존 듀이의 미학에서 "트랜스액션"(transaction)의 3중 구조와 예술의 소재지(Locus)

정순복 ( Soon Bok Jeong ) 한국미학회 2007 美學 Vol.52 No.-

알코올중독자녀에 대한 중학생 음주예방 프로그램의 효과

이정숙 ( Chung Sook Lee ),김수진 ( Su Jin Kim ),권영란 ( Young Ran Kweon ),최봉실 ( Bong Sil Chai ),정순복 ( Soon Bok Jeong ) 한국정신간호학회 2004 정신간호학회지 Vol.13 No.2

N/A Purpose: This study was to examine the effect of the middle-school drinking-prevention program for children of alcoholics and suggest a nursing intervention program designed to help self-esteem, coping strategies, and to emotional/behavior problem for children of alcoholism. Method: This study was an equivalent control group pre-test and post-test design in quasi-experimental research. The total subjects of this study were 36 children of alcoholics(Exp.1), 41 children of social-drinker(Exp.2) & 40 children of social-drinker(Con.) residing at M-middle School in Gwangju, 117 assigned for the experimental and control group. The experimental group 1 & 2 received the middle-school drinking-prevention program, but the control group did not receive treatment. The data were collected from September, 1, 2003 to December 31, and analysed by χ²-test, ANCOVA, ANOVA, Using the SPSS 11.0 Program. Result: In the distribution of middle school students by Parents` drinking problem, social drinker group was 243(87.1%), Alcohol abuse was 29(10.4%) and alcohol dependent was 7(2.5%) among 279 students. There wasn`t significant difference in self-esteem (F=1.275, p= 0.283) by the group. But children of alcoholics was improved in self-esteem. There was a significant difference in coping strategies (F=3.499, p=0.034) by the group(F=6.165, p= 0.003)? There was a significant difference in emotional/behavior problem (F=3.499, p=0.034) by the group. Conclusion: This middle-school drinking-prevention program will be a more effective improvement of self-esteem & coping strategies and prevention of emotional/behavior problem for children of alcoholics.

예술의 본질해명과'좋음'(goodness)의 문제

정순복 한국미학회 1986 美學 Vol.11 No.-

존 듀이의 논리학에서 탐구(inquiry)와 예술의 문제

정순복 한국미학회 2002 美學 Vol.33 No.-

This paper intended to reveal the equality of art and inquiry in John Dewey's philosophy and, in especial, in his logic as the theory of inquiry. When Dewey was well-nigh eighty, he called for a fundamental reconstruction of logical theory, a reconstruction to be made in the light of what becomes evident when those successful methods are analyzed. Dewey gives us the following tentative definition of inquiry: "Inquiry is the controlled or directed transformation of an indeterminate situation into one that is so determinate in its constituent distinctions and relations as to convert the elements of the original situation into a unified whole."(Logic: the Theory of Inquiry, 1938, p.104) This definition that Dewey has given us of inquiry presupposes that we understand and appreciate the notions for experience, situation, and pervasive quality which were noted in this paper as the semantic implications of his unique connotation of art Dewey's this concept of inquiry, which is construed of six phases that are the indeterminate situation as the antecedent conditions of inquiry, the institution of a problem, the determination of a problem-solution, the reasoning, the operational character of facts-meanings, and the common sense and the scientific inquiry, is studied on this paper to be by implication united with his genuine concept of art. Of course Dewey's art idea implied in his entire philosophical inquiries, in especial in his later philosophy, is summarized to be the vitality-fulfillment of an organic creature which is always transacted with its environments. The solution of the problematic situation through inquiry must be thus identified with the attainment of the aesthetic rhythm as an experience or art which is defined, by Dewey, as the possession of aesthetic meaning implying the completion of nature and organic creature. And so, through his destruction-paradigm of the traditional dichotomy he noted to us the fact that inquiry is art because inquiry is the directed or controlled transformation of an indeterminate situation into a determinately unified one as the aesthetic union of an organic creature and the environments. And this existential transition by inquiry achieved by means of operations of two kinds, the one dealing with ideational or conceptual subject-matter and the other being made up of activities involving the techniques and organs of observations, which are in functional correspondence with each other is examined by him to be capable of being identified with the existential transition by art converting the ordinary experience into the extraordinary or aesthetic experience. Looking back over Dewey's these investigations into the essence of inquiry, he tells us that he tried the experiment of transferring the old well-known figures from the stage of ontology to the stage of inquiry, and that as a consequence of this transfer the scene as it presented itself to him was not only more coherent but definitely more instructive and humanly dramatic. In so far as the existence of inquiry is not a matter of doubt because in every area of organic creature's lives men examine and investigate, the existence of art is also not a matter of doubt. Admittedly in so far as the function of logic as the theory of inquiry as a mode of conduct being accessible to objective study is to discern the methods and patterns of inquiry so as to provide us with a guide for better and more successful inquiries, the implications of Dewey's logic focused upon the regulativeness and the normativeness are ascertained to direct the equality of inquiry and art. Because human beings as organic creatures do not discover the form of logic when they reflect upon inquiry but so as to attain a series of alive or vital energies in the course of inquiry standards and norms evolved, tested, refined, and serving to guide further inquiry. Consequently Dewey's statements of the primary nature of inquiry implied in his entire inquiry theories could be identified in this paper as being directly, although in implicit forms, connected with the ontological and epistemological theories of art as the aesthetic experience ceaselessly insisted upon through his entire philosophies by him Therefore his nature theory, experience theory, and the theory of inquiry are known to us to be rooted in his theory of art and furthermore to be oriented into the completion of his art theory. In order us to possess the aesthetic field evoking vital aliveness with the establishment of our genuine dimension of ordinary lives resulting from the deliberate inquiry into the curing of the omnipotence of science and the material worship, Dewey's theory of inquiry must be ascertained to be located as the ultimately valuable critical intelligence in our postmodern society.

