북방정책에 관한 국민의식조사

박인희,엄재호,강지한 한국국민윤리학회 1990 倫理硏究 Vol.29 No.1

北韓의 普通敎育課程 分析

朴仁熙 경북대학교 평화문제연구소 1990 평화연구 Vol.15 No.-

敎育活動의 敎育法的 性質에 關한 一考察 : 學校事故의 判例硏究 mainly on a judicial precedent on the school accident

朴仁熙 대구교육대학교 1973 論文集 Vol.9 No.-

As a theory to explain that the legal character of the relation between school and student there is one which is known as the so-called besondere Gewaltverhaltnis in Germany, Japan and Korea. I suggested in this paper that the theory above mentioned be denied by the view that the legal character of the relation between the school and student schould be understood as the contract in the public law.

[토론문] 「스토리로 본 한시와 한글시가의 거리」에 대한 토론문

박인희 한국문화융합학회 2018 한국문화융합학회 전국학술대회 Vol.2018 No.6

社會認識에 關한 一硏究 (Ⅲ) : 初等 社會科敎育을 中心으로(敎育課程論) Mainly on the social studies in elementary school

朴仁熙 대구교육대학교 1970 論文集 Vol.6 No.-

[The type of social studies curriculum desig] The various approaches to the definition of the scope and sequence of a social studies currimulum design may be grouped in three categories -Subject Centered Curriculum, Experience Centered Curriculum and Discipline Centered Curriculum -although there is some overlapping in them and a given school system may not be of a pure type, but have features of two or more types. In a curriculum design, contemporary current tendency begining 1950s lis largely in structualization of the learning experiences (subject contents). It is meant that the curriculum design is principally based on Discipline Centered Approach. Our elementary social studies curriculum design is now principally based on Persistent Life Situation Approach which is included in Experience Centered Curriculum. In this thesis I concluded and proposed that our social studies curriculum must be reformed paying regard to above mentioned current tendency of the world. I believe that our social studies curriculum design must be based on Discipline Centered Approach in fundamental principle and that at the same time, of course, we have to note reasonable synthesization and integration of the merits and advantages of the both-Experience Centered Approach and Discipline Centered Approach.

선배님께 드리는 편지

박인희 한국여신학자협의회 2009 한국여성신학 Vol.- No.69

<이정난전>의 영웅소설적 성격 연구

박인희 한국국어교육학회 2011 새국어교육 Vol.0 No.87

The purpose of this study is to clarify the characteristics of Yijeongnan-jeon as a hero novel. Yijeongnan-jeon is a novel in korean alphabet manuscript and has never been discussed until now. That's because it has been passed by only five different versions and thus is not widely known. Yijeongnan-jeon follows the structure of 'a hero's whole life' and the main character's achievements can be said as hero's. <Yijeongnan-jeon> as a hero novel has three main characteristics. Firstly, the main character in <Yijeongnan-jeon> doesn't treat his antagonists as a antagonist. He undergoes his ordeal due to his antagonists. But he never blames them. Although he occasionally punishes his antagonist, it is not because of his ordeal. The antagonists in <Yijeongnan-jeon> just make the main character undergo his ordeal. The antagonists don't exacerbate the main character's ordeal and they don't play another roles in the work. Secondly, the main character has his ordeal for a short time and in that time, prepares the ground for his activities as a secret royal inspector. He comes to be free from his antagonists' interest because he becomes a missing child when he is three. His position is revealed to his antagonists and comes to be chased when he is fifteen. He is on the run over four years until he is nineteen. But for more than the half of the duration he can live his life safely. He experiences lives of the people over four years and particularly catches sight of lives of the people who cannot help living unfairly, by which he prepares the ground for his activities as a secret royal inspector. Thirdly, in his achievements, the achievement that he makes as a secret royal inspector makes him like a hero. His achievements are divided into the triumph in the war and the activities as a secret royal inspector. He reveals his aspects as a war hero by the triumph in the war. On the other hand, he becomes a hero of the people by his activities as a secret royal inspector. He extricates the people from their unfair sufferings. The appearance of a secret royal inspector is same to that of an unexpected hero to the people. The main character as a war hero is outwardly near a hero. But the true hero to the people is the main character who is a secret royal inspector directly connected to their lives. In this point, it can be said that the achievement as a secret royal inspector makes the main character a hero. <이정난전>은 한글 필사본 고전소설로 지금까지 논의되지 않았던 작품이다. 본고는 <이정난전>의 특징을 살펴봄으로서 <이정난전>의 영웅소설적 성격이 무엇인지를 밝힌 논문이다. <이정난전>의 특징은 주인공이 시련을 겪는 기간이 4년여 정도로 짧다는 점이다. 그 이유는 주인공을 어려서 미아가 되는 것으로 설정했기 때문이다. 주인공은 적대자에게 신분이 드러나기 전인 15살 때까지 안전하게 성장하였고, 이 기간동안 영웅으로서 자질을 갖춘 것으로 이해할 수 있다. <이정난전>의 또 다른 특징으로 주인공이 어사로서 활약하는 내용이 비중있게 다루어진다는 점이다. 주인공이 어사로서 활약할 수 있던 것은 주인공이 백성들의 힘들고 억울한 삶이 지방관의 악행 때문이었음을 경험했기 때문이다. 어사로서 활약상이 등장한 것은 백성들의 억울한 사정을 풀어주기 위한 필연적 결과이다. 마지막으로 <이정난전>의 영웅소설적 성격은 주인공이 백성들의 삶을 변화시켜 주는 데서 찾을 수 있다는 점이다. 이는 전형적인 영웅소설에서 발견되는 영웅의 모습과 구별되는 <이정난전>에서 발견되는 영웅의 모습이라 할 것이다.

