배전용 S2급 차단기의 차단 성능평가 시험법에 관한 연구

박병락(Byung-Rak Park),조만영(Man-Yong Jo),김진석(Jin-Seok Kim),신희상(Hee-Sang Shin),김재철(Jae-Chul Kim) 한국조명·전기설비학회 2011 조명·전기설비학회논문지 Vol.25 No.8

Technical requirements for medium voltage class circuit breaker were harmonized by IEC and IEEE, and IEC newly adopted the requirements for class S2 circuit-breaker for overhead-line with the ratings of high-frequency TRV(Transient Recovery Voltage), which IEEE already adopted. Under these circumstances, KERI(Korea Electrotechnology Research Institute) studied testing technologies and facilities, which enable to perform interrupting capacity tests for class S2 circuit-breaker. As results, KERI could carry out interrupting capacity tests for medium voltage class circuit breaker rated up to 3-phase 52[㎸] 40[㎄], which satisfies the IEC standard.

Foucault의 권력 개념과 학교교육

박병락(Park, Byung-Rak) 한국교육사상연구회 2009 敎育思想硏究 Vol.23 No.3

The purpose of this thesis is to examine Foucault’s concept of power and its meanings in schooling. Conclusions areas follows. Genealogy as a methodology of power analysis uncovers a variety ofpower relations as composites made by operation of powers.This suggests that we see power as power relations spread in all discourses,institutions,and personal relations.Unlike sovereign power,modern power is relational,productive,and resistant. The two main modes of modern micro-powerare these:pastoral power and disciplinary power.In case of pastoral power,it does not represent the visibility of repression.Instead,it controls an individual through a technology of constant, individualized and final care.Disciplinary power,unlikes overeign power founded on a show of force,aims at producing an obedient subject by enhancing the utility of individual.Micro-power practices avariety of techniques like these:surveillance, normalization, exclusion, classification, distribution, individualization, totalization, regulation.These techniques construct a student’s identity,operating in schooling. The analysis of modes and strategies of modern micro-power gives us an in sight to find a various power relations spread in schooling.The task we should do is to recognize the danger of power,if it’s not bad,and to revise them into the direction of enhancing autonomy and advancing school’s discipline. 본 연구는 Foucault의 권력 개념을 토대로 학교교육에서 작동하는 권력의 전략과 기술을 논구하였다.Foucault는 권력을 권력관계로 보고,미시권력의 전략과 기술에 관심을 둔다.그의 권력 개념에는 관계성,생산성,자유와 저항의 가능성을 포함한다.사회조직 내에서 작동하는 힘의 관계에서 개인의 몸과 욕망은 통제되고 구성된다.권력관계가 고정되지 않고 자유로운 주체에만 행사되기에,권력은 또한 유동적이고 저항적인 성격을 가지고 있다.근대 미시권력은 크게 개인을 보호하고 지도 조언하는 과정에서 개인의 정상성을 확보하려는 목자적 권력과 훈육을 통해 개인이 효용가능성을 증대시키고 제도의 효율성을 유지하려는 훈육권력으로 구분할 수 있다.학교교육의 경우 통치 권력,목자적 권력,훈육권력 등 다양한 권력의 양상이 복합적으로 작동하고 있다.그리고 감시,규범화,개별화,배제 등의 권력의 기술을 통해 권력의 비가시적이고 은밀한 통치가 학교교육에서 이루어지고 있다.학교교육에서 작동하는 권력 메커니즘을 파악하고 그것의 의미와 위험성을 파악하는 것은 학교 훈육구조의 진보에 기여할 것이다.

계몽의 재개념화에 기초한 공교육 담론

박병락(Park, Byung-Rak) 한국교육철학회 2009 교육철학 Vol.39 No.-

Public education was based on metanarratives of enlightenment that was to develop rationality in all by overcoming ignorance and superstition with the guidance of reason, Based on enlightenment discourse, aim of education was supposed to produce a rational human. The contemporary crisis of public education is, however, attributed mainly to the decline of metanarratives, instrumental use of reason, and overly dependence on logic of capital. In "postmodern era" we need to generate a public education discourse counted on contextual rationality by transgressing the 'self-evident' logics based on scientific method and knowledge, Also, we should make a distinction between a theory of enlightenment as an outline of a transcendental project and a critical enlightenment attitude. The concept that sees enlightenment as a attitude enables us to reconceptualize enlightenment and encourages us to include a variety of discourses into a school curriculum. This "permanent reactivation" project contributes to reconstruct public education discourse in terms of not a universal consensus but a historic research. In addition, we need normative criteria such as justice and freedom to give the oppressed voices a various opportunity to preset their experiences and stories in the educational context. In conclusion, public education in postmodern era, I hope, is one that welcomes various discourses and knowledges at school, considering enlightenment not a mode or an era but a critical attitude.

