접촉형 변위센서를 이용한 LCD노광기용 스테이지 시스템

임광국,서화일,조현찬,김광선,강흥석,Yim, Kwang-Kuk,Seo, Hwa-Il,Cho, Hyun-Chan,Kim, Kwang-Sun,Kang, Heung-Seok 한국반도체디스플레이기술학회 2007 반도체디스플레이기술학회지 Vol.6 No.1

In an effort to reduce weaknesses of existing laser displacement sensor-based system, a sensing device for distance and balance of mask-substrate gap using touch-type displacement sensor was suggested. The device suggested in this study is expected to solve the problems of prices and reflections, by means of a touch-type sensor. LCD exposure equipment stage system including suggested sensing device was realized to assess the characteristics of sensing the balance and gap between mask and substrate. It was verified that a touch-type displacement sensor-based device to adjust the balance and distance of mask-substrate gap suggested in this study can be applicable to LCD expose equipment in practice.

스핀코팅 방법으로 제작된 ZnO 박막의 두께에 따른 구조적 및 광학적 특성

임광국,김민수,김군식,최현영,전수민,조민영,김형근,이동율,김진수,김종수,이주인,임재영,Yim, Kwang-Gug,Kim, Min-Su,Kim, Ghun-Sik,Choi, Hyun-Young,Jeon, Su-Min,Cho, Min-Young,Kim, Hyeoung-Geun,Lee, Dong-Yul,Kim, Jin-Soo,Kim, Jong-Su,Lee, Joo 한국진공학회 2010 Applied Science and Convergence Technology Vol.19 No.4

Thickness effects on the structural and optical properties of ZnO thin films fabricated by spin coating method have been carried out. With increase in the thickness of the ZnO thin films, the width and density of striation shape are increased. The ZnO thin film with thickness of 450 nm has a smooth surface morphology. For the ZnO thin film with a smooth surface, orientation factor ${\alpha}_{(002)}$ is sharply increased and FWHM of (002) diffraction peak is decreased compared to the ZnO thin films with a striation shape surface. Thickness and surface morphology of the ZnO thin films hardly affect the NBE peak position. However, the DLE peak position is blue-shifted as the surface morphology is changed from striation to smooth surface. The PL intensity ratio of the NBE to DLE is increased and the FWHM of NBE peak is decreased as the thickness of the ZnO thin films is increased.

