光復 以後 大學入學 試驗에서의 ‘漢文’領域 位相變化에 關한 一考

이돈석 한국한문교육학회 2010 한문교육논집 Vol.35 No.-

In South Korea, the college entrance exam has been practiced for about 40 years, from 1969 to 2009. When it comes to classical chinese education, the period is divided into two parts. One part is period of entrance exam by colleges and the other is period of the National College Scholastic Ability Test. From 1969 until entrance exam by colleges was abolished, Chinese Character and classical chinese was considered to be an essential element in the exam. That was because it was recognized as a foundation for college education and constant research. On the other hand, in the National College Scholastic Ability Test that started in 1994, the importance of Chinese Character and classical chinese was ignored, which was because the national educational authorities judged it not by basis for learning but on the ground of external elements, such as language policy, curriculum, and extension of elective courses. After all, in response to claims of universities, the authorities couldn't help including classical chinese as a elective subject in the National College Scholastic Ability Test. Nonetheless, such measure was not beyond the level of recognition that classical chinese was only a second language. Chinese Character and classical chinese offers not only necessary tools for Korean language research, but also important basis for college education. Furthermore, better acquisition of Chinese Character and classical chinese can lead to the improvement of Korean language ability. To sum up, it is time to think of Chinese Character and classical chinese as a domain of Korean language, not as a second language. In other words, it is time to focus on the instrumental role of Chinese Character and classical chinese for better understanding of Korean language and improvement of Korean language ability. 우리나라의 대학입학 시험은 국가 주도의 대학입학 시험과 대학별 고사가 병존하였다. 국가 주도의 체계적 대학입학 시험은 1969학년도부터 2009학년도까지 약 40년 동안 시행되었다. 대학별 고사는 1969학년도부터 1980학년도까지 시행되었다가 폐지되고 다시 1994학년도에 부활하였다. ‘漢文’영역의 출제와 관련하여 국가 주도의 대학입학 시험이 시행된 1969학년도부터 2009학년도까지 약 40년 동안 ‘漢文’영역이 대학입학 시험에서 제외된 횟수는 16회였다. 그 중 3회는 한글전용 정책으로 교과서에서 ‘漢文’영역이 사라졌기 때문이고 2회는 ‘漢文科目’이 새롭게 신설되었으나 교육과정이 적용되는 학습자들이 응시할 때까지 출제할 수가 없었다. 그리고 대학수학능력시험이 실시된 1994학년도 이후 11회 동안 출제되지 못하고 2005학년도에 와서 다시 대입 시험과목으로 등장한다. 그런데 이와 다르게 대학별 고사에서는 1969학년도부터 폐지될 때까지 ‘漢文’영역이 지속적으로 출제되었다. 결국, 국가에서는 ‘漢文’영역의 교육적 필요성이나 의의에 따라 출제 여부를 판단한 것이 아닌 어문정책이나 교육과정의 적용과 선택과목의 확대 같은 외적 요인으로 출제 여부를 판단하였고, 대학에서는 기초학문으로 ‘漢文’영역을 바라보았기 때문에 이런 이중적이 모습이 계속된 것이다. ‘漢文’영역은 국어과목의 기초뿐 아니라 언어능력 향상에 영향을 미치는 영역이라는 사실을 간과해서는 안 될 것이다. 또한 대학에 입학하여 修學할 수 있는 기초 영역이라는 점도 분명히 인식해야 한다. 이제는 ‘漢文’영역을 ‘제2외국어’라는 인식에서 벗어나 국어의 한 영역, 즉 국어의 도구적 역할을 하는 영역이라는 새로운 접근을 바탕으로 한국어 교육 혹은 언어 영역 차원에서 다루어져야 할 것이다.

