朴珪壽의 開國論에 대한 一考察

李完宰 漢陽大學校人文科學大學 1981 人文論叢 Vol.2 No.-

Ideologie論의 克服 : 批判理論을 中心으로

柳俊秀 漢陽大學校人文科學大學 1981 人文論叢 Vol.2 No.-

하나의 사상을 극복한다는 것은 그 사상에 대해서 단순히 외부로부터 비판을 하는 것으로 이룩되지는 않는다. 그것은 그 사상 자체의 내부에 스스로 위치하여 그것의 한계상황을 확인하고, 그 한계를 돌파함으로써만이 가능한 것이다. 이러한 취지에서 여기서 논하고저 하는 과제도, 먼저 일반적으로 현대적인 의미에서의 Ideologie, 즉 마르크스주의가 갖는 한계를 마르크스의 사상 그 자체의 입장에서 확인하는 것이고, 또한 나아가서 그 한계가 어찌하여 나타났느냐 하는 것을 고찰함으로서, 그것을 넘어서는 방법을 추구하고 새로운 비판의 양식을 모색하는데 있다. 여기서는 주로 Ideologie론이라고 하는 영역에서 스스로를 한정짓고 접근하려한다. 왜냐하면 마르크스사상은 이미 그 자체속에 모순을 담고 있고 그런 의미에서 스스로의 한계를 고백하고 있기 때문이다. 이것은 이미 엥겔스 자신에 의해서 몇번이고 언급된 바 있다. 또한 만하임이나 스타크에 의해서 주창된 지식사회학은 그 한계를 돌파하는 방향을 우리에게 시사하고 있다.

行動主義 音樂敎育論 效用性에 관한 考察

金文子 漢陽大學校人文科學大學 1981 人文論叢 Vol.2 No.-

There are two main trends in educational theory. One is the assertion that education must become more humanizing, including values, attitudes, and appreciations in teaching. The other is the belief that educational procedures must become more objective and instructional goals must be constructed in scientific way, using behavioral objectives. At the first glance, these two trends seem contradict each other. But the fact is that they talk about two different aspects of education. The former suggests the extent of which education must include in its curriculum and the latter discusses the method of teaching. Teaching values and attitudes have been left out in school curriculum throughout the educational history. The reason is that teachers have thought such a personal matter could not be taught in schools. Therefore, they have left them to each individual, hoping that if they teach knowledge and skills, the forming of values and attitudes would be followed automatically. But beha-viorists object to such an opinion and insist on teaching values and attitudes in schools. And they suggest using behavioral objectives in teaching these concepts. And music educators have adopted the behavioristic views in music teaching. The opinion among music educators on the subject of behavioral objectives is devided in two groups. One group apposes to the use of behavioral objectives on the bases that the affective aspects of music can not be taught by the behavioral objectives, and the two are contrasting concepts. While the other group thinks that our covert behaviors, such as appreciation of music can be changed into overt behaviors by behavioral objectives. Therefore, the affective aspects of music can be taught in schools. The main problem of using behavioral objectives in music education lies on how to objectify such subjective matters as values and attitudes. And the problem also lies on evaluation of instructional results in affective domain. But when we modify the strict behavioristic position and utilize them in music education, the behavioral objectives can be a very useful educational tool. The purpose of this study is to introduce the theory of behaviorism in music education and to show its application by using behavioral objectives in lesson plans. By doing this, this writer hopes to show the benefits of utilizing the theory, as well as its limitations. And this is the starting point from which we can develop our own method of music teaching that is suitable in our situation.

Comus에 나타난 John Milton의 淸敎思想

崔正雲 漢陽大學校人文科學大學 1981 人文論叢 Vol.2 No.-

The masque, which Ben Jonson and Fletch had raised to high art, was a kind of opera, a play of lyrics and music. Of all masques Comus is probably the most popular and intelligible today. It is as simple as an old-fashioned morality and has little plot and no stagecraft, but it is enchanting to read for its beautiful passages, of lyric description and its vigorous songs. This essay is an attempt to interpret and conclude that Milton in Comus takes an ethical theme, the praise and power of Chastity attempting to work out his own problems as great humanist as well as the great puritan, as the eloquent spokesman of the changing phases of the English Revolution, and as a brilliant and independent theologian. He sees life as a struggle, the Puritan struggle, for the survival of the good and virtuous. Comus strengthens the proof of Milton's own leaning do a grave and temperate mode of life and it is a thing of noble art and serious moral, and its story tells of the temptation of the chaste maiden by the enchanter Comus, and of the power which her virtue gave her to resist him. And it it he Comus-Lady debate which forms the organizing center and dramatic climax of the work, for its meaning, as opposed to its conventional purpose, centres on the moment of trial, as his three great works were later to do. It is of great significance that almost all the ideas that govern Milton's later poetry are already here in Comus,