일 도시 중학생의 가족기능과 정신건강과의 관계연구

정순복,김수진 대한간호학회정신간호학회 2001 정신간호학회지 Vol.10 No.3

Due to rapid physical growth and psychological change, adolescence have a lot of difficulties for adjustment and mental health problem. The causes of mental diseases depend not only on individuals but also on their surrounding environment such as family, schools, economy and culture. The purpose of this study was to find out the relationship between family function and mental health of middle school students and provide basic data to develop a nursing program for prevention of mental disease and mental health promotion in adolescence. The subjects were 419 students in their first, second and third year of four middle schools located in K City. The period of data collection was from November 6th to 18th, 2000. The instruments in this study were the scale of family function and mental health. The data were analyzed by frequency, percentage, mean, standard deviation, Pearson Correlation Coefficient, t-test, ANOVA and scheffe's test with SAS program. The results were as follows : 1. General characteristics of the subjects were examined in terms of demographic, school-related and home-related characteristics. In the demographic characteristics, the first grade was 34.4%, the second grade was 33.6%, the third grade was 32.0%, and 61.6% of the subjects had their religion. In the school-related characteristics, 52.5% answered that their school record was 'average.' 76.4% of the subjects were satisfied with their school life and 92.3% kept good company. 45.3% had or have friends of the opposite sex. In home-related characteristics, 85% answered that their economic status was 'average.' and 91.4% said that their parents had normal marital relationship. 84.7% of fathers and 76.9% of mothers had a minimum education of high school and 52.7% had working parents. About home atmosphere, 68.8% answered that they loved happily and 71.1% answered that they communicated well with their father and 90.5% answered that they communicated well with their mother. 2. The total score of subjects' family function ranged 4~72 points with its average of 43.5 points. Emotional function score ranged 0~36 points with its average of 21.4 points. And communication function score ranged 2~38 points with its average of 22.1 points. 3. Mental health index ranged 27~74 points with its average of 47.3 points. Self scale score ranged 6~77 points with its average of 50.2 points. Social support scale score ranged 0~36 points with its average of 20.2 points. Mental pathology scale score ranged 0~111 with its average of 43.1. 4. The correlation between subjects' family function and mental health index showed a significantly positive(r=0.478, p=.000). Emotional function showed a significantly positive correlation with the self scale (r=0.310, p=.000) and social support scale(r=0.434, p=.000); and the communication function with the self scale(r=0.326, p=.000) and social support scale(r=0.369, p=.000). Emotional function and psychopathology scale(r=-254, p=.000); and communication function and psychopathology scale(r=-0.206, p=.000) showed a significantly negative correlation. 5. There were significant differences in the state of mental health on the school year(F=6.48, P=.002), school record (F=14.94, p=.000), satisfaction with school life(F=16.35, p=.000), relationship with friends (F=13.85, p=.000); economic status(F=7.61, p=.001), home atmosphere(F=34.03, p=.000), communication with father(F=19.40, p=.000) and communication with mother(F=24.81, p=.000). The research results showed a very significant correlation between subjects' family function and mental health and it was found that school and home environment influenced on the mental health in adolescence.