‘2007年 改正 敎育 課程’에 따른 漢文 敎科書 『檢定 基準』과 『編纂上의 留意點』의 特徵과 問題點

이돈석 동방한문학회 2009 동방한문학 Vol.0 No.40

A new revised curriculum in 2007 has been applied to the educational situation by textbooks. However, in Korea, when the textbooks are published, they are based on 'standards for authorizing' and 'instructions for publishing textbooks', not on curriculum. This thesis is focused on revealing the problems of the current authorizing system by analyzing the 'common standards' and 'standards by subjects', which are presented in 'standards for authorizing' and 'instructions for publishing textbooks' which are used in both the 7th national curriculum and the new revised curriculum in 2007. First, standards which are applied to both curriculums are almost same. As a result, 'standards for authorizing' and 'instructions for publishing textbooks' don't play an effective role in publishing helpful textbooks. This shows that, rather than 'standards for authorizing' and 'instructions for publishing textbooks', 'the guide for curriculum' should be a standard for authorizing textbooks. Also, the current standards for authorizing textbooks force the publishing companies not to change the physical factors of textbooks, such as size, color, paper quality, which makes students lose interest in textbooks. Consequently, it is required that the current official approval system be abolished and the new system for publishing textbooks, that is free publishing system, be introduced. A new revised curriculum in 2007 has been applied to the educational situation by textbooks. However, in Korea, when the textbooks are published, they are based on 'standards for authorizing' and 'instructions for publishing textbooks', not on curriculum. This thesis is focused on revealing the problems of the current authorizing system by analyzing the 'common standards' and 'standards by subjects', which are presented in 'standards for authorizing' and 'instructions for publishing textbooks' which are used in both the 7th national curriculum and the new revised curriculum in 2007. First, standards which are applied to both curriculums are almost same. As a result, 'standards for authorizing' and 'instructions for publishing textbooks' don't play an effective role in publishing helpful textbooks. This shows that, rather than 'standards for authorizing' and 'instructions for publishing textbooks', 'the guide for curriculum' should be a standard for authorizing textbooks. Also, the current standards for authorizing textbooks force the publishing companies not to change the physical factors of textbooks, such as size, color, paper quality, which makes students lose interest in textbooks. Consequently, it is required that the current official approval system be abolished and the new system for publishing textbooks, that is free publishing system, be introduced.

한문 영역에서의 다문화 교육 현황 및 방향성 제언

李敦錫 성신여자대학교 교육문제연구소 2012 성신여자대학교 교육문제연구소 학술대회 논문집 Vol.- No.-

韓國戰爭時 漢文敎育의 史的 考察 -爭點 用語를 中心으로-

이돈석 동방한문학회 2013 동방한문학 Vol.0 No.55

The contents and phase of the Classical Chinese education varies, depending on the circumstances of the times. Therefore, the historical study of Classical Chinese education itself to understand these changes was an essential a sphere. Until now, however, collect and organize the lack of empirical data for the study of the History for Classical Chinese education. However, because it remains the History of curriculum and related literature published the primary curriculum in 1955 that is certainly based. However, it is the fact for the lack of the empirical date related Classical Chinese education after the liberation from the colonial rule and before publishing the primary curriculum. For researchers of Classical Chinese Education have externally focused on the research related to the needs of the Classical Chinese subjects, such as the phase of Classical Chinese education and internally on the research to lay the academic foundation of Classical Chinese Education. Through this study, the contents, terminology and the time announced associated with the History of Classical Chinese Education during war, who had not been examined empirically, are found out the truth with discovering the related newspaper articles and the various materials.