교육에서의 규범성 연구

박병락 ( Byung Rak Park ) 한국교육철학회 2002 교육철학 Vol.20 No.-

Normativity in Education is a precondition of educational activities, for education is value-laden. But the criteria of norms function for inclusion and exclusion of certain activity in all educational practices, which can be called as a practice of nomalization. Though it is inevitable to accept certain norms for continuity of society and conservation of traditional values, the practice of normalization can be regarded as practice of power-knowledge to limit the mind and actions of a person. The technology of normalization covers all steps that compare, divide, rank, evaluate his actions. The establishment of normative category on sanity/insanity may contribute to strengthening the current power relations. For example, autonomy, a normative aim of education, is based on the commonality and universality of self. But this essential view about the construction of self disregards the fact that autonomy is context-laden; that is, there is no rational "transparent" autonomy that liberalists claim when considered in the power-knowledge nexus. But even if all norms operate as normalization in power-knowledge nexus, and they can be used as a tool of oppression, the precondition, statement, practice of norm are required, as education is a normative activity. In case of the absence of normative preconditon in educational discourse, we can not discuss the educational affairs, for there is no positive foundation for critical exploration In sum, we should not focus on the acceptance of the universal norms and principles without doubt, but attend to the modes of practice of normalization in every steps in educational practices.

학생 주체의 의미와 포스트모던적 재구성

박병락(Park, Byung-Rak) 한국교육사상연구회 2007 敎育思想硏究 Vol.21 No.1

본 연구의 목적은 모던적 주체관에 기초한 학생 주체의 의미를 명확히 하고, 포스트모던적 입장의 수용을 통해 그 의미의 지평을 확장하고 재구성하는데 있다. 지식과 합리성에 절대적 지위를 부여하는 인식중심주의는 모던적 주체관의 핵심이다. 따라서 학생 주체의 모던적 의미는 합리적인 태도와 지식의 습득을 통해 실재를 올바르게 파악하는 것이다. 하지만 이러한 학생 주체에 관한 관점은 특정한 정상성에 부합하는 일반적인 절차와 규범을 만드는 과정을 통해 특정한 ‘학생관’ 에 벗어나는 모든 것을 배제하는 억압의 기제로 작동할 수 있다. 학생의 정상성을 정의하는 소위 교육과학은 학생 주체의 의미를 구성한다. 과학 담론의 실천 하에서 주체는 객관화되기에 주체의 본질적 자아는 사라진다. 또한 포스트모던적 삶의 조건에서 본질적 자아를 가진 주체는 사라진다. 주체의 동일성보다는 다양한 자아의 충돌에서 주체의 의미를 찾는다. 이때 학생 주체는 자아의 구성적 성격에 주목하고 그 구성에 문화적, 사회적, 역사적 실제를 인정하는 주체다. 현대사회에서 학생은 규범적 질서에 맹목적으로 순응하는 주체, 형식적인 규칙과 사고과정의 무오류에만 고착되어 있는 주체가 아니라, 자신의 행동 규칙을 타자와의 다양한 소통을 통해 만들어 내고, 일리적 태도를 통해 합의를 도출하고, 나아가 창조적 대안을 모색하는 주체의 의미를 지닐 필요가 있다. This thesis is an attempt to reconstruct an student subject in terms of postmodernism. Conclusions are as follows. In liberal education based on modernism, an educated subject is a person who has universal value, objective knowledge through rational thinking. He is made up of transcendental, essential, and ahistorical self. As reason is held to be a strict judge and regarded as an absolute standard, education that increases thinking ability is welcomed. In fact, however, a ahistorical subject is impossible. Every subject is constructed by his environment, culture and discourses. A student subject also is constructed in power-knowledge nexus laden in schooling. Educational Psychology and Educational Science works as a important axis in this nexus. As sciences discourses support a self-discipline mechanism that forces a student to testify himself repeatedly whether he corresponds to a certain standard, we can say a student subject is objectified. So, the idea of Cartesian autonomous self is to be abandoned. We already came into the postmodern condition, so we need a new student subject who can adjust to it well. The characteristics of a postmodern student subject are like these. First of all, he is aware that the fact that a subject is constructed by his cultural environment and various discourses does not mean we are determined by them. Second, we need a subject that is faithful to the relationship with others. The subject is open in that he is doubtful to accept the present situation as it is and is willing to make up new setting with others, where a student subject is supposed to listen to others, to celebrate a variety of voices, and make a creative alternatives. Third, a postmodern student subject does not stick to a monolithic conception of rationality. Instead, he considers broader conception of reasoning. He tries to be reasonable. That is, he respects for the opinions of those around, listens to others, and is sensitive to cultural difference and diversity.

