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The purpose of this study was to explore conceptual and empirical researches on faith and learning integration and propose practical implications for Christian education and school contexts. For this study, different approaches to integration of faith and learning was explored and in turn organized four constructs to possible approaches to integration, namely, Hostile Separation, Independent Model, Mutual Respect Approach, and Integration Model. The need for biblical integration was highlighted and praxis of biblical integration was contemplated and suggested through this article. The implications for faith and learning integration are 1) comprehensive understanding of both the Scripture and the given academic disciplines, 2) building connection between the faith, knowledge, and lives of our students, 3) posing integrative questions, 4) developing faculty who can promote effective and biblical integration, and 5) creating environment for faith and learning integration.

Purpose - This research aims to examine collaboration from a disciplinary perspective in Korea. There are needs to explore to what extent researchers collaborate by discipline and across discipline along with the impact of collaboration. Design/methodology/approach - In order to investigate collaboration with respect to entire discipline areas and author-declared discipline information we analyzed a national researcher information database (Korean Researcher Information) with a citation index database (Korean Citation Index) covering the entire range of discipline. This study analyzed the data sets for 10 years (2004-2013) including a total of 8 categories and 119 sub-categories of disciplines, 109,551 researchers, 650,263 articles, and 1,170,039 citations in Korea. Findings - The results demonstrate that there are different intensities of collaboration from heavy to minimal across disciplines. In examining collaboration in terms of author and discipline levels, the results show that collaboration in author level rises, then inter-disciplinary collaboration increases accordingly, in most of the 119 discipline sub-categories. A number of disciplines, however, tended to collaborate more intensely within their own rather than with other disciplines. Moreover, the impact of collaboration tended to change over time depending on the types of collaboration. Specifically, inter-disciplinary collaboration was likely to have more immediate impact as pioneer research, especially among more than three disciplines, whereas the impact of intra-disciplinary collaboration is higher as time passes. Originality/value - In this research, a disciplinary investigation on collaboration is conducted for the entire range of disciplines in Korea. Through analyzing distinctive author-declared discipline information from the KRI, this research examines the intensities of collaboration across disciplines, collaboration in author level, and the impact of collaboration.

한류열풍이후 연기예술 분야가 산업화하면서 콘텐츠 투자의 안정화를 위한 배우경영의 과학화에 대한 요구가 높아졌다. 이에 따라 본 연구는 학제간 연구를 통해 융합적인 관점에서 새로운 배우 평가모델을 마련하기 위해 시작되었다. 문헌고찰을 통해 배우평가 요소들을 엄선해 분류하고 델파이기법을 적용하여 전문가들이 컨센서스를 이룬 결과, 배우의 평가요소는 자질적 요소인 연기 및 소통 능력, 신체 조건과 이미지, 연기와 작품에 대한 적극성과 열정, 작품 및 제작환경에 대한 이해도, 배우철학과 자기관리의 안정성, 성과적 요소인 시청자와 관객 동원 능력, 스타덤, 팬덤, 작품 경력, 네트워크 등 10가지로 도출되었다.

After the Korean Wave with the industrialization of acting arts, scientific actors management has been demanded for the purpose of investment stabilization in related areas. This study was undertaken to develop a new convergence actors evaluation model applying inter-disciplinary research. The assessment factors were selected through literature reviews and the consensus of experts has been derived through Delphi Method. In conclusion, the evaluation criteria for the actors were drawn by 10 different factors. They are composed of qualitative factors such as the ability of acting and communication, degree of understanding of works and production system, actor philosophy and stability of the actors' self-management, physical condition and image, passion and enthusiasm for acting and works, and performance factors such as the stardom, fandom, philmography, audience share and ticket power, and network size and quality.

We describe the framework of a data-fuelled, interdisciplinary team-led learning system. The idea is to build models using patients from one's own institution whose features are similar to an index patient as regards an outcome of interest, in order to predict the utility of diagnostic tests and interventions, as well as inform prognosis. The Laboratory of Computational Physiology at the Massachusetts Institute of Technology developed and maintains MIMIC-II, a public deidentified high- resolution database of patients admitted to Beth Israel Deaconess Medical Center. It hosts teams of clinicians (nurses, doctors, pharmacists) and scientists (database engineers, modelers, epidemiologists) who translate the day-to-day questions during rounds that have no clear answers in the current medical literature into study designs, perform the modeling and the analysis and publish their findings. The studies fall into the following broad categories: identification and interrogation of practice variation, predictive modeling of clinical outcomes within patient subsets and comparative effectiveness research on diagnostic tests and therapeutic interventions. Clinical databases such as MIMIC-II, where recorded health care transactions - clinical decisions linked with patient outcomes - are constantly uploaded, become the centerpiece of a learning system.