大學 敎養 漢字敎育의 現況과 敎材 分析

이돈석,정경훈 한국한자한문교육학회 2014 한국한자한문교육학회 학술대회 Vol.2014 No.1

漢字敎育의 美學的 接近 -字體變遷을 活用한 ‘形’·‘音’·‘義’ 統合敎育을 中心으로-

이돈석 동방한문학회 2011 동방한문학 Vol.0 No.49

In point of both Eastern and Western view, "Aesthetic" is recognized as "Harmony and completeness" in common. According to its view, the Aesthetics can be recognized when each words who have "Shape", "Sound" and "Meaning" are in harmony with each other. How you can look at the "Aesthetics of Chinese characters Education" which is integrated both "Chinese Characters" and "Education". With base of common recognition on the Aesthetics in Eastern and Western, the Aesthetics of Chinese Characters Education can be regarded as Educational method that can make curiosity of learners through intimate integration of "Shape", "Sound" and "Meaning". Hope that you can look at Aesthetics of Chinese characters Education though "Aesthetics of Harmony and Integration" in contents on Chinese characters Education. The Aesthetic approach to Chinese characters Education can suggest new Teaching-Learning method as well as overcome current problem which is repeating past educational contents. 東·西洋에서 ‘美’를 바라보는 시각을 살펴보면 ‘조화와 완전성’이 공통적인 인식임을 확인할 수 있다. 이와 같은 맥락에서 ‘漢字’에 대해 미학적으로 접근한다면 하나의 낱글자가 가지고 있는 ‘形’·‘音’·‘義’가 서로 조화를 이룰 때 아름다움을 인식할 수 있을 것이다. 그렇다면 ‘漢字’와 ‘敎育’이라는 어휘가 결합한 ‘漢字敎育의 美學’은 어떻게 바라보아야 하는가? 東·西洋의 ‘美’에 대한 공통적인 인식을 토대로 ‘形’·‘音’·‘義’가 서로 조화를 이루는 ‘한자의 미’를 활용하여 ‘字形’, ‘字義’, ‘字音’이라는 교육 내용 간의 유기적 통합을 통해 학습자의 호기심을 유발하고 학습 동기를 부여하여 교육내용을 완벽하게 지도하는 방법으로 간주할 수 있을 것이다. 이는 한자교육 내용 요소 간의 ‘조화와 통합의 미’라 할 수 있고 이를 통해 ‘한자교육의 미학’을 살펴볼 수 있을 것이라 기대한다. 한자교육에 대한 미학적 접근은 한자교육의 새로운 교수학습 방법을 제시할 수 있으며 과거 교육내용만 반복하고 있는 현재의 문제를 한자교육 내용의 통합을 통해 극복할 수 있을 것이다.

1972年 漢文 敎科 位相 變化에 對한 斷想

이돈석 한국한자한문교육학회 2009 漢字 漢文敎育 Vol.23 No.-

Since a Law of Education and its Implementing Ordinances were amended in 1972, Chinese literature has had an independent status in secondary schools. Although Chinese literature had been taught before 1972, it had been regarded as a part of Korean language curriculum. So the law that gave the Chinese literature an independent status laid the groundwork for great change in Chinese literature education. Until 1972, the Chinese literature education had suffered from a difficult, embarrassing time. Since the Gabo Reform of 1894, there had been self-awakening movements that called Korean language ‘Gookmoon’ in writing and ‘Gookuh’ in speaking, both of which mean that Korean language is our national language. Those who supported the enlightenment triggered the conscious movements. After that, those who were constantly interested in Korean language led the language policy in Korea. However, the policy was based on the sentimental nationalism that we should restore the primary status of Hangeul(Korean language) that had been taken away by Chinese Literature and use the Korean language exclusively. As a result, Chinese literature and Chinese characters were thought of as negative, feudal things and objects of fighting. In addition, Park Chunghee, the former president in South Korea, supported exclusive use of Hangeul policy, so he announced the Seven Measures for Promoting the Exclusive Use of Hangeul on 25th October, 1968, then forbade the use of Chinese characters in every official document from 1st January, 1970. In addition, the competition with North Korea in language policy intensified the exclusive use of Hangeul(Korean language). On the other hand, the trade and economical cooperation with Japan suggested that the change in declining status of Chinese literature should be required. This thesis is focused on showing that, during the social conversion time, the language policy was led by the power men and those linguists who supported the exclusive use of Hangeul, and the political, economical relationship with North Korean and Japan affected the status of Chinese Literature. 중·고등학교에서 한문 교과가 독립 교과의 지위를 가지게 된 것은 1972년 교육법 시행령이 개정되면서부터이다. 한문과목이 학교 교육 과정에서 독립 교과로 설정되기 전에도 한문 교육이 여전히 시행되고 있었지만, 법적으로는 국어과 교육 내용의 일부로 간주되어 왔다. 따라서 한문 교과를 독립 교과로 인정한 1972년의 조치는 한문 교육을 위한 일대 전환점을 마련한 계기가 되었다. 1972년 한문 교과의 위상 변화까지 한문 교육은 매우 혼란한 시기를 겪어 왔다. 갑오개혁 이후부터 우리글을 ‘국문’, 우리말을 ‘국어’라고 부른 자각 운동이 시작되었다. 한글에 대한 새로운 자각은 개화파 인사들이 중심을 이루었고 그들 중 한글에 지속적 관심을 가진 이들이 이후의 어문 정책을 주도하게 된다. 그들은 35년간 억눌렸던 우리말을 되찾아 한글을 전용하자는 감상적 애국주의에 기초하여 국가의 어문 정책을 결정하였다. 이로 인하여 한자, 한문은 척결의 대상이 되었고 봉건적, 부정적 요소라는 인식이 팽배해졌다. 그 후 박정희 대통령은 한글전용 정책을 근본적으로 지지하여 1968년 10월 25일에 「한글 전용 촉진 7개 사항」을 발표하고 70년 1월 1일부터 모든 공문서에서 한자 사용을 금지 시킨다. 또한, 외적으로 북한과의 경쟁적 어문정책으로 한글 전용을 촉진시켰으며, 대일 무역과 경제 협력으로 한문의 필요성이 요구되어 한문 교과의 위상변화를 주도한다. 본고는 이상과 같이 언어 사회적 격동기에 한문과 위상 변화를 내적으로는 몇몇 권력을 손에 쥔 정책자에 의해 어문 정책이 주도된 점과 외적으로 북한과 일본과의 관계를 주목하여 1972년 한문교과 위상 변화에 영향을 미친 斷想을 논의하고자 한다.