黃錫禹論

李健淸 漢陽大學校人文科學大學 1981 人文論叢 Vol.2 No.-

A Study of Semantics on Conjunction Reduction

Lee,Chong-Sun 漢陽大學校人文科學大學 1981 人文論叢 Vol.2 No.-

본 論文은 等位接續詞로 이루어진 重文의 短縮을 위한 變形規則適用에서 오는 두 측면 즉 構文上의 문제점과 意味上의 문제점을 다루었다. 構文上의 문제점으로는 가장 기본이 되는 等位接續詞 and, or, but 중 and의 경우를 중점적으로 연구하였는데, 특히 重文의 短縮時 爭點이 되어온 VP analysis의 타당성여부에 관하여 검토하였다. 接續詞 and로 이루어진 重文의 短縮規則의 경우만 하더라도 5個의 類型(Gapping, Identical-NP Deletion, Do-So Substitution, Do It, Post-HV Deletion)以上으로 分類가 되나, 그 중 두 규칙 (Gapping과 Identical-NP Deletion)을 1個의 規則으로 묶어 좀 더 보편타당성 있는 規則을 만들어 보자는데 그 의도가 있다. 本 論文의 硏究結果는 대부분의 언어학자들이 주장하고 있는 VP analysis에서 보다는 non-VP analysis에서 그 타당성을 찾어야 한다는 결론에 도달하였다. 意味上의 문제점으로는 短縮된 構文이 指示意味(referential sense)의 有無여하에 따라 두 가지의 뜻을 갖는 애매성, 先行名詞-代名詞 관련(pronoun-antecedent relation)에 따르는 意味의 문제점, 數量詞(quantifier)에서 오는 意味의 애매성 등을 硏究하였다.

崔滋時論硏究

尹錫山 漢陽大學校人文科學大學 1981 人文論叢 Vol.2 No.-

觀光의 體系論的 考察 : 認識의 對象으로서의 觀光

安鍾允 漢陽大學校人文科學大學 1981 人文論叢 Vol.2 No.-

Der Fremdenverkehr oder Tourismus als Synonym darf nicht losgelost von der Umwelt im weitfn Sinne betrachtet werden. Bereits die Tatsache, dass der Mensch im Mittelpunkt des touristischen Geschens steht, zwingt von einer isolierten Betrachtung abzusehen. Wir mussen uns vom eindimensionalen Denken losen und versuchen, moglichst mehrdimentional die Probleme anzugehen. Verstandlicherweise werden wir, der uns gestellten Aufgabe entsprechend, in erster Linie die okonomische Umwelt betrachten. Wir werden uns indessen bemuhen, die interdisziplinaren Dimensionen der sozialen, technologischen und okologischen Umwelt so-weit wie moglich in unsere Betrachtungen einzubezieben. Wichtig ist dabei insbesondere des Aufzeigen der Problemzus-ammenhange. Dazu bedienen wir uns der Systemtheorie. Diese kommt uns in der inhaltlichen Aussage in formaler, nicht aber in empirischer Hinsicht zu Hilfe. Hier bedeutet die allgemeine-Systemtheorie die formale Wissenschaft von der Struktur, den Verknupfungen und dem Verhalten irgendwelcher Systeme, wobei er under einem System eine System eine geordnete Gesamtheit von Elementen versteht, zwischen denen irgendwelche Beziehung-en bestehen oder hergestellt werden konnen. Zum Zwecke einer ubersichtlichen und klaren Darstellung der Verbindungen zwischen dem System Fremdenverkehr und den ubergeordneten Systemen sowie den Elementen (Subsysteme) haben wir die Zahl der Verb-indungen stark eingeschrankt rind lediglich die fur unsere Betra-chtung wichtigsten Beziehungen zuruckbejalten.

Gunter Eich의 中期作品 硏究 : with the Focus on His horespiel 그의 Horspiel을 中心으로

金光圭 漢陽大學校人文科學大學 1981 人文論叢 Vol.2 No.-

English Cleft Sentences에 관한 小考

金一坤 漢陽大學校人文科學大學 1981 人文論叢 Vol.2 No.-

There are two main trends in educational theory. One is the assertion that education must become more humanizing, including values, attitudes, and appreciations in teaching. The other is the belief that educational procedures must become more objective and instructional goals must be constructed in scientific way, using behavioral objectives. At the first glance, these two trends seem contradict each other. But the fact is that they talk about two different aspects of education. The former suggests the extent of which education must include in its curriculum and the latter discusses the method of teaching. Teaching values and attitudes have been left out in school curriculum throughout the educational history. The reason is that teachers have thought such a personal matter could not be taught in schools. Therefore, they have left them to each individual, hoping that if they teach knowledge and skills, the forming of values and attitudes would be followed automatically. But beha-viorists object to such an opinion and insist on teaching values and attitudes in schools. And they suggest using behavioral objectives in teaching these concepts. And music educators have adopted the behavioristic views in music teaching. The opinion among music educators on the subject of behavioral objectives is devided in two groups. One group apposes to the use of behavioral objectives on the bases that the affective aspects of music can not be taught by the behavioral objectives, and the two are contrasting concepts. While the other group thinks that our covert behaviors, such as appreciation of music can be changed into overt behaviors by behavioral objectives. Therefore, the affective aspects of music can be taught in schools. The main problem of using behavioral objectives in music education lies on how to objectify such subjective matters as values and attitudes. And the problem also lies on evaluation of instructional results in affective domain. But when we modify the strict behavioristic position and utilize them in music education, the behavioral objectives can be a very useful educational tool. The purpose of this study is to introduce the theory of behaviorism in music education and to show its application by using behavioral objectives in lesson plans. By doing this, this writer hopes to show the benefits of utilizing the theory, as well as its limitations. And this is the starting point from which we can develop our own method of music teaching that is suitable in our situation.