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양진건 제주대학교 사범대학 1999 백록논총 Vol.1 No.-
Nationalization of the Cheju education system increased during the First Republic of Korea. The Education Act of the First Republic accelerated the pace of nationalization more rapidly than at any previous time in the history of Cheju education. A system of schools, erected and maintained by the regional goverment, could take its stable basis during the First Republic. Thereafter public and private schools of Cheju were established side by side, and its educational autonomy by local community was enforced. The effect of this change on Cheju education is notable.
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양진건 濟州大學校 學生生活硏究所 2003 學生生活硏究 Vol.24 No.-
The Historical Overview provides a brief summary of the history of ancient Greece from approximately 1200 B.C., the period when Mycenaean civilization perished, to 323 B.C., the death of Alexander the Great. These limits were chosen to complement the emphasis of the Greek texts included in this version of Perseus, most of which fall between Homer and Aristotle. The epic poems The Iliad and The Odyssey of Homer were composed in the eighth century B.C., but their stories belong to the much earlier period of the Trojan War, which has often been dated to the years not long after 1200. Whether there ever was an actual Trojan War and, if so, when it took place, are questions still debated, as is the question of how much reliable historical information the Homeric epics may provide on this early period. The historical overview begins where it does in the hope that users of Perseus will find this background helpful in studyng later Greek civilization, namely that of the Greek citystate (polis ). The polis began to emerge as a new form of social and political organization in the eighth century B.C., and the emphasis of the Overview is on the history of the polis, particularly during the fifth century (the so-called Golden Age of Athens, the largest and best documented of Greek city-states). The overview ends where it does because 323 has traditionally been identified as the end of the Classical period in ancient Greek history. After this date the monarchies founded by Alexander's successors tended to overshadow or even dominate the city-states in international politics.The signlficance of 323 as a turning point in Greek history is in fact just as problematic on several grounds as is the history of the Trojan War, but at least ending the Overview at this conventional date allows the survey to conclude roughly in the period of the life of the fourth-century philosopher and polymath Aristotle (died 322), who tutored the young Alexander for a while.
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양진건,현은선 동국대학교 동서사상연구소 2014 철학·사상·문화 Vol.0 No.17
This study aims to clarify the educational significance of flower paintings in Chusa Kim Jeonghee’s records in Jeju exile. During his nine years of exile to the island, Chusa recorded many pieces of art that include poetry, calligraphy, and paintings. Chusa often mentioned flower paintings as a most important piece in the records, which are closely related to the self-consciousness of the 18th century elites that had been overinflated in conflict with the institution of that era. His interest in flower paintings has to do with a Confucian notion that identifies the inherent moral standards of the objects in nature. This notion connotes the educational significance, suggesting that art should be normative in nature, fit into the requirements of benevolence, and contain moral implications to perform positive social functions. 본 연구는 추사 김정희의 제주유배기록에 나타난 화목의 교육적 의미를 규명하는 것을 목적으로 한다. 추사는 윤상도 옥사에 연루되어 제주도로 유배를 와서 만 9년을 지내는 동안 많은 시, 서, 화의 기록들을 남긴다. 여기서 추사는 기록들의 소재로써 화목(花木)들을 많이 언급하고 있는데, 이는 제도와의 갈등 속에서 비대해졌던 18세기 사대부들의 자의식과 깊게 연결되어 있다. 추사의 화목에 대한 관심은 자연물을 감상할 때 거기에 내재된 도덕규범을 확인하는 비덕론(比德論)과 관계가 깊다. 이러한 비덕론은 예술이 사회에 적극적인 기능을 발휘하려면, 예술자체가 반드시 규범성을 띠어야 하며 또 ‘인’의 요구에 부합해야할 뿐만 아니라 도덕적 내용을 함유해야 한다는 교육적 의미를 함축하고 있다.
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濟州敎育行政의 歷史的 整理 : 60년대~80년대를 중심으로
양진건 濟州大學校 學生生活硏究所 2005 學生生活硏究 Vol.26 No.-
The recurrent questions of educational administration are various. How and where, for example, should the educational program be housed? More basic is the question of finance. How shall money for the educational program be raised? Once raised, how shall it be distributed? Closely related to the method of raising and apportioning funds is the size of the geographic unit to be organized for the support of schools. What is the relative importance here of small-size or local educational administration as compared with large-scale or central educational administration? Whatever the unit of educational administration, what sort of officers of administration should be set up? What should be their proper powers and responsiblilties? This paper deals with these questions.
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濟州 牛島의 敎育 : 解放 以後 since Liberation
梁鎭健 제주대학교 탐라문화연구소 1994 탐라문화 Vol.0 No.14
우도의 교육전통은 제주도의 올곧고 내용찬 교육전통을 그대로 반영하고 있다. 그만큼 우도의 교육은 그 전통이 역사적으로 풍부하다는 말이다. 그것은 우도에 사람들이 발을 디딘 시기부터 그 험난했던 일제시대를 거쳐 해방 이후 오늘에 이르기까지 적어도 우도의 교육은 역사만들기(Geschichte machen)라는 명제를 충실히 수행해 왔다는 말이 된다. 특히 학교설립을 둘러싸고 웅변한 우도 주민들의 공동체적 강고성은 제주교육 전통의 귀감이며 제주교육의 정체성 확인을 위한 증거이기도 하다.
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