In general, it has been only 50 years since ‘cinema’ became an object of academic research or what we call ‘film studies’ now was established as an academic discipline in university. In late 1960s, young professors of literature, history, and philosophy began to employ cinema to teach social currents of a period throughout North American colleges and universities. Summarizing the background of establishing the department of film studies as an academic discipline, David Bordwell describes the vicissitudes of film studies from the deflection of film theories associated with ‘grand theory’ in the 1970s to the variation and expansion of film theories in the 1990s. In this historical context of film studies, Chinese film studies has been gradually constructed since the 1980s. As the so-called Chinese ‘Fifth Generation’ films attracted great attention of the world, Chinese film studies has been promoted in a global level. Chinese film studies throughout the last 30 years has been discussed in a variety of perspectives. For instance, they cover a wide rage of topics from the ‘Fifth Generation’ films, to the 1990s Chinese independent films, Chinese film historiography, Chinese early cinema, critical studies on Chinese cinema, Chinese new documentaries, and Chinese commercial films. However, the traditional framework of national cinema is no longer valid to study contemporary Chinese cinema(s) in the context of globalization, because Chinese cinema(s) tends to work more and more in the transnational context, not limited to a single national border line. Thus, the issues of national cinema in Chinese cinema studies turns to the relationship between cinema and the national in a transnational context. Besides, film medium itself changes fundamentally now. With the rapid development of digital technology, what we called cinema before gradually transforms to different cinema or another visual medium. Cinema is no longer made only by celluloid film, and screened only in movie theaters. The changes of cinematic platform, which is often called ‘post-cinema’, accelerate more than ever, and the production, distribution, and reception of cinema changes rapidly and radically. As cinema interacts with other media, Chinese film studies requires a diversity of transmedia perspectives. As the categories of ‘China’ and ‘film’ as objects of research changes in an idiom of ‘Chinese film studies’, how to study Chinse film becomes problematic. Chinese film studies needs to escape from the traditional restriction of academic discipline, and seek to find a new research methodology of inter-disciplinary research including social science, natural science, and technology as well as human science. The inter-disciplinary research for Chinese film studies becomes a necessary task to construct a new knowledge production beyond the exclusive boundary of traditional academic disciplines.

이 글은 문화연구의 관습적인 두 가지 레토릭을 비판적으로 검토하고, 현재 한국 문화연구의 위치를 분석함으로써 새로운 실천 방향을 논의한다. 문화연구의 위기 담론은 문화연구가 제도화/분과화되면서 정치적/이론적 급진성을 상실했다는 레토릭을 전제하고 있다. 그러나 문화연구가 언제나 제도와 긴밀한 관계 속에서 성장해왔다는 점을 고려하면, 핵심은 제도화 여부가 아니라 제도화의 구체적 실태에 있다고 할 수 있다. 분과화가 학제성을 저해한다는 주장은 학제성이 언제나 제도와 긴밀한 관계를 맺고 있으며 분과성과 학제성이 양립불가능한 개념이 아니라는 사실을 간과하고 있다. 따라서 제도화/분과화를 선험적으로 거부하지 않고, 문화연구의 정치적 급진성과 이론적 급진성이 실제로 어떤 조건에 배태되어 있는지 구체적으로 분석하고 점검해야 한다. 현재 한국에서 하위분과적 제도화 또는 제한된 기회 공간 속에 놓인 문화연구는 자신의 정치적·지적 기획을 동시대 한국의 변화된 상황에 ‘옮겨 써야’ 한다. 우리는 동시대 맥락에서의 제도화와 분과화의 가치에 대한 성실한 고민과 문화연구가 학제적 분과학문이 되기 위한 문화연구자들의 집단적 노력을 요청한다. 더불어 학문후속세대를 중심으로 한 새로운 문화연구 주체의 등장을 기대한다.

This article critically reviews two traditional rhetoric of cultural studies and discusses the new direction of practices by analyzing the current position of Korean cultural studies. Discourse on the crisis of cultural studies presupposes the recognition that cultural studies have lost their political and theoretical radicality by becoming institutionalized and disciplined. However, cultural studies has always grown in close relation with institutional ground. The key question to be asked is not whether cultural studies needs to be institutionalized or not, but how it is institutionalized. Therefore, it is necessary to analyze and check the conditions of the radicality of cultural studies in a specific context, without rejecting institutionalization or disciplining a priori. Cultural studies, which is currently institutionalized as a sub-discipline and situated in the limited opportunity space, must ‘rewrite’ its political and intellectual project on the changed circumstances of contemporary Korea. We call for the collective efforts of cultural studies researchers to rewrite cultural studies into interdisciplinary discipline.

