플란짜스의 자본주의국가 기능분석

최문기 한국국민윤리학회 1987 倫理硏究 Vol.25 No.1

제3자에 의한 債權侵害에 관한 一考察

崔文基 慶星大學校 1997 論文集 Vol.18 No.1

서원대 [도덕과ㆍ윤리과] 교육실습 평가와 과제:1994~7년 설문조사를 중심으로

최문기 서원대학교 교육연구소 1998 敎育發展 Vol.1998 No.17

The purpose of my article is to evaluate the moral-ethical education practice in SEOWON university and to bring up tasks upon it. I have posed questions about education practice from 1994 to 1997. Survey Questions are consisted of 9 iterms. I analyse mainly the distribution of practice schools, self-satisfaction of education practicer, practice activities on subjects and nonsubject. This analysis shows that the distribution of practice schools concurs with our students's native place. And it shows that most of our students are satisfied with practice activities in general. These surveys are useful for me to understand education field and to plan my lecture on [Theory of Ethics Education] & [Analysis of Teaching Materials & Teaching Methods in Ethics Education]. For efficient education practice, professors should concern with teaching curricula on it more. SEOWON university authorities should interest in administrative and financial supporting programs more.

도덕교육 접근의 심리학적 토대

최문기 서원대학교 교육연구소 2002 敎育發展 Vol.21 No.2

The main objectives of moral education can be said to cultivate and develop moralities. The elements of moralities are divided into three parts : affective. behavioral, and cognitive. The moral education aims of cultivating affective traits, changing behaviors, and developing cognitive abilities integrally. In order to achieve these objectives, it is need to understand priorly moral psychologies before approaching moral education. The moral psychological studies as well as the moral philosophical studies are important theoretical foundations of moral education approaches. In this article, I differentiate moral psychologies into two groups. The one depend on extrinsic motivation by which psychoanalysis and behavioral psychology are included, the other depend on intrinsic motivation by which humanistic psychology and cognitive psychology are included. The former focus on internalization process of social values and norms through socialization mechanism, the later focus on self-realization process and cognitive development through self-discovery and self -reconstruction. Psychoanalysis and behavioral psychology can offer good ideas in approaching the teacher-centered moral education, humanistic psychology and cognitive psychology can offer important ideas in approaching the student-centered moral education. But two groups have a complimentary relation each others. So it is need for us to use them harmoniously in order to achieve the moral education objectives.

組合員의 地位

崔文基 법조협회 1984 法曹 Vol.33 No.2

하악 제3대구치가 하악 우각부골절 정복술후 감염에 미치는 영향에 관한 연구

최문기,민승기,이동근,오승환 대한악안면성형재건외과학회 2001 Maxillofacial Plastic Reconstructive Surgery Vol.23 No.3

Any fracture passing through the socket of a teeth is compounded intraorally, even if the fracture is not displaced and the tooth is firm in its socket. Before the advent of antibiotic therapy the danger of infection in a compounded fracture posed severe problems in treatment. Infection is reduced by antibiotic therapy but prolonged use of antibiotics is not justified in an attempt to save a tooth which might eventually be sacrificed. There is still controversy in the management of third molar in mandibualr angle fracture, particularly in regard to their retention or removal at the time of fracture treatment. So we surveyed the 159 patients who were treated with open reduction of mandibular angle fracture containing third molar in fracture line, and compared with the postoperative infection rate depending on time intervals between injury and operation, eruption state of third molar, non-extraction or extraction of third molar related to eruption state, non-extraction or extraction of third molar related to condiition of third molar and its surrounding periodontium and were to propose treatment guidline of third molar in mandibular angle fracture The results obtained were as follows : 1.There were no statistical significance between the time from injury to operation and postoperative infection. 2.There were no statistical significance between eruption state of third molar and postoperative infection. 3.In case of retention of the third molar, there were no statistical significance between eruption state of third molar and postoperative infection, but in case of extraction, postoperative infection was high rate in complete impacted cases. 4.There were no statistical significance between non-extraction or extraction of third molar and postoperative infection depending on condition of third molar. There are no difference in infection rate statistically according to the time from injury to operation, eruption state and condition of third molar, but retention of third molar revealed lowered infection rate in completely impacted cases. By terms of the manegement of third molar, we should extract or preserve third molar in the line of the mandibular angle fracture according to possibility of infection.