‘1972’年 漢文 敎科 獨立에 對한 斷想

이돈석 한국한자한문교육학회 2009 한국한자한문교육학회 학술대회 Vol.2009 No.1

『四字小學』의 형성과 유포

이돈석 동방한문학회 2020 동방한문학 Vol.0 No.82

This paper studies on the formation and the dissemination of 『Sa-cha- so-hak(四字小學)』 which is an elementary textbook. 『Sa-cha-so-hak』 is an easy textbook for beginner to get started which is made of four-letter word in one phrase based on ethics and morals. For this reason, 『Sa-cha-so-hak』 is used in various ways as elementary textbook and it is also a suitable material to teach manners to children. Nevertheless, as is generally known, there was no clear evidence that our ancestors used 『Sa-cha-so-hak』 as a children's elementary textbook and that they used it in sŏ-tang during the cho-sŏn Dynasty. However, the results of this study show that 『Sa-cha-so-hak』 had been widely used in sŏ-tang in Jeolla Province around 1920 and since then, it had been spreaded nationwide. In addition, if 『Sa-cha-so-hak』 was children's elementary textbook as the advanced level of 『Thousand-Character Classic』, there would have been more editions and publications there is now, but only one edition, printed with wood block, is existed. This proves that 『Sa-cha-so-hak』 has not been actively distributed or used as child’s elementary textbook as we had thought it would be. However, It is noteworthy that 『Sa-cha-so-hak』 took a new turn when it was published and distributed by a private organization in 1989. 본고는 과거 우리 선현들의 아동 초학 교재인 『四字小學』에 대한 형성과 유포에 대해 실증적 자료를 활용하여 고찰해보았다. 『四字小學』은 인간의 윤리․도덕에 근거하여 朱子의 『小學』과 기타 경전 중에서 어린이가 알기 쉬운 내용을 뽑아 四字 一句로 구성하였기 때문에 초학자들이 쉽게 이해할 수 있는 교재이다. 이러한 이유로 『四字小學』은 우리 선조들이 다양하게 활용한 아동 초학 교재이며 어린이들의 인성과 예절을 가르치기에 적합한 교재라고 인식하고 있다. 그러나 본 교재가 일반적으로 알려진 우리 선조들의 아동 초학 교재라는 사실과 조선 시대 서당에서 활용되었다는 명백한 근거는 찾을 수 없었다. 다만, 검색 가능한 자료를 통해 확인한 결과 『四字小學』은 1920년을 전후로 하여 전라도 지역의 서당에서 많이 활용되다 전국적으로 유포되었다고 추정된다. 또한, 『四字小學』이 『千字文』을 학습한 후 배우게 되는 아동 초학 교재였다면 판본이나 간행본이 양적으로 더욱 다양하고 많았을 것인데 목판 간행본이 한 개 밖에 존재하지 않았다는 점도 확인할 수 있었다. 이는 『四字小學』이 우리가 생각하고 있던 만큼 아동 초학 교재로 다양하게 유통되거나 활용되지 않았다고도 볼 수 있을 것이다. 다만, 1989년도 민간단체에서 『四字小學』이라는 교양서를 출판, 유통하면서 『四字小學』은 새로운 국면을 맞이하였다는 점은 주목할 만하다.