社會認識에 關한 一硏究 (Ⅰ) : 初等 社會科敎育을 中心으로 Mainly on the Social Studies in Elementary School

朴仁熙 대구교육대학교 1968 論文集 Vol.4 No.-

[Introduction to the objectives of the social studies] In this thesis, I attempted to examine and verify whether the purpose of Korean education is just or not, because the objectives of the social studies should be viewed with special reference to the purpose of the education. I believe that the education must contribute by its unique function to actualize the ideals of Korea. Therefore, I also believe that justification of the purposes of the education should be derived from the ideals of the Korean. They ought to be understood with interpretation of the fundamental spirits to be prescribed as norm in Korean Law of Constitution. I found the ideals of the Korean are as follows: 1. Nationalism which means that Koreans hope to emphasize their patriotism and maintain the independence of Korea. 2. Democracy, an up-to date liberal one. 3. International cooperation in order to realize the world peace. Among the above ideals of Korean. I verified that emphasis must be laid upon the nationalism. I proved that, viewed in the light of the above ideals, the ideal of Hongik-Inkan which is provided by Article I Law of Education and in which every ism and thought is included, is in conflict with them. But the purpose of the education itself is good enough, though rather abstract. The objectives of the education-for example, love for our country and maintenance of the independence of Korea in Clause Ⅱ -provided by Article Ⅱ which was made more concrete from the purpose of the education described in Article I Law of Education conform perfectly to the ideals of Korea as stated before. But compared with the Purposes of Education in American Democracy which were suggested by the Educational Policies Commission, the American Association of School Administrator, National Education Association in 1938, such objectives of civic responsibility as Social Justice, Social Activity, Social Understanding. Critical Judgement, Tolerance, Conservation, Social Applications of Science, Law Observance and Economic Literacy are lacked. This thesis has an individuality in that it is an attempt to review the basic direction of the education, but, on the other hand, it is an introduction to the examination of the objectives of the social studies.

「敎育의 自由」(Ⅰ) : 學習權·學習의 自由 Intrinsic Human Right to Learn·Freedom to Learn

朴仁熙 경북대학교 교육대학원 1981 논문집 Vol.13 No.-

This thesis deals with such a contemporary fundamental legal principle of public educational law as Educational Freedom, especially Intrinsic Human Right to Learn·Freedom to Learn. Auther's examination is based upon following presumption that there be a differentiated system of particular legal logic, based upon reasonable educational logic, in public educ ational law from that of general public (administrative) law, and that there be not yet pointed out the fundamental legal principle of public educational law based upon above mentioned particular legal logic. Concretely speaking, this thesis purports to study and examine some of judicial decisions and the academic arguments on student's human right to learn·freedom to learn viewed from the relation to nation's power or competence in universal public education. Before the cases of so called Sugimoto Decision, by Tokyo District Court, on July 17, 1970, Academic Attainments Test Decision, by Supreme Court, on October 26, 1976 in Japan and Tinker v Des Moines Independent Community School District, 393 US 503, 1969 in U.S., nearly all challenges to the disciplinary authority of school officials were invariably held by the court in favor of school authorities and against objecting parents and students. The court held that the only constraint on the school's power to "define the offenses for which the punishment of expulsion may be imposed" was impermissible arbitrainess, and that the power of expulsion was not limited to previously adopted rules. In above mentioned decisions in both Japan and U.S., The court identified the student's intrinsic human right to learn·freedom to learn, altough a child regarded as someone in a captive audience and as someone who is not possessed of full capacity for individual choice. On the other hand, the court has also emphsized the need for comforming the comprehensive authority of the nation or state and of school officials, consistent with fundamental constitutional safeguards, to prescribe and control children's conducts in the school. Accordingly, problem liew in area where students in the excise of human right to learn. freedom to learn collide with the rules of the school authorities. The standard or measure adopted by the court is as follows: In order for the nation or state to justify prohibition of a particular expression of opinion, it must be able to show that it's action was caused by something more than a mere desire to avoid the discomfort and unpleasantness that always accompany an unpopular viewpoint; that is, because of undifferentiated fear or apprehension of disturbance is not enough to overeome the right to freedom of expression, it must be able to show that engaging in the forbidden conduct would "materially and substantially interfere with the requirements of appropriate discipline in the operation of the school." Auther's appreciation on the court decison is as follows: It must be noted and be paid attention that, relying on dessenting minor opinion said by Mr. Justice Black in Tinker Decision, based upon Contemporary public educational logic, the excise of free speech-symblic or pure-collided with orders or rules of school to "keep student's mind on their own scboolwork" is not permissible, even if it does not materially and substantially in terfere with the requirements of appropriate discipline in the operation of the school, and that it must be casted upon complaining the burden of showing that particular school measure was motivated by other than legitmate school concerns.

敎育權에 關한 一考察 (Ⅱ)

朴仁熙 대구교육대학교 1972 論文集 Vol.8 No.-

In this paper I attempted to review the existing system of admission to the middle school in Korea, standing on a view that the state should note the security of each one's freedom of education (Recht auf ausbildung des einzelnen als das Freiheitsrecht) when it executes an educational policy. I pointed out that there are some lacks in our existing admission law system. So I suggested that the private middle school be excluded from its object in order to secure each one's freedom of school selection. And also I studied in this paper the administrative control over the interna ofeducation, such as curriculum planning and the choice of textbook by teacher etc, in educational administration (Schulaufsicht) I think it is a very important theme to be cleared for the so-called padagogische Freiheit. So I propose that all investigaters whoare concerned about it participate in the work.