21세기 이끌 학술출판을 진단한다-학술출판 정체성, 이렇게 확보하라

정연재,Jeong, Yeon-Jae 대한출판문화협회 2003 출판저널 Vol.334 No.-

존엄성 개념의 명료화를 통한트랜스휴머니즘의 비판적 고찰

정연재 ( Yeon Jae Jeong ) 한국윤리학회 2015 倫理硏究 Vol.105 No.1

This article aims to critically assess the ethics of enhancement raised by transhumanism by attempting conceptual clarification of Dignity. The debate about human enhancement has produced a new context of conceptual use of dignity. Transhumanism deny a fixed, intrinsic dimension to human dignity. In this paper, I will show that the concept of dignity classified into inherent dignity and attributed dignity and that the attributed aspect of dignity presuppose the intrinsic aspect of dignity. Then, I calls in question the legitimacy of transhumanist`s claim that the use of emerging technologies will enhance human dignity. This study is organized as follows. The first section clarifies the concept of dignity in the context of value theory. Intrinsic dignity refer to the special type of intrinsic value that belongs to the natural kinds that have the capacities for language, rationality, free will, moral agency etc. Intrinsic dignity is the value that human beings have simply by virtue of the fact that they are human. Attributted dignity refer to the non-instumental value that are attributed to members of any natural kind that has intrinsic Dignity. Attributed dignity is a created value. As Sulmasy argued, the intrinsic sense of dignity is prior to the attributed senses in terms of logical and moral aspects. The second section summarize an critical assessment of transhumanism by grounding this relationship between intrinsic and attributed dignity. Bostrom argues that transcending of human nature will enhance human dignity because human nature is improvable and that human(intrinsic) and posthuman(attributed)dignity as compatible and complementary. However, there is a remarkable difference between human dignity and posthuman dignity in relation to the moral status of human beings. Especially, the use of technology to enhance human dignity removes the uniqueness of human beings based upon intrinsic dignity. The conclusion can be briefly stated as follows. In order to search for the equilibrium(balancing) point between dignity and enhancement, the recognition of the intrinsic, intersubjective value of human dignity is important.

발견의 수사학과 적용의 해석학

정연재(Jeong, Yeonjae) 한국수사학회 2017 수사학 Vol.0 No.29

This article attempts to investigate the feature of Gadamer’s philosophical hermeneutics that reaffirms the classical rhetorical tradition and that clarifies the interconnectedness between rhetoric and hermeneutics. More specifically, this study lays the foundation for the development of rhetorical hermeneutics. Gadamer emphasizes, “The rhetorical and hermeneutical aspects of human linguisticality completely interpenetrate each other,” and “There is a deep inner convergence with rhetoric and hermeneutics.” Thus, this article attempts to clarify the rhetorical dimension of Gadamer’s philosophical hermeneutics. This study is organized as follows. The first section investigates the affinity hermeneutics and rhetoric with practical philosophy. Rhetoric and hermeneutics share the characteristics of practical philosophy in dialogical form. Rhetoric, like hermeneutics, returns us to the finitude of human existence in a practical context. The second section clarifies the interconnectedness between rhetoric and hermeneutics, showing the interwoven history of rhetoric and hermeneutics. By equating the interpreter with the rhetor rather than with the receptive audience, Gadamer emphasizes the dynamic character of interpretation and the space for affirmation of the tradition that is opened by the dialogic structure of understanding. Especially, avoiding the superficial account of the rhetor’s speaking and interpreter’s listening, he establishes that the interpreter is engaged in a rhetorical–hermeneutical activity that is structured by the logic of question and answer and that is conversational in nature. The second section naturally leads to the third section, which deals with the interaction between rhetorical invention and hermeneutical application. The interplay between invention and application creates an organic connection between the production of rhetoric and the understanding of hermeneutics. Then, the final section summarizes the feasibility of rhetorical hermeneutics.

프리미엄 돈육 THE 짙은(YBD)의 탄생과 성장

정연재(Youn Jae Jeong),조성표(Sung Pyo Cho),송삼권(Sam Kwon Song) 한국축산식품학회 2023 축산식품과학과 산업 Vol.12 No.1

