A Study on the changing functions of university Education in social development

박두태 濟州大學 敎養學部 1973 論文集 Vol.2 No.1

A sudden change has occured in the meaning and impact of knowledge for society. The highly educated man has become the central resource of today's society, the supply of such men the true mcasure of its economic, its military and even its political potential. So, the development of educated People is the most important capital formation, their number, quality and utilization the most meaningful index of the wealth producing capacity of a country. In the meadiaeval and industrial periods the history of the universities in the relation to the economy is one of imperfect and usually bolated adaptation to the occupational demands of a culture gradually increasing in its complexcity. In the technological society the system of higher education no longer plays a passive role, it becomes a determinant of economic development. The progressive secularisation of higher learning since mediaeval times has increased the potential of the universities as sources of technological and therefore of social change until now they are begining to occupy a place as Part of the economic foundation of a new type of society. In this new technological society educational institutions are expended not only to exercise research functions but also to play a central role in the economy and the system of stratification as agencies for selection, training and occupational placement of individuals.

A Study on Berkeley's Subjective Idealism

이희주 濟州大學 敎養學部 1973 論文集 Vol.2 No.1

The most remarkable argument in Berkeley idealism consists of two parts, On the hand, he argues that we do not perceive material things, but only colours, sounds, et., and that these 'mental' or 'in the mind'. His reasoning is completley cogent as to the first point, but as to the second it suffers from the absence of any definition of the word 'mental'. He relies, in fact upon the received view that everything must be either material or mental, and that nothing is bath. The grounds on which idealism is advocated are generally grounds derived from the theory of knowledge, that is to say, from a discussion of the conditions which things must satify in order that we may be able to know them. the first series attempt to establish idealism on such grounds was that of George Berkeley, He proved first, by arguments which were largely valid, that our sensible qualities cannot be supposed to have an existence independent of us. but must be, in part at least, the mind, in the sense that their existence would not continue if these were no seeing or hearing or touching or smelling or tasting. So far, his contention was almost certainly valid, even if some of his arguments were not so. But he went on to argue that sensible qualities were the only things of whose existence our perceptions could assure us, and that to be known is to be 'in' a mind, and therefore to be mental. Hence he concluded that nothing can ever be known except what is in some mind, and that whatever is known without being in my mind must be in some other mind. There are in this argument a good many fallacies which have been important in the history of philosophy, and which in will be as well to bright to light.

우리말과 프랑스어의 보조어 및 술어의 구조비교

고원희 濟州大學 敎養學部 1972 論文集 Vol.1 No.1

오랫동안 불어학연구에서 홀로 군림하던 전통적인 문법연구방법은 과학적인 기준의 결여로 인하여 구조주의 언어학에 의하여 점점 빛을 잃게 되었다. 그러나 Dubois와 Pottier에 의하여 도입된 구조주의 자체가 뚜렷한 방법론의 제시하기도 전에 미국의 변성방법이 불란서에 상륙하게 되어 일부 구조주의 언어학자는 자동적으로 변성문법연구로 방향을 전환하여 불어학계는 전통문법의 고수론자와 행동주의적 구조주의론자와 변성문법론자가 함께 공존하고 있는 실정이다. 변성문법 자체에도 Harris식 분석을 시도하는 M. Gross와 촘스키식 방법도입을 시도하는 N. Ruwet 등이 서로 다른 방향으로 불어에 대한 연구를 추진하고 있는 인상을 준다.

A Study on the Emotional characteristics and their guiding plans in Adolescence

고명규 濟州大學 敎養學部 1975 論文集 Vol.3 No.1

Emotions are characterized by a general stirred -up of feeling of the whole body. They are exaggerations of normal reactions. They are accompanied by definite mental states and by marked physiological action. including increased or restricted glandular activity. Emotions interfere with skillful performance and accurate thinking. In Iearning, whether motor or mental, strong emotional states interfere with the normal on-going of the process. There is an observable evolution in the types of stimulus that arouse emotional states and the types of response that are made. A child's causes,of anger are relatively simple and personal ; his reactions are direct and explosive. An adolescent reacts primarily to fear situations that are social in character, in which he feels his status to be involv+lr!: his reactions show some degree of subtlety. but he is quickly broken down to childish levels if he is exposed to pressure. Emotional immaturity shows itself in a number of easily recognizable symptoms. The immature adolescent is extremely self-centered . He dodges away from reality, especially if the situation is unpleasant. He resents authority. He avoids difficult tasks. His conduct is inconsistent and unpredictable. He easily becomes jealous, and when he likes people at all, he tends to have crushes or to worship them. Emotional maturity is indicated by the individual's growth in inner control or conscience and ability to accept inevitable frustrations and to meet life situations in constructive ways. It is indicated by his satisfaction in being of service to others and by his adaptability to changing conditions. New conditions and responsibilities challenge the mature individaul Adolescents, however have much to contend with ; they must revise their body images, modify their parent-child relations. They lack status : they are neither children nor adults. They are of tenless mature emotionally than physically. They may not know what is expected of them. They ask themselves such questional outbursts are common to those who feel uncertain of their status regard less of their age. The long duration of period of indeterminate status is very trying . Adolescents need to experience success in channeling their emotional energy into creative and constructive ctivities .