Isonicotinic Acid Hydrazide 및 Cycloserine의 長期投與가 白鼠의 各 臟器에 미치는 形態學的 硏究

李敦錫 中央醫學社 1967 中央醫學 Vol.13 No.1

Although among the various antituberculosis drugs, Isonicotinic Acid Hydrazide (isoniazid) is an excellent drug for the treatment of tuberculosis, in some patients, it may cause toxic reactions. The first, more common type of reaction is seen in the nervous system and is manifested by peripheral neuritis. This neurotoxicity varies in incidence and severity with the dosage of the drug. The second, less common toxic reactions are thought to be allergic in nature. The original reports on isoniazid described the occurence of toxic manifestations in animals and in man (Benson et al., 1952; Bernstein et al., 1952; Elmendorf et al., 1952; Rubin et al., 1952; Steenken & Wolinsky, 1952). After receiving toxic doses animals showed signs of central nervous system stimulation followed by clonic and tonic convulsions, and death resulted from respiratory failure. Different animal species vary considerably in their sensitivity to isoniazid. Clinically the principal form of toxicity is peripheral neuritis, as first reported by Biehl and Skavlem (1953) and Biehl and Nimits (1954). No toxic effects on the peripheral blood or on, kidneys have been reported, although a mild transient. liver dysfunction was observed. Epileptic patients would seem to be particularly susceptible to the convulsant toxic effect of isoniazid, and a fatality in such a patient was reported (Fetterhoff et al., 1952). The symptoms of isoniazid toxicity resemble those of vitamin B6 deficiency, and Biehl and Vilter (1954) showed that patients receiving large doses of isoniazid excreted a large amount of pyridoxine, and they found that the complication of peripheral neuritis could be prevented by administering pyridoxine along with isoniazid. In common with the convulsions of B6 deficiency, hydrazideinduced convulsions can be suppressed immediately by pyridoxine or its congeners (Balzer et al., 1960; Jenney et al 1953; Ross, 1958). Moreover, pyridoxine does not seem to interfere with the antibacterial action of isoniazid (Crowle & Riemensnider, 1960; Grunberg & Blencowe, 1955; Ungar et al., 1954). The mode of action of isoniazid in producing peripheral neuropathy is not fully understood, but probably isoniazid competes with pyridoxal phosphate for the enzyme, apotryptophanase (Boone & Woodward 1953; Lichstein, 1955), and thus disturbs the metabolism of the neurone. Neurological symptoms which are seen frequently after therapeutic dosage, are among the most important of the toxic effects of cycloserine. Also cycloserine produced convulsive seizures and ataxia in mice and rabbits (Fust, 1958). The toxic action of this tuberculostatic drug, cycloserine, can be explained, at least in part, by its inhibition of B6-catalyzed enzymatic reactions (Epstein et al., 1959). Pyridoxine reduces also cycloserine toxicity (Epstein et al,, 1959; Robitzek & Nenashev, 1957). The incidence of acute toxicity following the administration of cycloserine is low, and continued studies in rats, cats, dogs and monkeys showed no toxic effects in the prolonged drug- administration except for a temporary anemia and reticulocytosis in dogs and monkeys (Anderson et at., 1956). Most studies of the toxic action of isoniazid and cycloserine have dealt mainly with clinical, biochemical and antibacterial changes, there are only a few reports of the morphological changes in various organs following prolonged administration of isoniazid and- cycloserine. These changes are confined to the nervous system, and simple description of liver, kidney and bone narrow in rats and dogs. Moreover, the mechanism involved in the metabolic and biochemical relationship between isoniazid and cycloserine in large and prolonged doses, and pyridoxine deficiency is poorly understood and still obscure. Very little attention had been paid to the mechanism for the development of organic lesions produced by chronic toxicity of isoniazid and cycloserine. Using different experimental conditions, therefore, a detailed morphological study of the lesions of the various organs was made. And special emphasis was made on the effects of prolonged administration of isoniazid and cycloserine which are known to be related particularly to pyridoxine metabolism. Furthermore, there is still very little known about the mode of action of the factors which cause the organic lesions after prolonged administration of these antituberculosis drugs in rats. The purpose of this study is to characterize the patterns and define the nature of the morphological changes in various organs in rats, after prolonged administration, of isoniazid and cycloserine. It seeks to clarify the effect of isoniazid administration, the effect of cycloserine administration, their relationship, and, moreover, the effect of the additional administration of synthetic pyridoxine hydrochloride.