교육경험에 대한 가다머의 해석학적 분석

정연재 ( Yeon Jae Jeong ) 한국교육철학회 2013 교육철학 Vol.51 No.-

This article attempts to define and categorize educational experience as a model for enhancing of fundamental learning ability and problem-solving competence at General Education. More specifically, this study calls in question the legitimacy and utility of hermenetical approach of educational experience. Thus it has attempted to clarifying the essential feature of philosophical hermeneutics as source of reciprocal education and good education practice. This study is organized as follows. The first section clarifies the nature of philosophical hermeneutics and its relevance to educational experience. Especially educational experience is characterized by interrealatedness and interplay between learner and teacher. The second section deals with Socratic dialogue and Gadamer`s dialectical hermeneutics. Socratic dialectic is an art of questioning. But it consists not in a method, technique of making up questions rather in remaining open so that questions can still occur to answerer and questioner alike. In socratic dialogue Gadamer discerns that questioning is an necessary condition for educational experience. The learning question is a necessary condition of educational experience. Learning process does not issue some ready-made or finalized product that is designed and manufactured by teacher. Genuine guestions are distinguished from pedagogical and rhetorical questions. The third section deals with hermeneutical anaysis of educational experience. Educational experience is always hermeneutical experience. For example, the interchange of learning in educational situation is an interchange of interpretation. It is a dialectical give and take between one interpretation and another. Then final section summarizes the importance of this study of philosophical hermeneutics as source of good educational practice.

기술공학시대에서 전문직의 정체성과 윤리의 문제

정연재 ( Yeon Jae Jeong ) 한국윤리학회 2010 倫理硏究 Vol.77 No.1

이 글의 목적은 전문직의 정체성, 이른바 프로페셔널리즘(전문직업주의, professionalism)을 심도 있게 규명함으로써 통합적 관점에서의 전문직윤리의 중요성을 살피는 것이다. 구체적으로는 프로페셔널리즘에서 전문직윤리로 이행하는 과정에서 규범적 필요성을 강조함으로써 우리 사회에 적실한 전문직윤리의 가능성을 살펴볼 것이다. 해당 전문직종사자 간의 피할 수 없는 생존경쟁이 격화되고 있는 현실에서, 이른바 전문직의 희소가치가 감소 추세에 있는 오늘의 상황에서 프로페셔널리즘과 전문직윤리는 어떤 의미를 지니는가? 직업적 영향력과 경제적 보상이 전문직의 권력(professional power)을 구성하는 가장 큰 요소라고 할 때, 그 권력이 뚜렷하게 약화되고 있는 지금의 상황은 과연 통상적인 윤리(ordinary Morality)의 수준을 넘어서는 전문직윤리의 가능성을 확보할 수 있는가? 이 글은 전문직윤리를 통합적으로 다루면서 이러한 질문에 대한 답변의 실마리를 찾아볼 것이다. Professional ethics has received relatively little attention from scholarship in comparison with its practical needs. Professional ethics as an independent study of ethics is still underdeveloped in the sense that there is no theoretical unity. The purpose of this article is to lead to the fundamental importance of the professional ethics. More specifically, this article aims at clarifying the unified view of professional ethics through the detailed analysis of professionalism. Therefore, The main themes of this article are professionalism, conflicts between duties of professional roles and those of ordinary morality, the boundary of professional authority, the foundations of professional values and obligations, and the character of professional responsibility. The conclusion which is drawn from this study can be briefly stated as follows. Professionalism is an important social category, and professional should not isolate themselves from the public sphere. Thus, professional ethics that contains positive ethical standards should be built upon the basis of ``shared responsibility`` which stimulate professional`s moral commitment and institutional improvement.

