고소설에 형상화된 모성(母性)의 변이와 시모(媤母)

박영희 이화여자대학교 한국문화연구원 2006 한국문화연구 Vol.10 No.-

본 연구는 고소설에서 시모로서의 어머니 모습이 어떻게 형상화되어 나타나고 있는지 양상을 살펴 그 의미를 분석하는데 연구목적을 둔다. 시모는 이제 출산력과 양육력을 상실한 노년의 어머니에게 주어지는 자리이며 며느리와의 상호관계에 의해 그 성격이 드러난다. 설화를 비롯한 각종 노래에 등장하는 시모의 전통적 이미지는 며느리를 바른 도리로 이끄는 선량한 역할보다는 며느리를 일방적으로 학대하는 압박자의 이미지가 더 강하다. 가부장인 시부가 생존해 있는 대부분 고소설에서 시모는 시부의 그늘에 가려져 있는 존재이다. 시부가 생존해 있는 경우, 시모는 시부가 혼암하더라도 적극적으로 대처하기 보다는 소극적으로 지아비를 따라가는 태도를 취한다. 시부가 생존해 있더라도 시모가 자신의 목소리를 내는 경우는 여성영웅소설이다. 이들 작품들에서 시모는 아들보다 사회적 성취를 달성하거나 뛰어난 도덕성을 갖춘 며느리를 용납하지 못하는 편협한 인물이다. 하지만 이들 시모의 며느리 박대는 아들에 대한 애정에서 비롯되었기 때문에 어떠한 처벌도 받지 않으며 모성이 폄하되지도 않는다. 시모가 여가장으로 등장하는 작품을 보먼 상반된 이미지의 시모가 등장한다. 이들 시모는 형상화된 모습은 다르지만 시모의 권위가 결국 아들에 의해 뒷받침된다는 점에서 조선조 가족질서 속에서 어머니의 실상을 보여 준다.본 연구는 고소설에서 시모로서의 어머니 모습이 어떻게 형상화되어 나타나고 있는지 양상을 살펴 그 의미를 분석하는데 연구목적을 둔다. 시모는 이제 출산력과 양육력을 상실한 노년의 어머니에게 주어지는 자리이며 며느리와의 상호관계에 의해 그 성격이 드러난다. 설화를 비롯한 각종 노래에 등장하는 시모의 전통적 이미지는 며느리를 바른 도리로 이끄는 선량한 역할보다는 며느리를 일방적으로 학대하는 압박자의 이미지가 더 강하다. 가부장인 시부가 생존해 있는 대부분 고소설에서 시모는 시부의 그늘에 가려져 있는 존재이다. 시부가 생존해 있는 경우, 시모는 시부가 혼암하더라도 적극적으로 대처하기 보다는 소극적으로 지아비를 따라가는 태도를 취한다. 시부가 생존해 있더라도 시모가 자신의 목소리를 내는 경우는 여성영웅소설이다. 이들 작품들에서 시모는 아들보다 사회적 성취를 달성하거나 뛰어난 도덕성을 갖춘 며느리를 용납하지 못하는 편협한 인물이다. 하지만 이들 시모의 며느리 박대는 아들에 대한 애정에서 비롯되었기 때문에 어떠한 처벌도 받지 않으며 모성이 폄하되지도 않는다. 시모가 여가장으로 등장하는 작품을 보면 상반된 이미지의 시모가 등장한다. 이들 시모는 형상화된 모습은 다르지만 시모의 권위가 결국 아들에 의해 뒷받침된다는 점에서 조선조 가족질서 속에서 어머니의 실상을 보여준다. This paper discusses variation of motherhood and aspects of mother-in-law revealed in classical novels. When mother receives a daughter-in-law by her son's marriage, she becomes to get the position and the role as a mother-in-law for the first time. In folktales, a mother-in-law becomes to recognize as a target of filial piety who is related with son and daughter-in-law. In literary works traditionally, the mother-in-law shows the cruel attitude to the daughter-in-law. But the daughter-in-law endures pain silently hard marriage life by mother-in-law. Traditionally mother-in-law has negative image of social stronger than daughter-in-law. First, mother-in-law records the most frequent appearance in novel that father-in-law exists. It is hard to find any work in which mother-in-law is entitled to the role of a main character. She exited as a minor character obeying to father-in-law. Second, The novel of female hero depict the image of mother-in-law as a negative and passive being. Mother-in-law is contradictory person who treat daughter-in-law. Because female hero/daughter-in-law try to be in a superior position to her husband/son. Third, If the patriarch of family is absent, the role of mother-in-law is represented as aggressive and active. Mother-in-law showed a woman patriarch through education of her daughter-in-law. To her daughter-in-law she emphasized the harmony of family. The authority of woman patriarch is based on filial piety of sons. Finally, mother-in-law in classical novel has always the image of a mother as a sacred and precious being.