존 듀이 (John Dewy)의 논리학 : 형성과정, 구조 및 미학과의 상관성 The genetic context, the structure and its fundamental relation with his aesthetic idea

정순복 한국미학회 2002 美學 Vol.32 No.-

This paper intended to reveal the genetic context centering around the textual commentary to the John Dewey's Logic: the Theory of Inquiry(1938), its structure and its fundamental character in relation with his aesthetic ideas. While Dewey had matured his total philosophical ideas by virtue of the methodology of evolution theory, he had completed the unique philosophical idea oriented into the so-called art centralism. So this paper focused on this central point and identified the fact that his logic as the theory of inquiry, even if not completed, resulted from his metaphysics inquired into the essence of nature and experience and from his art philosophy inquired into the essence of aesthetic experience, and the fact that his logic might have been placed as the most important foundation capable of estimating the essential and total characteristics of his philosophy. In 1903, Dewey together with his students and colleagues at Chicago published a collection of essays entitled Studies in Logical Theory as part of the Decennial Publications of the University of Chicago. The work represented the culmination of Dewey's earlier investigations into logical theory, which were anticipated in "the Reflex Arc Concept in Psychology"(1896) and "Some stages of Logical Thought"(1900). Dewey's essays from the Studies, together with others amplifying his ideas, were collected and repainted in Essays in Experimental Logic in 1916. Although Dewey continuously returned to the study of logical theory, his most systematic treatment was presented in Logic : The Theory of Inquiry (1938), where he wrote, "This book is a development of ideas regarding the nature of logical theory that were first presented, some forty years ago, in Studies in Logical Theory; that were somewhat expanded in Essays in Experimental Logic and were briefly summarized with special reference to education in How We Think."(John Dewey, Logic: The Theory of Inquiry, New York: Henry Holt & Company, 1938, p. iii) When Dewey reached the age of ninety, he was still prepared to clarify and defend his views on the nature of logical inquiry, and he presented a "fresh statement of some of the fundamentals of my position"(Dewey, from a letter to Albert G. Balz, reprinted as "in Defense of the Theory of Inquiry," in Richard J. Bernstein(ed.), John Dewey on Experience, Nature, and Freedom, New York: Liberal Arts Press, 1960; a Library of Liberal Arts paperback, p.135) Looking back over his investigations, he tells us, "I tried the experiment of transferring the old well-known figures from the stage of ontology to the stage of inquiry. As a consequence of this transfer, the scene as it presented itself to me was not only more coherent but definitely more instructive and humanly dramatic."(John Dewey on Experience, Nature, and Freedom, p.148) According to this genetic contexts of his logical idea he constituted his Logic : The Theory of Inquiry into 4 parts including 25 chapters centering around the morphology of inquiry. Through the universes of discourse of Part 1 (Introduction: the Matrix of Inquiry) and Part 2 (The Structure of Inquiry and the Construction of Judgements) resulting in the universe of discourse of Part 3 (Propositions and Terms), various kinds of propositions and logical operations, involved with four phases of inquiry in this book, are developing into the structure concretely reveling the operational characteristics between the fact and the meaning of hypothesis. And Dewey, considering the distinctions of propositions as definitely important facts, asserted that the crux of scientific inquiry must be the maintenance of the distinctions of functional relations of these two logical kinds through the universe of discourse of Part 4 (The Logic of Scientific Method) of Logic : The Theory of Inquiry. Dewey's these attempts to resolve the logical problems by means of his unique pragmatical and instrumental methodology are assumed to be attempts to be willing to establish the sound knowledge - theory enabling to enrich vital energies of organic creature on the basis of his own naturalistic metaphysical paradigm which looked upon the completion of experience as art. His logic resulting in the so-called new logic is thus manifest to be directly interrelated with his aesthetics which holded the locus of genuine art to be the experiencing process of organic creature's doing and undergoing in the eventual situation which was imputed his end-in-view into the surroundings. Consequently Dewey's logical universe of discourse is in total sure to be equalized to the one of his art philosophy which inquired into the art as aesthetic rhythm placing in the dimension of the complete consummative experience immediately enjoying and criticizing the meanings of organic creature's vital energies in ordinary fields. The comprehensive developmental perspective of John Dewey's logic will be estimated to be the most efficacious and sound axiological foundation capable of enriching genuine vital energies of organic creatures of us who must live in these uncertain postmodern societies.

미학에 있어서 가치의 문제

정순복 한국미학회 1985 美學 Vol.10 No.-

미학의 의미와 그 실제 : 한국에서의 미학의 수용과정과 그 발전논리의 문제를 중심으로

정순복 한국미학회 1987 美學 Vol.12 No.-