대화와 프로네시스의 지평융합

정연재(Jeong, Yeon-Jae) 서울대학교 철학사상연구소 2007 철학사상 Vol.24 No.-

바람직한 교육 실천과 교육윤리

정연재 ( Yeon Jae Jeong ) 한국윤리교육학회 2008 윤리교육연구 Vol.0 No.17

지금 우리 대학은 탁월한 연구기관으로 자리잡기 위한 치열한 경쟁에서 ``교육 부실``이라는 공통의 문제를 가지고 있다. 무엇보다 학생들을 진정한 배움으로 이끌겠다는 교육자적 사명이 퇴색해가고 있다. 교육에 있어서 지나친 책임의식과 원칙고수는 교수는 물론이요, 학생, 대학당국 모두를 피곤하게 만든다는, 그래서 대충 무난하게 넘어가자는 관행이 우리 대학사회를 지배하고 있다. 이러한 상황에서 교육은 대학사회에서 다시금 중요한 시대적 책무를 가지는 것으로 보인다. 과연 대학에서 연구와 교육의 균형은 애초부터 불가능한 것으로, 결국은 양자택일의 문제일 수밖에 없는가? 그렇다면 대학의 현실적인 여건에서 교육부실화의 문제를 풀어나갈 수 있는 실마리는 무엇인가? 이 글의 문제의식은 바로 여기서 출발한다. 연구중심의 경쟁력 강화가 대학교육, 특히 학부교육의 부실화를 가져온 원인이라고 가정할 때, 연구윤리(Research Ethics) 이외에 이를 보완할 수 있는 새로운 교육윤리(Teaching Ethics)가 필요하다는 주장이다. 그래서 이 글은 교육윤리를 연구윤리와 함께 ``교수윤리``의 중요한 영역으로 설정하고, 이를 세부적으로 실천하기 위한 방안을 살펴볼 것이다. 나아가 최근 연구윤리에서 강조되고 있는 ``바람직한 연구 실천``(GRP, Good Research Practice)의 대응 개념으로서 ``바람직한 교육 실천``(GEP, Good Education Practice)이라는 개념의 적용가능성도 살필 것이다. 연구윤리가 연구자의 학문적 역량에 부합하는 윤리의식과 책임감을 고취시키는 것이 목적이라면, 또 다른 축인 교육윤리가 제대로 구현될 때만이 대학 교육의 본래 목표를 구현할 수 있을 것이다. The purpose of this article is envisioning good education as teaching and student learning. More specifically, the article aims at clarifying the essential feature of ``Good Education Practice`` and ``Teaching Ethics.`` I confirmed through the analysis of "A Compact to Enhance Teaching and Learning at Harvard" that education is a ``shared responsibility``, requiring organizational cooperation as well as professor`s individual effort. Educational excellence and creativity demands the sustained commitments from professor, administrators, staff, students. It is built upon the basis of supportive teaching culture and institutional improvement for education. The good approaches in teaching must communicate regularly to others. For effective Education, Professors must actively communicate with students and cooperate with collegues to set clear curricular goals, improve teaching skills, assess what students actually learn, and experiment with pedagogical improvements. A university that values education must motivate ``committed teacher`` as well as ``excellent researcher`` and encourage experimentation and efforts to improve student learning by teachers. Fostering the value of teaching and learning in higher education requires change and renovation in academic community.

이공계 신입생의 자기효능감, 스트레스 대처, 회복탄력성과 교양교육 만족도의 관계

정연재(Jeong, Yeonjae),주소영(Joo, Soyoung) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.4

목적 본 연구는 이공계 신입생의 원할한 학업적응과 성공적인 대학생활을 위한 기초자료로서 이공계 신입생의 자기효능감, 스트레스 대처, 회복탄력성과 교양교육 만족도 간의 관계를 살펴보는 것이 목적이다. 방법 이를 위해 2020년 10월 19일부터 10월 27일까지 인천광역시에 위치한 4년제 I대학의 이공계 신입생 중 교양 기초필수 교과목을 수강하고 있는 246명을 대상으로 설문을 실시하고 SPSS 26.0과 AMOS 16.0을 사용하여 구조적 관계를 분석하였다. 결과 첫째, 이공계 신입생의 자기효능감, 스트레스 대처, 회복탄력성과 교양교육 만족도의 상관관계를 살펴본 결과 자기효능감과 회복탄력성은 교양교육 만족도와 정적 상관관계가 있는 것으로 나타났다. 스트레스 대처의 경우 하위요인에 따라 교양교육 만족도와의 상관관계가 다른 것으로 나타났는데, 적극적인 대처와 관련된 요인의 경우 교양교육 만족도와 정적 상관관계를 나타냈으나 소극적인 대처와 관련된 요인의 경우 교양교육 만족도와 상관관계가 없는 것으로 나타났다. 둘째, 이공계 신입생의 자기효능감, 스트레스 대처, 회복탄력성과 교양교육 만족도의 구조적 관계를 살펴본 결과 회복탄력성과 스트레스 대처는 교양교육 만족도에 직접적인 영향을 미치는 것으로 나타났으며, 자기효능감은 회복탄력성과 스트레스 대처를 매개로 하여 교양교육 만족도에 간접적인 영향을 미치는 것으로 나타났다. 결론 본 연구결과를 종합해볼 때, 이공계 신입생은 자신의 능력에 대한 확고한 믿음을 갖추고, 적극적인 자세로 스트레스를 관리하고 극복하며, 문제 상황을 접하더라도 포기하지 않고 유연하게 대처하는 경우 교양교육에서의 만족도와 효과를 높일 수 있을 것으로 보인다. Objectives The objective of this study is to examine the relations of self-efficacy, stress coping, resilience, and satisfaction with general education of freshmen in natural science and engineering as the basic data for academic adjustment and successful university life of freshmen in natural science and engineering. Methods For this, from October 19th to October 27th 2020, a survey was conducted targeting total 246 freshmen who were taking the basic required subjects of general education in natural science and engineering of four-year- course I university located in Incheon Metropolitan City. The collected data was analyzed by using the SPSS 26.0 and AMOS 16.0. Results The results of this study are as follows. First, in the results of examining the correlations of self-efficacy, stress coping, resilience, and satisfaction with general education of freshmen in natural science and engineering, both self-efficacy and resilience had positive correlations with the satisfaction with general education. The stress coping showed different correlations with the satisfaction with general education according to its subfactors. The factors related to active coping showed positive correlations with the satisfaction with general education while the factors related to passive coping showed no correlations with the satisfaction with general education. Second, in the results of examining the structural relations of self-efficacy, stress coping, resilience, and satisfaction with general education of freshmen in natural science and engineering, the resilience and stress coping had direct effects on the satisfaction with general education, and the self-efficacy had indirect effects on the satisfaction with general education through the mediation of resilience and stress coping. Conclusions Considering the results of this study, freshmen in natural science and engineering will be able to increase satisfaction and effectiveness in general education if they have a firm belief in their abilities, manage and overcome stress with an active attitude, and respond flexibly without giving up even if they encounter problem situations.