위험의 개인화와 탈정치화가 학교안전교육에 미친 영향: Beck, Giddens, Foucault의 관점을 중심으로

임광국(Gwangguk Yim), 김주환(Juhwan Kim) 한독교육학회 2025 교육의 이론과 실천 Vol.30 No.2

본 연구는 후기근대 사회에서 위험이 어떻게 탈정치화되고 개인화되는지를 분석하며, 이러한 경향이 학교안전교육의 담론과 실천에 어떠한 영향을 미치는지를 비판적으로 고찰한다. 이를 위해 울리히 벡(Ulrich Beck)의 ‘위험의 개인화’와 ‘조직화된 무책임’, 앤서니 기든스(Anthony Giddens)의 ‘성찰적 자아’와 ‘제도적 신뢰’, 미셸 푸코(Michel Foucault)의 ‘통치성’과 ‘생명정치’ 개념과 같은 위험과 재난에 대한 대표적인 탈정치화 담론들에 기초하여, 세월호 참사, 코로나19 팬데믹, 이태원 참사 등 한국 사회의 주요 재난 사례를 분석하였다. 본 연구는 이러한 분석을 통해 학교안전교육이 위험을 사회적·정치적 문제로 접근하기보다는, 이를 학생 개인의 윤리적 판단과 행동 규범의 실천 수준으로 환원하는 경향이 있음을 확인하였다. 이는 위험에 대한 집합적 성찰을 제약하고, 책임의 구조적 분산을 은폐하는 탈정치화의 논리가 교육 실천 안에 제도화되고 있음을 시사한다. 특히 『2024년 학교안전교육 7대 표준안』은 제도적 실패나 사회적 맥락에 대한 언급 없이, 학생들에게 정형화된 행동요령을 반복 학습하는 방식으로 설계되어 있으며, 이는 국가의 안전관리 한계를 교육의 규율화된 훈육으로 대체하려는 생명정치적 통치 기술의 한 양상으로 해석될 수 있다. 이에 본 연구는 학교안전교육이 기술 중심의 훈련 교육을 넘어서, 위험의 사회적 구성과 제도적 책임을 성찰하는 비판적 시민교육으로 전환되어야 함을 제안한다. 이를 위해 구조적 원인 분석, 성찰적 토론, 피해자 중심 교육, 교사 연수 강화, 교육 거버넌스 개편 등의 방향을 모색하였다. 이를 통해 본 연구는 학교가 단지 규범을 주입하는 공간을 넘어서, 위험에 대한 사회적 성찰과 민주적 책임을 학습하는 공적 교육의 장으로 기능해야 함을 강조한다. This study critically examines how risk is depoliticized and individualized in late modern society, and how these tendencies manifest within school safety education in South Korea. Drawing on Ulrich Beck’s concepts of “individualization of risk” and “organized irresponsibility,” Anthony Giddens’s notions of “reflexive self” and “institutional trust,” and Michel Foucault’s theories of “governmentality” and “biopolitics,” this paper analyzes key national disaster cases including the Sewol ferry disaster, the COVID-19 pandemic, and the Itaewon crowd crush. The findings reveal that school safety education tends to shift the discourse of risk from structural and political dimensions to individualized moral responsibility and behavioral norms. This indicates that depoliticization strategies are being institutionalized through education, effectively obscuring the structural causes of risk and displacing public accountability. In particular, the “2024 National School Safety Education Standards” are designed to drill predetermined behavioral responses without fostering critical reflection on institutional failure or social context. This represents a clear instance of biopolitical governance that replaces collective responsibility with disciplinary control. This study critically examines how risk is depoliticized and individualized in late modern society, and how these tendencies manifest within school safety education in South Korea. Drawing on Ulrich Beck’s concepts of “individualization of risk” and “organized irresponsibility,” Anthony Giddens’s notions of “reflexive self” and “institutional trust,” and Michel Foucault’s theories of “governmentality” and “biopolitics,” this study examine key national disaster cases such as the Sewol ferry disaster, the COVID-19 pandemic, and the Itaewon crowd crush. The findings reveal that school safety education tends to shift the discourse of risk from structural and political dimensions to individualized moral responsibility and behavioral norms. This point indicates that depoliticization strategies are being institutionalized through education, effectively obscuring the structural causes of risk and displacing public accountability. For instance, the “Seven Stadards for School Safety Education” are designed to drill predetermined behavioral responses without fostering critical reflection on institutional failure or social context. This study thus argues for a paradigm shift from technocratic, compliance-based instruction toward a critical citizenship education that engages with the social construction of risk and institutional responsibility. This work suggests directions that include structural cause analysis, reflective dialogue, victim-centered pedagogy, enhanced teacher training, and reforms in educational governance. Schools serves not merely as sites for the internalization of norms, but as public spaces where students critically reflect on risk and learn to exercise democratic responsibility.

As과 Ga 빔 조사에 의해 세척된 Si(100) 기판 위에 GaAs 에피층 성장과 RHEED 패턴

임광국(Kwang Gug Yim),김민수(Min Su Kim),임재영(Jae-Young Leem) 한국표면공학회 2010 한국표면공학회지 Vol.43 No.4

The GaAs epitaxial layers were grown on Si(100) substrates by molecular beam epitaxy(MBE) using the two-step method. The Si(100) substrates were cleaned with different surface cleaning method of vacuum heating, As-beam, and Ga-beam at the substrate temperature of 800℃. Growth temperature and thickness of the GaAs epitaxial layer were 800℃ and 1 ㎛, respectively. The surface structure and epitaxial growth were observed by reflection high-energy electron diffraction(RHEED) and scanning electron microscope(SEM). Just surface structure of the Si(100) substrate cleaned by Ga-beam at 800oC shows double domain (2 × 1). RHEED patterns of the GaAs epitaxial layers grown on Si(100) substrates with cleaning method of vacuum heating, As-beam, and Ga-beam show spot-like, (2 × 4) with spot, and clear (2 × 4). From SEM, it is found that the GaAs epitaxial layers grown on Si(100) substrates with Ga-beam cleaning has a high quality.

