking or a subtle expression modes that are not propositioned. It includes tones of voice, hand gestures, facial expressions. The transmission of judgement or language is mainly delivered by ‘imparting’. Education is an initiating student into an inheritance of human achievements. The component of this worlds are expressions of human minds. Therefore a university should pursue the idea of liberal education, which are to participate in a conversation with his or her own voice. And a participation could only learn a language in a university that there is coexistence of various voices.

고등교육 국제화의 개념에 대한 비판적 검토

정철민(Jung, chulmin) 한국교육철학회 2015 교육철학 Vol.57 No.-

The purpose of this study is to critically reflect a discussion on a concept of internationalization of higher education based on a view of ontological turn. To accomplish this end, we look into a myth of internationalization of higher education and examine thoroughly a possibility of ontological turn. It also suggest some implications for today’s internationalization of higher education. A Common idea of internationalization of higher education is facing a chaos and a chaos make some debate which is related with a concept of subject. In this sense, ontological turn means both changes of the university itself and of faculty and student who are referred to subject of higher education. This is a ‘real’ challenges. According to Barnett, internationalization of higher education should be emphasized that the recovery of the ontological voice and try to integration of academic and vocational view on higher education. This perspective highlight a self-awareness as a subject both faculties and students. And a change in viewpoint to ontological view emphasized that voluntary participation in internationalized higher education beyond a uniform government-led push to internationalization of higher education. More particularly, ontological turn is possible in a method for international cooperation and attract international student.

영국 대학의 개혁 동향: 대학 이념을 중심으로

정철민(Jung, Chul-Min),유재봉(Yoo, Jae-Bong) 한국교육철학회 2012 교육철학 Vol.48 No.-

The purpose of this study is to explore higher education reform in the UK in terms of an idea of a university. To accomplish this end, we review a short history of the UK university’s reform and suggest some implications for Korean university. Today a university is often regarded as an institution that determines a national competitiveness. In this situation, the UK universities has continually reformed to maintain a world class of university at a research and teaching level. The UK university’s reform has two features. One is to expand the domain of an idea of a university. It includes a traditional perspective that emphasizes a academic value as well as a more reform perspective that reflect needs of a social context. If an idea of a university reflect the social context, a university have the indispensable challenges that need in a labour market, a community problem solving, a democratic citizenship learning etc. The other is to accept the Neo-liberalism. It entails that an application of the logic of the market. According to this view, a university pursuits a economic value like companies. The UK reform shows some implications for Korea university reform in terms of theoretical and practical point of view. From the theoretical perspective, we need a balanced view which acknowledge the coexistence possibility of various idea of a university. From the practical perspective, we should strive to ensure expertise on university reform and to secure economic resources for ongoing university reform. But a reform that accepts what is revealed on the surface can cause another problems. A reform which is not appropriate social context is not only a problem itself but also making a side effect. In this sense, uncritically acceptance in a case of developed countries is wary. In conclusion, it is necessary to bear in mind that consideration for reform of the UK universities give some lessons only when we are carefully examined on the social situations Korea universities has faced.

한국 시민교육에 대한 비판적 고찰: 시민교육의 목적과 내용을 중심으로

정철민 ( Jung Chul-min ) 한국교육철학학회 2017 교육철학연구 Vol.39 No.2

민주주의 사회는 시민의 수준에 따라 성공과 실패의 갈림길에 선다고 해도 과언이 아니다. 이런 시민의 역량은 선천적인 것이기 보다는 일련의 교육을 통해서 길러진다는 점에서 오늘날 대부분의 국가들은 시민교육에 상당한 노력을 기울이고 있다. 이런 노력은 캠페인이나 공익 광고처럼 즉각적인 효과를 유도하는 것뿐만 아니라 학교 교육의 일환으로서 시민교과의 정립과 같은 장기적인 과정을 포함한다. 우리나라는 민주주의 사회를 지향하고는 있지만 시민교육에 대한 논의가 활성화 되어 있는 편은 아니다. 오히려 시민교육의 필요성이나 중요성을 간과해 온 경향이 있다. 그러다보니 시민교육의 내용은 고사하고 목적이나 방향에 대한 최소한의 사회적 합의도 이루어지지 않은 채 수박 겉핥기식의 시민교육이 이루어지기 일쑤이다. 즉 시민성 혹은 시민교육과 관련된 체계적인 논의가 부족한 상황인 셈이다. 이런 맥락에서 이 글은 2015 개정 교육과정에 담긴 시민교육의 성격이나 목적, 내용 등에 대한 비판적 검토를 통해 우리나라 시민교육이 나아갈 방향에 대한 시사점을 제기한다. It is no exaggeration to say that the success or failure of a democratic society turns on the level of its citizens. Citizenship is something that can be cultivated by education, not given by nature. Therefore, most countries are making considerable efforts to educate their citizens. This includes the establishment of a systematic curriculum of civics as part of school education as well as campaigns and public service announcement. S. Korea has aimed for a democratic society, but the discussion on citizenship education has been neglected. The social problems such as the regional consciousness or ideological conflict are to be addressed only through mature citizenship or civil education. In this context, this article makes three suggestions for S. Korea`s citizenship education. First, a systematic research project on civic education, and second, an establishment of civic curriculum as an independent core subject. Finally, the composition of the appropriate civic education including knowledge, skills and attitude.