횡단적, 실천적 학문으로서의 교양학 정립을 위한 역사적 접근 : 교양의 학문적 정체성 수립을 위한 가능성과 조건 탐구

정연재(Jeong, Yeonjae) 한국교양교육학회 2021 교양교육연구 Vol.15 No.6

본 연구는 교양교육에 대한 학문적 반성을 통해 학문으로서의 교양의 가능성을 검토한다. 학문적 반성은 학문으로서 성립할 수 있는 조건과 대상은 무엇인지, 학문 탐구의 방법은 어떤 식으로 이루어지는 지, 학문탐구를 수행하는 자의 자세는 어떠해야 하는지를 정교하게 묻는 작업이다. ‘교양교육’이라는 단어 대신 ‘교양학’이라는 용어를 쓰는 이유는 바로 ‘교육’이라는 용어가 지니는 학문분류상의 한계를 극복할 수 있는지 점검하기 위해서다. 교양교육은 기초학문의 성과를 아우르는 포괄성에도 불구하고 사회과학 분야의 최하위 영역에 위치한 것이 현실이다. ‘교육’이라는 용어가 사회과학 가운데 교육학의 한 분야로 자리잡게 만든 주된 요인일 것이다. 이런 측면에서 교육과 연구를 포괄하는 교양학이라는 명칭은 교양교육의 위상을 재정립하기 위한 실험적 시도라 할 수 있다. 본 연구는 교양의 학문적 성립 가능성을 점검하면서, 교양학의 정의와 기능을 탐색한다. 서양 학문의 형성과정에서 교양은 철학, 인문학과 통합, 대립, 갈등의 관계 속에서 발전해 온 만큼 교양학의 정체성과 기능을 밝히는 과정에서 철학, 인문학과의 관계 해명에 초점을 맞출 것이다. 우선 본 연구는 학문의 분화과정 속에서 나타난 철학의 정체성 위기를 추적하면서 ‘철학’과의 유비에서 메타학문으로서의 교양학의 성립가능성을 점검한다. 나아가 고전 인문학의 ‘전인적인 인간 육성’의 기능을 왜 교양학이 떠맡아야 하는지 그 배경과 이유를 도출한다. 마지막으로 이념형으로서의 교양학의 모습을 가늠해보면서 교양의 영역에서 가르치고 탐구하는 자로서 어떤 자세를 갖추어야 할지를 살펴본다. 이를 통해 교양학은 경험과학이 제공한 학문적 성과를 다시 학문적 대상으로 삼아 인간과 세계에 대한 이해와 해석을 제공하고, 학문세계와 생활세계의 연결을 통해 실천적 학문의 역할을 수행해야 함을 강조할 것이다. The present study examines the possibility of liberal arts as science through academic reflection on liberal arts education. Academic reflection is a work that closely investigates conditions and targets that can be established as a discipline, the methods of academic research, and the attitude of the investigator who conducts research. The reason for using the word “liberal arts and sciences” instead of “liberal arts education” is to determine whether the inherent limitation of the word “education” in academic classification can be overcome. The reality of liberal arts education is that it is positioned at the bottom of the social science field despite its nature of encompassing the achievements of fundamental studies. This must be the main reason for the classification of the term “education” as a sub-field of pedagogy among the social sciences. In this regard, the name “liberal arts and sciences(LAS),” which includes education and research, can be considered as an experimental attempt to reestablish the status of liberal arts education. The present study examines the possibility of the academic establishment of liberal arts, and it investigates the definition and function of LAS. Considering that liberal arts were developed in a relationship of integration, opposition, and conflict with philosophy and humanities in the process of developing the Western academic disciplines, this study will focus on explaining the relationship with philosophy and humanities in determining the identity and function of LAS. First, the present study will examine the possibility of establishing LAS as a meta-science in analogy with philosophy while tracing the identity crisis of philosophy that emerged in the process of academic differentiation. Moreover, the background and reasons for LAS to assume the function of the “cultivation of the whole man” of the classical humanities will be derived. Lastly, this study will examine attitudes among people who teach and conduct research in the field of humanities while judging the appearance of LAS as an ideal type. Through this, it will be emphasized that LAS should provide an understanding and interpretation of human beings and the world by using the academic achievements of the empirical sciences as academic targets again, and play the role of the practical sciences through the connection between the academic world and life-world.