가치판단의 의미와 그 학적 가능성의 여부에 관한 모색

이희주 濟州大學 敎養學部 1976 論文集 Vol.5 No.-

Logical positivits assert that value-judgments connot be justified in any objective way similar to those in which fact-judgments can be justified. They also hold that value-judgments are not assertions or statements ascribing properties to actions, or things, and insist that value-judgments have a very different logic, meaning, or use. It embraces a wide variety of views, some more and others much less extreme. The most extreme of those are a mumber of views that deny value-judgments to be capable of any kind of rational or objectively valid justification. On one such view-that of A. J. Ayer-they are simply expressions of emotion much like ejacula- tions. Saying that killing is wrong is like saying, "Killing, boo". It says nothing true or false and cannot be justified in any rational way. R. Carnap once took a similar view, except that he interpreted "Killing is wrong" as a command, "Do not kill," rather than as an ejaculation. Many an alytic philosophers likewise regard value-judgments as arbitrary com-mitments or decisions for which no justification can be given. By reason that value-judgments are mere expressions of motion, will, or a commad, they generally assume that such value-judgments cannot be proved empirically on the basis of fact-judgments. The gist of this treatise, therefore, is to inquire the questions as to how we can verify whether valce-judgments are true or false. The conclusion brought out in the consideration of the above questions are as fallows. : (1) All value-judgments are necessarily restricted by the fact-judgments. (2) Truth and falsehood as to all fact-judgments can be verified empiricaIly. (3) Truth and falsehood about all value-judgments can be demonstrated logically on the premise of fact-judgments. According to the above arguments, we can be reached at the following propositions : (1) Every judgment that can be empirically demomtrated or logically can be acknowledged as the object of science. (2) Every fact-judgment can be empirically proved. (3) Therefore, every fact-judgment can be acknowledged as the object of science. By Virtue of the above propositions, arguments as fallows can be concluded. : (1) AII value-judgments are necessarily restricted by the fact-judgments. (2) All value-judgments can be logically demonstrated whether they are true or false. (3) Therefore, all value-judgments can be acknowledged as the object of science.

Franz Kafka (I)

손영림 濟州大學 敎養學部 1976 論文集 Vol.5 No.-

Simone Weil의 종교관에 대한 고찰(II)

고원희 濟州大學 敎養學部 1976 論文集 Vol.5 No.-

Pour ce qui est des de'formations, deux exemples se pre'sentent a` ma pense'e: I'esprit collectif et I'autorite' doctrinale. Simone Weil proclame a`la fois son adhe'sion a`la fois chre'tienne, la re'alite' des myste`res et la vie surnaturelle qu'elle puise a`la source me^me de l'E'gIise; mais en me^me temps elle ne veut pas que son intelligence soit soumise a`une autorite' lui pre'sentant. Elle avait un gou^t si pronence' pour toutes le valeurs spirituelles des races disparues ou opprime'es que so nesprit restait engage' dans cette direction. cependant Simone Weil la rejette sans appel a`cause de son expe'rience inte'rier et de l'e'vidence qu'est, pour elle, la re've'lation, elle n'admet pas donc la vision chre'tienne de l'univers dans la gra^ce de Dieu; ainsi doit-elle construire un systeme a` elle dont les grdns e'le'ments seront que toutes les traditions religieuses sont d'origine re've'le'e, que ce messae se transmet dans toutes les le'gendes ou folklores, qu'il faut voir des equivalences entre tous les cultes et tous les enseignement, bref, un syncre'tisme dont Dieu meme seriat le re've'lateur. Surtout frappe'e de lappauvrissement spiriteul de mnde moderne, elle re^vait de revenir aux sources, et entre autres, a`cette inspiration religieuse pre'-chre'tienne qu'elle supposait l'a^me de la vie profane. ce fut une des raisons de son amour pour le XLL sie`cle. Je pense que l'obstacle central, le nyau de re'sistance qui devait se durcir chez Simone Weil jusqu a`la ort, cest la mefiance radicle a` l'egard de l'E'glise en tant qu'organisation et qu'autorite' sociales. Et puis elle de'sire une re'pugnance au bate^me, tant a`cause de questionns intellec-tuelles que de dispositions affectives et par conse'quant, elle attend, enveloppant le tour, la volonte irre'versivle d'e'tre en parfaite disponibilite', en attente de Dieu. En tout cas, je peux trouver le vrai sens de l'illumination qui a fait passer Simone Weil d'un agnosticisme anticle'rical a`une recherch religieuse qui n'a plus cesse' jusqu' a`sa mort.

