북한인물론10:원로급 전문관료 떡보영감 이종옥 부주석

조용하 북한연구소 1990 北韓 Vol.- No.226

學習社會의 課題와 展望

趙鏞夏 東亞大學校 學生生活硏究所 1990 學生硏究 Vol.18 No.-

The learning society is one of which the goal is learning, accomplishing and the humanization, one which has accomplished value-conversion and which moves towards the goal of developing abilities of all the members to there maximum. And so, as the goal is not at getting jobs but at the humanization, it cannot be said the learning society is achieved until we get to the value-conversion. To establish this kind of learning society, first of all, de-institutionalization of values and the conversion of learning are necessary. We should re-examine patterns of the traditional education which convey knowledges and skills that are fit for each society from the old to the young, and from parents to children. Second, we should consider the development task of the open learning to persue a certain way of living as a perfact man. The human development is not only biological and psychological phenomena but it is a complex of social and cultural factors. Especially, the development of the learning society gives emphasize to social and cultural factors, and so it is necessary to consider our own development task on the basis of the thinking of which the premise is the process of socialization according to the social role-expect. And it is also necessary to set up our development task along with the consideration of the community-centered elements. Then how can we make conceptions of the learning society? The basic characteristics of it are as follows; Open learning society, lifelong society and self-directed society. What should be the school education of this kind of learning society ? First, self-learning should be possible and for it, the network for self-learning should be established and the man who can be pleased with learning itself and who have the will to get pleasure from learning should be made by the result of upbringing of independent learning ability. As a result, I can say that the learning society is not the society in which the present educational system is modified partly. It is the society where fundamentally new educational systems and ideologies are introduced and organized. Then, the realizing of the learning society depends on the fundamental conversion of values. And the learning society is where all the educational institutions begins liberal arts education and where liberal arts education can be continued outside the educational institutions. Although the reformation of the school education has been continued for the last 20years, it is hard to say that we have achieved remarkable results. The learning society can be established when we make it more widely open on the basis of the decentralized and open education and the labor system by the market-mechanism. How can we accomplish the learning society as our education and labor are still shut though we can be proud of the high percentage of school attendance ? That is the inevitable task that we should resolve in the next few years of 20th century.

여성노인의 사회적 활동과 삶의 만족수준에 관한 인과적 분석

조용하 한국성인교육학회 2009 Andragogy Today : International Journal of Adult & Vol.12 No.1

The purpose of this study is to examine the social activities with life satisfaction among a sample of adults aged 60 and older in Busan, Korea. 896 elderly women completed questionnaires assessing life satisfaction in 28 structural areas (23 participations of social activities), as well as tests of 23 demographical sociological factors. A stronger association was found between concerns about activities in social organization and quality of life satisfaction than between lifelong learning activities and quality of life satisfaction. However both relationships were significant. No significant relationship was found between the overall life satisfaction, and social activities. But some of the life satisfaction factors were significantly related to some social activities. Life satisfaction among elderly women had a significant correlation with frequency in participating social activities. The social activities of elderly women affecting their life satisfaction level include altruistic volunteering and community volunteer activities using human resource. It appears that the deciding factors affecting elderly women' life satisfaction level are the cultural institutional ones that mirror the nature of group structure, and that the satisfaction level at issue is more closely related to direct behavior patterns and actual activities. Moreover, it seems very likely to elderly women that living a life according to their inner values is a leading factor contributing to their satisfaction with life. Major findings of this study suggest that it is important for elderly women to maintain their social activities in order to promote a high quality of life. 본 연구는 여성노인의 사회적 활동과 삶의 만족수준에 대한 인과적 분석을 하는데 목적이 있다. 연구문제로는 여성노인의 인구사회학적 변인에 따른 삶의 만족 수준을 탐색하고 여성노인의 사회적 활동 참여형태를 파악하고자 하며 노년기 여성의 삶의 만족수준에 관한 인과적 분석과 설명을 하고자 한다. 연구방법으로는 개인별 면접조사를 통해 954명의 추출되었으며 Pearson적률상관관계,Turkey 검증, 중다회귀분석, 변량분석을 수행했다. 연구결과에 따르면 여성노인의 삶의 만족수준은 교육수준이나 생활수준이 높을수록 높았고 자녀 수가 적은 노인이 높았다. 그러나 자녀와의 동거여부는 의미있는 차이가 없었으며 배우자의 유무, 종교유무, 직업유무에 따른 삶의 만족은 근소한 차이만을 보이고 있었다. 여성노인의 사회적 활동은 사회단체활동보다는 교육문화활동에 참가를 선호하는 경향이 있으며 가족공동체활동에도 참가가 늘고 있음을 알 수 있었다. 사회적 활동참가로는 교육문화활동에 있어서 단순취미클럽활동보다는 문화예술활동이나 레포츠활동 참가가 상대적으로 삶의 만족수준이 높은 것으로 설명하는데 영향력이 있는 것으로 나타났다. 여성노인의 삶의 만족은 사회적 활동의 구조적 개념보다는 보다 더 현실적인 조건인 사회문화적 요인과 개인적 선택요인이 더 비중이 있는 영향인자로 보이며 심층적으로는 내면의 가치가 삶의 만족의 기본전제로 추정된다. 여성노인의 삶의 만족은 무엇이 만족을 구성하는가하는 문제보다 삶의 만족에 영향을 주는 요건사이에 개인마다 가지고 있는 변수가 오히려 더 중요하게 간주될 수 있다.