저출산 문제와 가족이데올로기

임광국(Yim, Gwang Guk) 교육비평 2018 교육비평 Vol.- No.42

‘교육비평’의 게재 논문의 연구 동향 특징 분석

임광국(Yim, Gwangguk),김지혜(Kim, Ji-Hye),강호수(Kang, Ho Soo),김남식(Kim, Namsik) 교육비평 2022 교육비평 Vol.- No.50

저출산 시대의 개인화 경향과 교육문제

임광국(Yim, Gwang Guk) 한독교육학회 2019 교육의 이론과 실천 Vol.24 No.1

본 연구는 가족이데올로기의 이율배반적 성격과 벡의 개인화 개념을 통해 한국사회의 저출산 현상과 교육의 변화에 대한 새로운 관점을 제시하고자 하였다. 이를 위해 우리사회의 저출산 현상과 가족의 변화양상에 대해 가족이데올 로기의 이율배반을 중심으로 논의하고, 제도화된 개인의 관점에서 저출산 현상의 다양한 사회적 원인들에 대하여 논의했다. 또한 우리사회의 개인화와 가족의 변화, 그리고 이에 연유하는 교육의 질적 변화에 대해서도 검토했다. 한국사회가 통상적으로 전제하는 정상가족의 형태는 근대 서구 시민사회의 가족형태, 그리고 이를 이념적으로 뒷받침 하는 가족이데올로기에 의해 구성되고 정당화되는 것이다. 가족 내에서 남녀 간의 불평등한 관계를 규정하는 가족이데올로기의 이율배반적 성격은 근대의 자기파괴 동인으로서 ‘성찰적 근대화’를 진전시킨다. 여성들의 사회 참여와 생산기술의 비약적 발달은 노동시장을 근본적으로 재편하기 시작했고, 자본들은 과거보다 유연하고 탈계급화된 노동력을 요구하게 되었다. 탈계급, 탈가족화된 개인은 전통적 관계성을 상실한 채로 사회에서의 자립을 위해서 ‘시장화된 개인’으로 변화할 수밖에 없었다. 이렇게 타율적인 개인화가 이루어지는 과정을 벡은 ‘제도적 개인화’로 개념화한다. 오늘날의 자녀는 부모에게 일종의 ‘심리적 효용성’으로서 그들의 정서적 욕구와 긴밀히 연결되어 있다. 그에 따라 자녀교육은 그 전시대의 가족들이 기대했던 가족의 사회적⋅경제적 지위를 보장과 더불어 미래의 보상을 위한 투자의 개념이 아니라 자녀들이 미래에 직면할지도 모를 여러 사회적 위험에 대응하기 위한 전략의 기획이자 ‘제도적 개인’으로서 부모가 할 수 있는 자녀에 대한 강렬한 애정의 의미를 갖는다고 볼수 있다. 따라서 오늘날 한국사회의 교육열은 현존하는 위험사회로부터 자녀를 보호하기 위한 부모의 정서적 동기에 근거하는 바가 크다. 이러한 관점을 놓고 볼 때 한국의 저출산 현상은 가족유형의 변화와 더불어 촉발된 부모-자녀 관계의 급진적 심리화가 중대한 원인을 제공한 것으로 파악할 수 있을 것이다. This study aims to present a new perspective on the problem of low fertility in Korean society through the contradiction of family ideology and Ulrich Beck s personalization concept. For this purpose, we discussed the paradox of the family ideology about the problem of low fertility in our society and the change of family, and discussed the various social causes of the low fertility problem from the viewpoint of the institutionalized individual. And personalization of Korean society, and the quality of education due to family changes. The normal family that Korean society presupposes is justified by the family ideology of modern Europe. The paradox of family ideology that defines unequal relations between men and women in the family advances Reflective Modernization . The social participation of women and the development of production technology have changed the labor market, and companies have demanded a more flexible and de-classified labor force in the past. The de-classified, de-familyized individuals lost their traditional relationships and were forced to change into ultimate market players for self-reliance in society. The degenerate and degenerated individuals lost their traditional relationships and were forced to change into marketed individuals for self - reliance in society. Beck conceptualizes the process of heteronomic personalization as Institutional Personalization . Today s children are closely connected to their emotional needs as a kind of psychological utility to their parents. Accordingly, education for children is not a concept of investment for future compensation as well as guaranteeing the social and economic status of the family expected by the family in the exhibition hall. It is a strategic plan for personalized parents to respond to the dangers of their children and is a strong expression of affection for their children. Today, the heat of education in Korean society is based on parents emotional motivation to protect their children from the existing dangerous society. From this point of view, Korea s low birth rate problem is a major cause of the radical psychologicalization of parent - child relationship with the change of family type.