지능의 구조와 발달에 관한 연구

고명규 濟州大學 敎養學部 1976 論文集 Vol.5 No.-

This study intends to explain general natures related to intelligence as learning or mental ability and to seek for desirable atmospheres to achieve a remarkable intellectual development. From this point of view, description is made of as follows: Psychologists have as yet failed to reach agreement on the definiton of intelligence. Most of the definitions proposed emphasize: (1) adjustment, or the adaptation of the individual to his environment : (2) the ability to learn : (3) the ability to carry on abstract thinking : and or (4) the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. Stoddard presents a comprehensive description of intelligence when he defines it as "The ability to undertake activities that are characterized by ① difficulty, ② complexity, ③ abstractness, ④ economy ⑤ adaptiveness to a goal, ⑥ social value and ⑦ the emergence of originals, and to maintain such activities under conditions that demand a concentration of energy and a resistance to emotional forces". Psychologists are not in agreement on the organization of intelligence. Spearman applied statistical analysis to intelligence test results and concluded that performance on intelligence tests was due first to the presence of a general,g, factor and then to specific abilities, s, factors. Using a different statistical approach, Thurstone concludes that intelligence is made up of separate, independent, primary abilities. Guilford has developed a structure-of-intellect model consisting of three facets-operations, contents, and products-and resulting in 120 possible factors. Both environment and heredity have a great influence on the development of intelligence. Anastasi has divided the environmental influences on that of it into the structural and functional factors. Studies on the growth of intelligence show that childhood is eminently the period of rapid growth, adolescence the period when growth begins to slow down, early manhood the period of full mental power. This full mental power maintains itself with only slight diminution into the forties or fifties, but from then on decline sets in definitely. But the drop in old age is not nearly so steep as the rise in childhood. Mental age refers to the age level at which the person of normal intelligence can do. The intelligence quotient (I.Q) translates this idea into a score by dividing the mental age (M. A) by the chronological age (C. A) and then multiplying the result by 100 : I.Q. = M.A/C.A × 100. The distribution of intelligence in the general population can best be described by a bell-shaped curve. The biggest portion of the population will be grouped near the 100 I.Q mark at the center of the curve. The distribution will thin out rapidly as the extrimes in ability are reached. Intelligence tests predict achievement in school and other situations because of believing in the constancy of I.Q. But the older the child grows, the more stable his I.Q usually becomes. The I.Q is markedly changed by the conditions of nourishment, personality traits, the cultural environments, and errors of measurement. The development of all the mental and learning ability may be more accelerated or decelerated by producing three following atmospheres: namely, affective, value-oriented, and metaphysical ones. In short, That teachers provide students at maturity of intelligence with these psychological climates needful to the development of mental and learning ability may bring about the change of their I.Qs in case of their positions, and about the development of people's mental ability in that of a nation.

청년기의 사회적 행동의 특징과 그 지도방안

고명규 濟州大學 敎養學部 1975 論文集 Vol.4 No.-

The adolescent years are, pre-eminently, a period of social development and adjustment. During the preceding years of childhood there has been, to be sure, a beginning of socialization, through the acquisition of fundamental social skills. The elementary school child can learn how to get along with others of his own age and sex in such social situations as arise during his schoolwork or his play outside school. He can also develop a workable relationship between himself and his parents or teachers. It is quite necessary that these childish adjustments take place, since they serve as a basis for the more complete development of the adolescent years. The social development of children is, however, limited both by their immature mentality and by their inattention to many social stimuli. With the oncoming of Adolescence, the boy or girl becomes acutely aware of social relationships and pressures. For a few years, in fact, these relationships become of overwhelming importance. The period is a somewhat trying one for parents, because they recede into the background and no longer can exert much influence. It is, of course, best that this development should take place, since an adolescent has to become independent of his home, but the process is sometimes a strain. The purpose of this study is to seek for a desirable guidance plan in order that adolescents should achieve their normal social developments and adjustments. The contents of this study will deal with the topics of emancipation from dependence upon parents, conformity to the peer group, show-off, competitions, rebellion against the adult authority, and the functions of the peer groups. The propositions obtained by this study are as follows : 1. to achieve properly adolescent psychological weanings. 2. to encourage and fecommend the desirable direction for adolescent social activities. 3. to guide and develop actively adolescent leaderships. 4. to make the best use of values .of the individual and group competitions. 5. to find out gradually a suitable guidance program of adolescent reballions. 6. to understand and encourage their social roles for the un-social and isolated adolescents. In short, we should not only guide the intellectual and emotional development, but the social evelopment by means of education.

Etude sur is methodologie de Pascal

고원희 濟州大學 敎養學部 1974 論文集 Vol.3 No.1