http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
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.
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.
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.
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.
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.