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J.Piaget의 발생적 견지에서의 思考의 구조와 정보처리 접근에서의 지식의 구조에 대하여
윤병희 慶尙大學校 1988 論文集 Vol.27 No.2
According to Piaget's genetie view point of epistemology, the struture of knowledge is directly related with the structure of thought. And The logical thought develope from response-schema and logical implication develope from assimilation on the level of sensory-motor intelligence. The knowledge is active construction based on a assimilatiory schmata.And then the stracture of knowledge must structure of a logic of whole and construct the psycholigical reality. According to him. psychological reality is a world of experiened necessity and comprehension but the world of formal logic is that of pure thought accompanied by a feeling of logical necesity and is possible to explain. So, Psychologial reality and the world of pure thought must be discerned. But according to information processing approach they are not discened and are studied without any developmental relations of them. I hope that Piaget's view will give some suggestions to the studies from information processing approach.
Picryl tolyl ether의 Methanol分解反應에 關한 硏究
尹炳曦 연세대학교 대학원 1970 延世論叢 Vol.7 No.1
Picryl tolyl ether의 methanol分解反應의 速度를 測定하여 picryl o-tolyl ether보다 Picryl m-tolyl ether의 分解速度가 더 빠른 것을 알았으며 그 分解速度定數 값을 求하였다. The methanolysis reactions of picryl-tolyl ethers have been pursued kinetically. Reaction products are determined by iodometric back titration of substituted phenols and the reaction rate constants are calculated by analysis of these data.
윤병희 한국교육원리학회 2012 교육원리연구 Vol.17 No.2
Schwab은 실질적 패러다임에서 학교 커리큘럼 개발의 문제가 ‘이론적인 것’이 아니라 숙의와 절충기예를 중심으로 하는 ‘실제적인 것’임을 주장하고, 커리큘럼 연구의 성격을 급진적으로 재개념화 하였다. 그러나 불확실한 실제적 문제로서의 커리큘럼 개발 문재를 숙의 과정을 통하여 해결해야 한다는 통찰력에도 불구하고, 그의 연구는 학교태의 한 부분으로서의 커리큘럼과 이론적 개념으로의 교육을 구분하지 않고 있으며, 커리큘럼 연구의 학문적 성격과 정체성을 이론적으로 드러내지 못한다는 제한점을 안고 잇다. 생활세계의 실재로서의 커리큘럼과 교육을 개념적으로 혼동하는 데에는 절충기예, 공통요소, 학문의 구조 등과 관련된 복합적 문제들이 연루되어 있다.‘질제적인 것’ 즉 실제연구 자체도 일종의 이론적 실제 즉 이론화라는 실제임을 인식해야 한다.
윤병희 慶尙大學校 1990 論文集 Vol.29 No.1
The psychological reality of the child's mind is constructed with the age and extended to adult without any fundamental change. The psychological reality is catched by the studies from J.Piaget's genetic approach for the intelligence which is the main concept in child's cognitive psychology and from the information processing approach. From the former view point, child's psychological reality is identified to have a inner structure of 'the logic of wholes' for conservation, which is different with 'the logic of totality' for transformation, and is the world of experiencing and understanding by way of action schema, not being the explicative world by way of operative schema. 'The logic of wholes' is of conservation of the whole systems of groupings, from which subsystems are differentiated and the conservation is of the invariant of the wholes. And the logic of wholes is free from the subject's view points and the perceptual deformations of objects by the coordination of assimilatory schema and that of subject's view point. Psychological reality is based on the assimilatory scheme, concept, and propositions and governed by the mobile equilibration which is different with progressive regulation and which is of the operations of negation and reciprocity respective, but not of the combined operation of negation and reciprocity.