열린 敎育의 歷史的 發展에 관한 硏究

박영희 한국교육사학회 1998 한국교육사학 Vol.20 No.-

In this paper 1 grasped the historical development and conception of open education. Besides 1 mentioned the introduction of open education. The school management on the basis of open education made a start in England toward the end of the 1960's. To have put emphasis on this education at that time was to adapt the pupils to the changeful society and democratize the school management. This open education that originated in England spread gradually to its surrounding nations, including America, Japan, and Korea. In this study, the characteristics of open education were classified into 'Individuation of guidance', 'personality in learning'. All these characteristics were directly associated with the object of open education. If we solved the problems raised in running the open education system, we could find an ideal model, which would certainly appears as an eclectic method. This model adds the merits of traditional education to the open curriculum System and especially will emphasize the restriction of the pupils' participating in curriculum and school. The nations to change the tradiditional curriculum system to the open curriculum system like Korea will have to enforce the model in a long-term vision, not a short-term one.

AZ31B 마그네슘 합금 판재 표면처리에 있어서 전처리 영향

박영희,김혜정,서장현 한국표면공학회 2012 한국표면공학회 학술발표회 초록집 Vol.2012 No.11

멜란히톤(P.Melanchton)의 학문 및 정치적 활동-종교개혁시기를 중심으로-

박영희,이서정 한국세계문화사학회 2014 세계 역사와 문화 연구 Vol.0 No.33

Melanchton was born Philipp Schwarzerdt on 16 February 1497,at Bretten, near Karlsruhe, where his father Schwarzerdt was armorer to Philipp, Count Palatine of the Rhein. In 1507 he was sent to the Latin school at Pforzheim where the rector, Georg Simler of Wimpfen, introduced him to the Latin and Greek poers and Aristotele. He was influenced by his great-uncle Johann Reuchlin, brother of his maternal granmother, a representative humanist. It was Reuchelin who suggested the change from Schwarzerdt, into the Greek equival Melanchton, a custom which was usual among humanists of that time. Still young, he enterde in 1509 the University Heidelberg where he studied philosophy, rethoric, and astronomy/astrology, and was known as a good Greek scholar. On being refused the degree of master in 1512 on account of his youth, he went to Tübingen, where he continued humanistic studies, but also worked on jurisprudence, mathematics, and medicine. While there, he was taught the technical aspects of astrology by Johannes Stöfflerike. Having taken the degree of master in 1516, he began to study theology. Under the influence of men like Reuchelin and Erasmus he became convinced that ture Christianity was something different from scholastic theology as it was taught ay the university. Opposed as a reformer at Tübingen, he accepted a call to the University of Wittenberg by Martin Luther, recommened by his grand-uncle Johann Reuchelin. Melanchton became Professor of the Greek language in Wittenberg at the age of 21. As a philologist and pedagogue Melanchton was the spiritual heir of the South German humanists, of men like Reuchiln, Wimpheling, and Rodolphus Agricola, who reprasented an ethical conception of the humanities. The liberal arts and classical education was for him only a means to an ethical and religisus end. The ancient classics were for him in the first place the sources of a purer knowledge, but they were also the best means of educating the youth both by their beauty of form and by their ethical conten. By his organizing activity in the sphere of educational institutions and by his compilations of Latin and Greek grammars and commentaries, Melanchton became the founder of the learned school of Evangelical Germany, a combination of humanistic and Christian ideals. In philosophy also Melanchton was the teacher of the whole German Protestant world. 루터가 종교개혁기의 사상 전반을 주도했다면 멜란히톤은 이 시기의 탁월한 교육실천가였다. 즉 멜란히톤은 전 신민에게 평등하게 제공해야 할 국민교육이 수도원학교 교육에서 벗어나 신민전체의 삶을 증대시킬 수 있는 교육으로 변형되어야 하며 그러한 것은 올바른 인문주의 교육을 통해 가능하다는 루터의 주장을 자신의 교육실천의 준거로 삼았던 것이다. 나아가 멜란히톤은 인문주의적 교육관에 따라 종교개혁 운동에 적극적으로 동참하는 것 자체를 교육실천으로 이해하려고 했다. 이후부터 이 인물은 당시 부각된 종교적, 사회적, 그리고 정치적 부조리에 과감히 대응하던 종교개혁이 성공적으로 안착하는데 필요한 방법을 교육실천에서 찾는데 주력했고 그 과정에서 괄목할 만한 성과도 거두었다. 실제적으로 멜란히톤은 고전적 인문주의에 대한 자신의 해박하고 명백한 진리의식을 바탕으로 ‘독일학교교육의 이상 및 계획’이라는 교육개혁안을 제시하고, 실천하는데 주력했다. 즉 그는 독일의 각급학교에서 채택한 수업체제에 인문주의-신교주의적 수업모델을 제시하는 선봉장 역할을 담당했던 것이다. 그리고 교육현장에서 인문주의와 신교주의를 조화롭게 발전시키려는 그의 실천적 노력은 당시 독일정신 구현에도 기초적 토대를 제공했다.