일제 강점기 공민과 도입시기 전후 조선의 `공민교육(公民敎育)` 의미 변용에 관한 개념사 연구

임광국 ( Yim Gwang Guk ),김빛나 ( Kim Binna ),하스이케시게요 ( Hasuike Shigeyo ) 한국교육철학학회 2017 교육철학연구 Vol.39 No.3

This is conceptual history research on the transformation of the meanings of the concept of `civic education` as `Japanese civic education` established after the Meiji Restoration was transplanted to the colonial Joseon dynasty, and on the changes of the concept of civic education in the political conditions of Joeson dynasty. For this, the research methodology of Reinhart Koselleck and the semantic field of Rolf Lehrhart are used. Current civic education of Korea began with the modern education that was transplanted in the Japanese colonial period. The normative meaning of civic education lies in the development of democratic citizens based on the doctrine of the national sovereignty, but in reality it places greater emphasis on cultivating the citizens loyal to the political and social ideology of the nation. In this way, the civic education reflects the social values pursued in the varying political environments, and the civic education of Korea also has seen the significant modification of its meanings with the political conditions of the modern society. Especially, the education of citizens in the mainland of Japan, which was affected by the Taisho Democracy, largely accepted the notion of libertarian citizens, while civic education transplanted to the colonial Joseon dynasty reflected the colonial policy. However, attention should be paid to the fact that in the civic education of the colonial Joseon was found the ideal concept of national sovereignty, unlike the intention of the colonial rule. The concept of civic education of the time had both the aspect of `time-shaping` by way of autonomously anticipating the future meaning of civic education on the basis of the ideal meaning of citizens, and the aspect of `idealization` that autonomously structured civic education stood in conflict with the institutional civic education.

휴머니즘적 교육생태학의 가능성 탐구: 머레이 북친의 사회생태론을 중심으로

임광국 ( Yim Gwangguk ) 한국교육철학학회 2021 교육철학연구 Vol.43 No.2

This study aims to diagnose the limitations of modern discourse on education and investigate the establishment of the humanistic ‘ecology of education’ as a way to overcome them. The discourse of ecology is of sufficient value as a theory that can overcome the crisis of modern education. However, pedagogical acceptance of the anti-modernist discourse of ecology, based on the modern enlightenment discourse, could undermine the humanistic ideals of pedagogy and endanger its academic foundation. To solve this dilemma, it is necessary to pay attention to Murry Bookchin’s social ecological perspective, which emerged during the criticism of the anti-humanist discussion of ecological discourse. The key to establishing the ecology of education through Bookchin’s theory of social ecology eventually comes down to how the discourse of relations is educationally expanded. Bookchin’s ecological humanism as a way to restore educational relationships from individuals fragmented by neo-liberalization has a clear meaning in realizing the discourse on the ecology of education. Today’s educational relations, buried in neo-liberal dehumanization, can be restored to the understanding and recognition of others in the ecology of education and the educational diversity created therefrom.

K. Popper의 상상력 개념 고찰과 그 교육적 함의

임광국 ( Gwang Guk Yim ),조상식 ( Sang Sik Cho ) 한국교육철학학회 2015 교육철학연구 Vol.37 No.3

논문에서는 K. Popper의 상상력의 개념에 대한 교육적 의미를 고찰한다. 상상력 개념 자체는 이미 상당히 모호하고 그에 대한 다양한 정의가 난립하고 있다. 이에 논문은 철학사적 맥락에서 그 개념에 대한 명확한 구분을 시도한 후, 상상력과 창의력의 관계에 대한 현대적 논의를 개관한다. 실제 교육학에서 사용되는 상상력의 개념은 창의력 개념과 혼동되어 사용되는 경향이 있으며, 상상력의 의미 자체도 모호하다. 이에 대한 개념적 접근을 바탕으로 Popper에게서 ‘상상력’의 의미와 Bachelard의 상상력 연구와의 관련성을 논의하였다. Popper는 이론적 가설을 산출하는 핵심적 동력으로서 ‘추측’을 꼽는다. 추측 개념은 그의 인식론적 오류가능주의의 관점에서 과학의 진보를 이끄는 정당한 과학적 방법의 지위를 갖으며, 이는 Bachelard가 제시하는 ‘상상력’의 의미와 연결된다. 결론적으로 Popper의 상상력에 대한 재정립은 창의력 교육에 대한 담론에서 중요한 이론적 기여를 할 수 있으며, 교육 현장의 독단성을 극복하고 과학적 탐구 성과를 교육에 적용할 수 있는 단초를 제공한다.