플란짜스의 자본주의국가 기능분석

최문기 한국국민윤리학회 1987 倫理硏究 Vol.25 No.1

산업공학회 동참

최문기 대한산업공학회 1997 ie 매거진 Vol.4 No.2

파킨슨병 환자의 우울과 통증, 신체기능

최문기,이주희,추상희,손영호 한국노인간호학회 2013 노인간호학회지 Vol.15 No.3

Purpose: This study was done to investigate the influence of depression and pain on physical function in patients with Parkinson's disease. Methods: A secondary data analysis was conducted of data from the study ‘An analysis of an impact of evidence based nonpharmacological intervention for Parkinson's disease in the community from an explanatory prediction model'. The participants included 118 patients with Parkinson's disease from a neurology outpatient department in a tertiary hospital in Seoul. Data on depression and pain were collected through self-reported questionnaires. Physical function was measured using Berg Balance Scale (BBS) and Timed up and go (TUG). Results: Of the participants, 55 (46.6%) were in the group with suggestive depression. The mean score for pain was 3.59 (possible range 0 to 10), and 77 (66.1%) participants reported presence of pain. The findings showed that depression was a predictive factor influencing BBS and TUG. However, the results showed that pain did not influence BBS and TUG. Conclusion: The results indicate a need to develop effective nursing interventions for patients with Parkinson's disease to enhance physical function by decreasing depression. Evidence-based nursing care including periodic depression and pain evaluation must be included in the care of these patients.

도덕·윤리교육 목표의 윤리학적 근거와 과제

최문기 서원대학교 교육대학원 1998 교육논총 Vol.2 No.-

Moral-ethical education have both cognitive objectives and affective objectives. Nevertheless, our moral-ethical education much stress on cognitive objectives. The reasons are as follows: Firstly, difficulty of measure about human characteristic qualities. Secondly, Influence of western rational theories . Thus, only development of intellectual capacity to reason universal rules and principles for moral problem-solving has been regarded as ideal objectives. But cultivation of affective objectives as like virtues, character is also important. Recently revivals of virtues education, character education suggest the direction which our moral-ethical education should seek toward. Ethics is divided into act-centered ethics and agent-centered ethics by interpretation of moral and moral judgenent. Act-centered ethics regards moral as rules of act, thereby judges the right and wrong of act, and denotes moral duty. Agent-centered ethics regards moral as virtues quality and character, thereby judges the good and bad of agent, and denotes the good person. Ethics is also divided into liberal ethics and communitarian ethics by focus on self and community. Liberal ethics relates to reflective moral, communitarian ethics relates to conventional moral. The basic concepts being discussed in act-centered ethics and liberal ethics can be applied to cognitive objective of moral-ethical education, the ones being discussed in agent-centered ethics and communitarian ethics can be being discussed in agent-centered ethics and communitarian ethics can be applied to affectvie objectives of moral-ethical education. Because two objectives are complementary, we must harmony two sides. My article will contribute to identify the composite nature of moral-ethical eduation, and relate ethics into foundations of moral-ethical education objectives.

不法原因給與와 所有權의 歸屬에 관한 小考

崔文基 慶星大學校 1988 論文集 Vol.9 No.1

The paper aims at studying the specific prescription Article 746 in Civil Law. The subject matter of this Article is if a person grants property or renders service for an illegal cause, he can not demand the return of benefits resulting therefrom, however, this shall not apply if such illegal cause exists only for the person deriving the benefits. It is said that in our social life a private transaction is generally carried on the basis of a legal cause. A person, however, gives money or renders service without a legal cause. As this Article is a kind of moral expression, its interpretation and application is alway difficult. In this case, proprietary rights has an important legal meaning. In my opinion, attribution of proprietary rights should be decided in accord with a concrete appropriateness and fairness, namely, in comparison with strength and weakness of illegality of persons concerned. Moreover, I hope that this enlarged interpretation will be accepted by judicial precedents of the Supreme Court.