소도 (昭道) 김수영박사 (金水暎博士) 화갑기념호 : 제1부 행정이론 ; 서구 공기업의 민영화 - 영국의 사례를 중심으로 -

박영희 단국대학교 정책과학연구소 1991 정책과학연구 Vol.3 No.-

北韓의 經濟構造와 豫算

朴英熙 전주대학교 정책과학연구소 1991 정책과학논총 Vol.7 No.-

열린 교육이 학습부진아에 미치는 영향

朴英姬 관동대학교 1998 關大論文集 Vol.26 No.1

Mit der Bezeichnung 'lernschwache Schuler' oder auch 'lernbeeintrachtigte' Schuler meinen wir jene Kinder und Jugendliche, die den in der Allgemeinen Schule an sie gestellten Anforderungen umfanglich und zeitlichuberdauernd nur schwer oder gar nicht genugen konnen. Wchtigstes Merkmal der Beeintrahtigung ihrer Lernfahigkeit ist ein erhohter Bedarf an Lernzeit. Vielfaltige Ursachen und auch deren Verflechtungen sind dankbar:Sie konnen psychosozial, soziokulturell oder organisch bedingt sein, eher in der Person order in der unzureichenden Forderorientierung des Umfeldes begrundet sein:u.a.sind sie als Folge von mangelnder schulischer Lernmotivation, von Verhaltensproblemen, von sachstrukturellen Lernruckstanden oder sprachlichen Defiziten,von geringerer Flexiblitat bei kognitiven Prozessen(Herstellen von Beziehungen, Vernetzungen. Kategorisierungen). von verringerter Speicherfahigkeit bzw. unzureichenden Einpragungs-und Reproduktionsstrategien und als Mangel an notwendigen Lern-bzw. Arbeitstechniken zu sehen. Seit Mitte der 70er Jahre sind in verschiedensten Fachzeitschriften zahlreiche theoriebezogene Beitrage und ein weitaus groBere Zahl an Praxisberichten aus der Grundschule zur Realisierung von Offenem Unterricht publiziert worden. Sucht man nach Erorterungen des Stellenwerts Offenen Unterrichts im Blick auf 'lernschwache' Schuler und Schulerinnen und nach genaueren Aussagen, wie diese mit setting 'offenen Lernens' zurechtkommen bzw. wie Lehrerinnen und Lehrer sie darauf vorbereitet und in offenen Situationen besonders berucksichtigen,wird man enttauscht. Daher handelt es sich hier in der erster Linie um die Vowzeigung des Besserungsmittels fur die Konzentration und soziale Integration der auffalligen Kinder in der Schule.

創意的 思考의 授業模型

朴英姬 관동대학교 1997 關大論文集 Vol.25 No.1

In this paper, the author intends to interpret the application of creative thought to models of teaching. Designed specifically to help students break set and generate fresh ideas and solution to problemas, synetics, which was originally esinged by J.P.Guilford, R.H.Dave, and J.J.Gordon, has a wide range of applications. Furthermore, in this models of teaching the teacher operates as a counselor and a observer, helping the students understand themselves, clarify their goals, and accept responsibility for their growth and the direction of their activities. Many countries accordingly have a great interest in the applicatio of creative though to models of teaching. Our country acknowledged that such a models of teaching possesses many educational merits. But like this to enforce in our country requires removal of many educational problems.

開放 敎育課程의 特性

박영희 관동대학교 1994 關大論文集 Vol.22 No.1

논문 : 기록에 대한 명대(明代)지식층 여성들의 작은 "반란"

박영희 중국어문학회 2013 中國語文學誌 Vol.45 No.-

Ming Dynasty`s intellectual women wish to raise ‘Gender Issue’ by addressing their gender during their writing activity and publication, thereby desires to freely demonstrate their own existential space, experience and imagination. They did not hesitate even to offer their opinions and reviews on the traditional man`s domain such as politics, economy and history as well as writings regarding their own spaces and roles. It was recognized as a certain remarkable opinion about the then political, social and economic conditions, not just an imaginary work. They wanted inwardly to express daily-life`s minors beyond authoritative books even if they ostensibly admire the books in their writings. They attempted to seek new lives and attach meaningful significance to their lives. Meanwhile, their own writing strategy was demanded to resolve their minor status in those days of reality. Accordingly, they created eventually their own argumentative writing style, while they appeared to concede main discourses by citing the phrases of authoritative books. This enabled them to evade men intellectuals` criticism and further to be paid more attentions. Therefore, these above efforts are anticipated to reverse the existing preconceived opinions or prejudice.