도덕·윤리교육의 내용구성 방향과 틀

최문기 서원대학교 교육대학원 1977 교육논총 Vol.1 No.-

Through six times' reform. the curriculum of moral and ethical education has been considerably complemented. Nevertheless. because the scope and sequence of contents organization are still rely upon the principle of lifefiel extension(individual. family, society, state, international, etc.), it can not satisfy demands toward future. Thus, we need new direction and framework for contents organization. This paper trys to find a solution to this problem by evolutionary learning and human systems model. In a word, moral and ethical education seek to humjan systems health. The comcept of human systems health is appropriate for the ultimate value that moral and ethical education aims at. Human systems consist of three environments : natural, social, spiritual. These environments are subsystems interacting within human systems. Also humans effect these environments as well as being effected. For enhancing quality of our lives, it is very important to consider multidimensionaly the interrelations and interactions. We can get insights from evolutionary learning. It expand our evolutionary consciousness and capability for human systems evolution. It makes us to predict problems that humans will be faced in future, urges us to reflect directions to be chosen, and enforces us to prepare solutions systematically. In this sense, evllutionary learning is a useful learning to moral ethical education. Human systems model offers new framework for contents organization. Upon it, we can organize main units related with three environments. Contents organizing framework by human systems model are as follows : Related with natural environment, spiritual conditions of human life, comparison of oriental and western thoughts, critical systems thinking and recognition, evaluation of human systems evolution, choice of alternatives, design of human systems, understanding of culture, etc. With social environment, social conditions of human life, structure and institution of social systems, paticipant democracy, economic justice, management of social conflicts, communication, food and resource to population, energy watershed and civilization change, structure reform for sustainable system, etc, With natural environment, natural conditions of human life, nature of technology and it's social responsibility, pollution of ecosystem, management and conservation of natural environment, etc.

도덕 교육에서 덕 교육의 부활

최문기 서원대학교 교육대학원 1999 교육논총 Vol.3 No.-

The purpose of this paper is to study revival of virtues education in moral education. Moral education consists of cognitive domain and affective domain. Principle-centered approach focuses on enlargement of cognitive ability and virtue-centered approach focuses on cultivation of affective qualities. Principle-centered approach is closely related to duty ethics and virtue-centered approach is related to virtues ethics each other. In 1990, as discussions on virtues education or character education are to be rich, virtue-centered approach is actively being introduced into moral education. Revival of virtues education will contribute to explain harmoniously the objectives, contents, methods of moral education or integrated character education. As we continuously interest in virtues education, so moral education will develop covering both cognitive domain and affective domain.

자유주제 ; 법인의 불법행위책임에 관한 소고

최문기 경성대학교 법학연구소 2003 경성법학 Vol.12 No.-

제7차 [도덕과] 교육과정과 대응 과제

최문기 서원대학교 교육연구소 2000 敎育發展 Vol.19 No.2

The purpose of this paper is to analyse the 7th curriculum of moral education, and to seek into the tasks coping with it. I present two main tasks. The first task is to systemize the theoretical foundations of the objectives and methods in moral education. I present value clarification, moral development, individualism, communitarianism, social liberalism. These theories match to rationales of the objectives and methods in the 7th curriculum of moral education. The second task is to link the theoretical foundations and to utilize them integratedly. I present integration of five complimentary elements as follows ; conventional and principled moral judgement, form and content of morality, cognitive and affective dimensions, indoctrinative and nonindoctrinative approaches, principle-centered and virtue-centered approaches. The respective formers are related to the objectives and methods of moral education in 7th or 8th grade. The respective latters are related to the objectives and methods of moral education in 9th or 10th grade. I expect that my paper shall contribute to the ones who are teaching and learning moral education according to new curriculum.