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안재철 중국인문학회 2017 中國人文科學 Vol.0 No.65
Just as that the name is identical is not always the same one, so that the name is different is not always the other. It’s different between ‘morality’ ‘道(dào)’ in Taoism and ‘morality’ in Confucianism & Buddhism. And then, even they are within the same Buddhism, the meaning of ‘意(yì)’ between the recent recognition of Buddhism and the recognition of Mahayana is different. Also, the words beyween ‘道 (dào)’, ‘玄(xuán)’, ‘常(cháng)’ etc. in Taoism and ‘空(kōng,kòng)’, ‘眞如(zhēn rú)’, ‘一 心(yī xīn)’ in Buddhism are not necessarily another. Besides, though they are expressed in the same way in Korean language, there are being expressed by share in Chinese language. We can say that ‘音(yīn)’ and ‘聲(shēng)’ are a generic term for ‘sound’ but ‘音 (yīn)’means artificial sound, ‘聲(shēng)’ means natural sound by another name. We can also say that the term of ‘仁義(rén yì), ‘仁(rén)’ points out ‘inner virtue – benevolence’ and ‘義(yì)’ refers to ‘outward virtue – righteousness, justice’. In view of above mentioned, this manuscript drew a conclusion that at first, it distinguishes by the difference between ‘意(yì)’ and ‘義(yì)’ in their usage, and then ‘意(yì)’ is the meaning which is expressed or exists in image and ‘義(yì)’ is the meaning which is indicated in content.
전후 소막사의 구조적 변화에 나타난 주생활사적 가치 - 부산 우암동의 피란민 주거를 중심으로 -
대한건축학회 2017 대한건축학회논문집 Vol.33 No.10
The Cow-shed housing was built as a cow-shed, which was the site of exploitation of Japanese colonial era, and after that, it began to be used as evacuation housing by the refugees at the time of the Korean war. Also, cow-shed housing has important historical value as the background of modern korean history, such as being used as a residence space for low-income urban workers during economic growth. In this process, wooden structural columns were cut or replaced for spatial efficiency. In the long run, the structure of this building is characterized by a complex structure because part of the wooden structure has been replaced by a masonry wall. Also in the roof structure, many structural members have been cut and used for the efficiency of the attic space. These structural changes are quite absurd in the structural aspect. But these architectural activities were valuable in terms of life history in that they were carried out in a limited and special environment by refugees who are nontechnical architects in accordance with the spatial demands of evacuation life at the time.
안재철 한국한자한문교육학회 2010 漢字 漢文敎育 Vol.24 No.-
This is a thesis that roughly points out the problems that the 7th revised Chinese Education Course has into 'Character', 'Purpose', and Contents'. 1. The 'Character' of Chinese Education Course needs to develop and suggest a character which only Chinese Class has. 2. The 'Purpose' of Chinese Education Course needs to re-suggest about tightening up the usage of vocabulary of Chinese for communication. 3. Below is a matter of 'Contents' distinguished into 'Chinese' and 'knowledge of Chinese'1)In part of 'Chinese', there are matters of Name Calling, 'Reading and 'Comprehension', a character of 'Culture' and contents. 2)In part of 'Knowledge of Chinese', there are matters of 'Vocabulary' of terms and including contents, 'Complement', standard of setting up 'a Form of Sentence, classification of word class and contents, range of rhetoric and contents etc. If the problems mentioned above are reflexed to the education course - 1. by revising or supplementing and applied to the form of Chinese education 2. Also undergoing the process of being applied - the appropriate Chinese education course will be made. 이 논문은 우리가 지금 시행하고 있는 제7차 개정 한문과 교육과정이 안고 있는 문제점들을 ‘성격’, ‘목표’, ‘내용’ 등으로 나누어 개략적으로 지적한 논문이다. 1.교육과정의 ‘성격’은 한문 교과만이 고유하게 가지는 성격도 개발하여 제시할 필요가 있다. 2.교육과정의 ‘목표’는 한자 어휘의 언어생활의 활용에 관한 강화 문제도 다시 제시할 필요가 있다. 3.교육과정의 ‘내용’에 대한 문제는 ‘한문’과 ‘한문지식’영역으로 구분하여 제시하면 다음과 같다. 1) ‘한문’ 영역에서는 ‘한문’ 영역의 명칭문제, ‘읽기’와 ‘이해’의 포함문제, ‘문화’의 성격 및 내용문제 등이 있다. 2) ‘한문지식’ 영역에서는 ‘어휘’에 관한 용어 및 내용포함 문제, ‘보어’의 문제, ‘文形(Sentense Form)의 설정 기준 및 내용문제, ’품사‘의 분류 및 내용문제, ’수사법‘의 범위 및 내용 문제 등이 있다. 위에 제시되고 있는 문제점들이 수정‧보완되거나 해결되어 교육과정에 반영되고, 다시 다양한 한문교육의 양상에 적용되어 또 다시 교육과정에 투입되는 과정을 거치면 바람직한 한문과 교육과정이 만들어 질 것이다.