직류전원을 이용한 배전급 차단기의 등가 3상 합성투입시험법

박병락(Byung-Rak Park),조만영(Man-Yong Jo),김진석(Jin-Seok Kim),신희상(Hee-Sang Shin),김재철(Jae-Chul Kim) 한국조명·전기설비학회 2011 조명·전기설비학회논문지 Vol.25 No.7

The study about three-phase synthetic making test using DC power has been performed in order to increase the making test capacity on Vacuum Circuit Breaker. And, it made possible to solve the limitations that short-circuit testing facilities can not fulfill the testing requirements of VCB exceeding three-phase 36[㎸] 31.5[㎄]. By using DC power and high speed spark-gap switch, this method made the equivalence with the pre-arc that occurred during the making process under the fault condition of power system. As results, KERI(Korea Electrotechnology Research Institute) could have capacity to carry out type test for VCB under three-phase 52[㎸] 40[㎸], which satisfies the IEC Standard.

배전용 변압기의 단락시험 불량원인 및 그 대책에 관한 연구

박병락(Byung-Rak Park),박훈양(Hoon-Yang Park),신희상(Hee-Sang Shin),김재철(Jae-Chul Kim) 한국조명·전기설비학회 2011 조명·전기설비학회논문지 Vol.25 No.6

This study aims to research and analyze the cause and countermeasures of the short-circuit test failures of the distribution transformer, which captures failure share at the highest level when carrying out its performance test. For this purpose, the research was done on the basis of 77 failure cases out of 998 tests in total performed by the Korea Electrotechnology Research Institute(KERI) from 2004 to 2010. Based on the research, the paper also includes analysis of the causes of the short-circuit test failures in its early stage of transformer development and proposes its countermeasures accordingly.

Foucault의 담론 개념과 학교지식의 성격

박병락(Park, Byung-Rak) 한국교육사상연구회 2009 敎育思想硏究 Vol.23 No.2

본 논문은 담론의 개념, 특히 Foucault의 담론 개념을 통해 담론의 의미를 명확히 하고, 이를 통해 학교지식의 성격을 논구하고자 하였다. Foucault의 담론개념은 법칙체계보다는 행위와 용법에 가깝다. 따라서 의미의 통일성과 고유성에 주목하기보다는 언어의 사회적 실천에 주목한다. 담론의 기본단위인 언술은 그것을 둘러싼 관계망의 규칙에 따라서 담론의 지위를 갖는다. 담론은 일정한 규칙성과 절차를 가지고 있다. 이 규칙은 담론실천의 단위로서 담론 내부 또는 외부로부터 담론에 작용하여 주체 내지 개인을 종속시키는 일련의 제약이다. 담론의 세 가지 단위는 담론 자체에 내적인 담론, 말하는 주체와 관련된 담론, 권력관계와 관련된 담론이다. 학교지식도 다양한 담론 규칙에 따라서 생성된 것이다. 따라서 학교지식도 고정적인 기표가 아니라 사회적인 실천으로 이해되어야 한다. 학교교육도 표준화된 지식의 전수보다는 지식의 생성절차에 주목해야 한다. 즉 진리창출의 정치성 측면에서 학교지식에 접근할 필요가 있다. For Foucault, discourse is all that is spoken and written. It has a connotation of action when we trace the origin(discurrere= run about) of the word. It is similar to the usage rather than the rule of language. Also, discourse is a practice that systematically forms the objects of which people speak. Discourse operates in particular sites, within certain rules of inclusion/exclusion. It is seen mainly as a means of constraint and procedures emanating from a particular regime of truth. When it comes to knowledge, Foucault claims that it is produced by discourses, So, first of all, he rejects the notions that see knowledge as a linguistic phenomenon. Second, he rejects what is called the philosophy of a founding subject and refuses to accept the notion of the absolute priority of the knowing subject. Finally, he refuses the assumption that knowledge can exist only where power relations are suspended, for power and knowledge are joined together in discourse. Based on the meaning of discourse of Foucault, we can not cling to a traditional view of knowledge any more that proposes that knowledge should seek to ahistorical universality. As for the knowledge in school, it is necessary to regard it as a social practice produced by a discursive practice. That is, we should attend to the condition in which a variety of discourses are changed into a particular knowledge by a discursive practice. This view gives us an insight that helps us see the way knowledge in school is produced and taught in the web of power relation, suggesting us that we do not think of curriculum in school as a group of fixed knowledge any more.

배전급 차단기의 국제표준 부합화 동향

박병락(Byung-Rak Park),박승재(Seung-Jae Park),임재찬(Jae-Chan Lim),김재철(Jae-Chul Kim) 대한전기학회 2011 대한전기학회 학술대회 논문집 Vol.2011 No.7

전력용 변압기의 개발시험 결과분석 및 불량원인 고찰

박병락(Byung-rak Park),김선호(Sun-ho Kim),정흥수(heung-soo Jung),이동준(Dong-jun Lee),김재철(Jae-chul Kim) 대한전기학회 2010 대한전기학회 학술대회 논문집 Vol.2010 No.11