大學生 Volunteer 活動의 理論的 考察

趙鏞夏 東亞大學校 學生生活硏究所 1986 學生硏究 Vol.15 No.-

2001학년도 신입생 특성 기초조사 결과분석

조용하,김희경,박선향 東亞大學校 學生生活硏究所 2002 學生硏究 Vol.30 No.-

지방화와 사회교육의 방향

조용하 한국평생교육학회 1995 평생교육학연구 Vol.1 No.1

Claude Levi-Strauss의 구조주의 小考

조용하 東亞大學校 學生生活硏究所 1998 學生硏究 Vol.17 No.-

Structuralism we call it today can be regarded as the fact that Levi-Strauss has developed it most systematically in the methodical dimension. At present, structuralism is being accepted extensively as a view of the world or a ideology beyond the restricted field or the theoretical discussion in connection with the anthropological issues. Accordingly. this paper will speculate about his life, his intellectual background and growth, and his achievements and ideas (esp. the basic structure of relative the primitive classification of myth) in order to understand the structuralism as known the central core of his ideas. Today structuralism, as a representative of French philosophy, is taking a lead the intellectual circle of the world and it is Levi-Strauss who originated structuralism. He succeeded to the methodology of Saussure and Jacobson who are linguists and established the structural anthropology. His ideas were directly connected with the structuralism in France, which was extended into Lacan's Supernatural Psychology, Althusser's Marxism and Foucault's Philosophy etc. so formed as a huge main-stream. His anthropology, which tries to understand cultural phenomenon and human society from a structural view, is founded on Kant's Philosophy which denies a transcendental being, On the other hand, it opposes directly against Sartre's existential philosophy which affected France widely in the early twentieth century. Levi-Strauss depends on the data of primitive people treated as the object of existing anthropology. At the same time, he seeks universality of human being.

대학생 자원봉사활동의 이론적 고찰- 봉사학습을 중심으로

조용하 한국청소년학회 2002 청소년학연구 Vol.9 No.3

2002학년도 재학생 실태조사

조용하,김미희,황유정,조희숙 東亞大學校 學生生活硏究所 2003 學生硏究 Vol.31 No.-

루머(Rumor)의 집합행동적 고찰

조용하 동아대학교 교육대학원 1997 동아교육논총 Vol.23 No.-

루머(rumor)는 사회운동의 한 현상으로 중대한 의미를 지니고 있으나 쉽게 일반화하기는 어려운 영역의 한 분야로 남아있다. 루머에 대한 사회과학적 연구는 아직 초보적인 수준에 머물러 있다. 또한, 루머라는 사회적 현상을 어떤 시각으로 바라볼 것인가하는 문제는 전적으로 지금의 획들할 수 있는 자료의 성격에 의존할 수 밖에 없다. 본고에서는 루머에 대한 집합행동적 이해를 위해 루머의 분류기준과 설정체계를 살펴보고자 하며, 또한 루머의 심리적, 사회적 특성을 통해 루머의 왜곡현상과 생리를 집합행동적 측면에서 고찰해보고자 한다. 루머의 내용이 왜곡되는 과정은 무질서하게 이루어지는 것이 아니라 일정한 법칙에 따라 이루어진다. 루머는 평준화(leveling), 정교화(sharpening) 그리고 동질화(assimilation)라는 세 가지 원칙들에 의해서 왜곡되어간다. 요컨대, 루머란 그것을 전달하는 사람들의 관심에 강하게 어필해서 동질적인 사회의 매체를 통해 흐름을 계속한다. 특히, 루머들 중에서 분열적이거나 적대적인 루머는 조직적인 성격을 강하게 풍기고 있다. 루머는 개인적 욕구보다 집단적 욕구에 초점이 맞추어진 경향이 강하다. 그러나, 사회적 차원의 루머의 생성이나 전파는 집단적 상황보다는 면대면(face to face)의 상황 하에서 대인 커뮤니케이션(interpersonal communication)을 통하는 경우가 지배적이다. Rumor has a significant meaning as a phenomenon of social movement but it remains a field of difficult areas to easily generalize. The social-scientific study on rumor has stayed a elementary level until now. And also, researchers must entirely depend on quality of the materials which can be acquired right now in order to have a certain view point of a kind of social phenomenon, rumor. This study examine the classifying criteria of rumor and its system of establishment to help collective behavioral understandings of rumor and considers in the collective behavioral aspect the distorted phenomenon and ecology of rumor through the psychological and social characteristics of it. The process in which contents of rumor is made not by disorder but by a certain law. Rumor is distorted by three principles, that is, leveling, sharpening, and assimilation. In short, rumor gives strong appeal to the people who are interested in communicating it. By doing so, it continues to keep the stream by means of identical media of society. Particulary, the dissoluble and hostile rumor of them shows strongly the artifical characteristics. Rumor tends to focus on rather a collective desire than on individual one. But the creation and conveyance of rumor in the social dimension are mainly controlled by interpersonal communication in the circumstances of face to face father than in the collective circumstances.