가치교육의 이론적 모형화

최문기 서원대학교 교육대학원 2003 교육논총 Vol.7 No.-

The purpose of this article is to construct a theoretical model of value education upon moral philosophy or ethics. The value education aims to nurture the moral values, and to enlarge abilities to judge the moral values. According to phenomenological value theory, arguments about values are classified into quality of values, experiences of values, and ideas of values. And main issues of meta-ethics are ethical relativism and objectivism, origin of value terms and its meaning, justification of moral judgments and etc. Thus, we can construct a theoretical model of the value education from integrating these two sides. The word value can be indicated as a central concept of moral and ethical education. The scope of value education is wider than moral and ethical education. That is, moral and ethical education are included in value education, in terms of value. The various values are used in the statements of objectives, selection and organization of contents, application of methods in value education. The arguments on ontology are useful for us to understand relativity and objectivity of values. The arguments on epistemology help us to structure a moral reasoning forms and its application methodologically. The arguments about theory of values contribute of systematize the contents of values. This theoretical modelling can provide value education with its theoretical rationale, and a comprehensive framework which is actually available in practice.

디지털 컨텐츠 산업과 산업공학

최문기 대한산업공학회 2003 ie 매거진 Vol.10 No.2

組合의 訴訟當事者能力에 관한 小考

崔文基 慶星大學校 1991 論文集 Vol.12 No.3

주의편향 효과 분석을 중심으로 한 정서 장애에 대한 정보처리학적 접근

최문기 한국심리학회 2005 한국심리학회지 일반 Vol.24 No.1

The present study aims to review previous researches of cognitive psychology on the attentional bias effect in emotional disorder. Firstly, we reviewed experimental paradigms(e.g., emotioinal stroop task, dot probe detection task) used in studies for attentional effect related to emotional information processing. Secondly, general results obtained in these experimental paradigm were analysed across each emotional disorder(e.g., depression, anxiety, and phobia). Thirdly, theoretical models proposed to account these results were presented. Finally, we proposed that a more integrative model for accounting emotional information processing need more than one level of processing. At least, two level of processing (e.g., conscious and non conscious processing) is needed. 본 논문에서는 정서 정보의 처리와 관련되어 일어나는 주의편향 효과에 대한 기존 연구들을 중심으로 해서 정서 장애에 대한 정보처리학적 접근을 시도해 보았다. 먼저, 인지 심리학에서 정서정보 처리와 관련된 주의기제를 연구하기 위해 사용되는 여러 실험 과제들(정서 스트룹과제, 탐침탐사과제 etc.)을 소개하고 그 특성들을 알아보았으며, 두 번째로, 이런 과제들을 이용하여 우울증과 불안증 그리고 공포증 등에서 얻어진 많은 연구결과들을 정리하고 분석 하였으며, 마지막으로 이런 결과들을 해석하고 이론적 모델을 적용시켜 보았다. 결론적으로 정서 정보의 처리는 정보 처리의 수준에 따라 적어도 의식과 비의식 혹은 전주의와 후주의적 차원에서 다른 처리와 다른 결과들을 인출할 수 있으며, 정서 장애의 여러 형태들도 이런 정보처리의 여러 수준에서 다른 처리 특성들을 보인다고 하겠다.

도덕교육의 접근과 과제

최문기 서원대학교 교육대학원 2000 교육논총 Vol.4 No.-

The Purpose of this paper is to study approaches to moral education and tasks. In order to study approaches to moral education, it needs to clarify objectives of moral education. In my paper, I differentiate cognitive and affective objectives individual and social objectives Cognitive objectives are related with enlargement of ability to judge and select moral values. Affective objectives are related with cultivation of characteristic traits. Individual objectives are related with development of personal morality Social objectives are related with socialization to society. These objectives are not separateed but closely linked each other. Therefore, approaches to moral education that realize these objectives need to be integrated. In this Paper, I distinguish direct approach between indirect approach The former includes approach of traditional character education, the latter includes value clarification approach and rational reasoning approach. Because theses approaches generally try to realize the one aspect of objectives, they have limits in treating with integral nature of moral education. In this sense, the most important task I think is to develop integral approaches, and apply it really In researching directions toward integral approaches to moral education, we can find clues from Thomas Lickona's integrated approach to character education, Emile Durkheim's integral approach to moral education, Lawrence Kohlberg's just community approach to moral education.