수출활성화를 위한 시험ㆍ인증업무 소개

박병락,Park, Byeong-Rak 한국전기산업진흥회 2004 電氣産業 Vol.15 No.4

風景 ( I )

朴柄洛 대한사립학교장회(구 대한사립중고등학교장회) 1983 私學 Vol.27 No.-

학교교육과 훈육의 관계

박병락 한국교육철학회 2002 교육철학 Vol.21 No.-

푸코의 권력과 주체 문제의 교육적 논의

박병락 한국교육철학회 2000 교육철학 Vol.18 No.-

This thesis has been written as a rudimentary attempt to provide some implication for education through a study on power and subject in Foucault. For this purpose, this study centered on the concept of power and subject defined by Foucault. As far as Foucault is concerned, power is not a thing which can be possessed by a King or someone, rather it further extends to all relations in our society, so power should be recognized as a kind of "power-relation". Besides, through the analysis of the relationship of power-knowledge he proposes that knowledge should be considered in the context power, for knowledge embodies the values of those who are powerful enough to creat and disseminate it. In case of subject, he claims that all subjects cannot be free from power structure, so he/she is supposed to be a "docile subject" manipulated by disciplinary technology. But Foucault's theory covers the potentiality of defiance, that is, the possibility of reformation of power relation. Acc! ording to Foucault, power has the connotation of dynamics. From Foucault's standpoints above, we need to reconstruct education based on modernity. Knowledge taught in school is inevitably connected with power. Then power-knowledge functions universal truths. Also it is followed that they form a kind of disciplinary mechanism to deliver them into students. As knowledge is power-laden or context-laden, we can't claim "universal and rational subject" any more. In a nutshell, from Foucault's view we are to deconstruct educational discourses and technologies which has justified enforcement of "universal norm" and to construct new "educated subject."

500MVA 단락시험설비 운용 개요

박병락,Park, Byeong-Rak 한국전기산업진흥회 2000 電氣産業 Vol.11 No.4

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.

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.

Fabrication of Superhydrophobic Surface on Various Metals Using Abrasive Blasting and Self-Assembled Monolayer Coating

박병락(Byungrak Park),황운봉(Woonbong Hwang) Korean Society for Precision Engineering 2018 한국정밀공학회지 Vol.35 No.2

A study about superhydrophobic surface started from the analysis of lotus leaf, and superhydrophobic surface fabrication methods have been researched. These methods cannot be used on various metals because the fabrication methods have complex and material-selective processes. In this work, we report a simple fabrication method using abrasive blasting and a self-assembled monolayer coating to produce a superhydrophobic surface. Abrasive blasting was used to create microstructures on metal surfaces. Random peak and valley microstructures were created after abrasive blasting, and a surface profile was measured to analyze the relationship between blasting pressure and a roughness parameter. A hydrophobic material coating was performed by a self-assembled monolayer method. Six kinds of metal surfaces displayed superhydrophobic properties. This utilitarian method could be applied to diverse applications.

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.

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.