모든 사회현상은 부분으로 이루어진다기보다는 부분과 부분 사이에 연대적 관계를 맺고 있다. 이처럼 사회현상은 연대적 성격을 가지고 있어서 특정학문의 대상으로 존재하기 보다는 여러 학문의 연구 대상이 될 수 있다. 사회현상의 연대적 성격은 사회과에서 간학문적 단원구성을 필요로 한다. 필자는 사회과 교실수업에서 실현가능한 간학문적 단원구성의 모습을 모색하고자 한다.지금까지 많은 사회과 연구자들은 사회과 간학문적 단원구성 방법으로 ‘학제간 접근방법’을 원용하였다. ‘학제간 접근방법’은 참여자가 학제간 논의 이전에 여러 분과 학문을 알고 있을 때 가능한 방법이다. 인간의 인지는 인지미분화→인지분화→인지 초월적 통합 단계로 발달한다. 인지미분화에서 인지분화로도 나아가지 못한 초등학생들에게 ‘학제간 접근방법’을 시도하는 것은 무리이다. 필자는 초등 교실수업에 가능한 방법으로 ‘꼬리를 무는 질문을 통한 대화방법’을 간학문적 교실수업 방법으로 제시하였다. 이 방법은 ‘간학문적 단원’을 설정 한 다음, 이에 대한 하나의 질문을 하고 그에 대한 대답이 ‘가’ 학문에서 이루어지면, 그 대답이 해결하지 못하는 한계를 토대로 ‘나’학문의 질문을 하는 ‘꼬리를 무는 대화 방법’이다.

Principles of Inter-disciplinary Units Building and their implementation in the Social Studies Curriculum Lee, Jongil Daegu National University of Education It may be safely claimed that every and any social phenomenon is multifaceted. It does not exist just historically, just politically, or just geographically. This complexity of a social phenomenon necessitates an inter-disciplinary approach to its teaching and learning. It may have to be approached from various different perspectives for fuller understanding. Human understanding proceeds from undifferentiated pre-disciplinary (or broad-field) understanding, through differentiated disciplinary understanding, to integrated tinter-disciplinary understanding. Many social studies researchers seem to have so far relied mainly on trans-disciplinary approach to inter-disciplinary unit planning. But trans-disciplinary approach may not be appropriate for elementary school education; children in this age group may not be developmentally up to the integration of separate disciplines because of their less-than-differentiated cognitive development. The method of "questioning-in-queue" is suggested here for the elementary social studies instruction. In the context of inter-disciplinary unit planning, a question in discipline A may be followed by a question in discipline B, followed by a question in discipline C, etc. on the same social phenomenon. Teachers may here have to question children for their cognitive discordances.

목적 본 연구에서는 2015 개정 교육과정에 따라 제작된 3, 4학년 지도서에서 제시하고 있는 교과통합 내용을 분석하여 실제 교육 현장에서 교사들이 영어과와 타교과를 통합하여 수업을 진행하는데 도움을 주고자 한다. 방법 이를 위하여 2015 개정 교육과정에 따라 제작된 초등영어 3, 4학년 지도서를 대상으로, 교과서에 타교과 연계를 명시적으로 서술한 지도서를 비롯하여, 교과서에서 타교과 연계를 명시적으로 제시하지 않았지만 타교과 연계를 서술한 5종의 모든 지도서에서 교과통합의 내용을 분석하였다. 결과 이에 따라 3, 4학년 초등영어 지도서에서 타교과와의 통합은 11가지 과목에서 총 272회로 나타났다. 가장 많이 통합된 교과 과목은 도덕이었고, 이어서 미술, 사회, 국어, 체육, 과학, 수학 순이었으며 통합교과(1, 2학년), 음악, 실과, 기타(정보 등)는 비교적 낮게 나왔다. 주로 많이 활용된 주제나 소재는 도덕의 예절 9회, 규칙 8회, 물건의 소중함이 4회였으며, 미술의 색 및 색상환 등 색과 관련하여 7회가 나왔고, 과학의 동⋅식물, 체육의 운동이 각각 6회로 활용도가 높은 편이었으며, 수학의 사칙연산도 5회로 나왔다. 학습 기법에서는 국어에서 적절한 표정, 몸짓, 말투로 말하기가 15회나 나왔으며, 그 외 미술의 만들기, 감상하기, 표현하기가 각각 4회가 나왔으며, 체육의 표현활동도 4회로 높게 활용되었다. 내용 교과 지식에 대한 안내의 유형은 크게 예시 답안, 지도상의 유의점, 내용 교과 지식에 대한 직접적인 설명의 형태와 그 외 교과통 합의 효과에 대한 안내도 나타났다. 본 연구에서 지도서 분석 결과 위의 네 가지 형태가 혼합되어 안내가 제시되었으며, 하나의 지도서 의 경우 성취기준만 제시되어 있고 어떠한 안내도 제시되지 않았음을 알 수 있었다. 지도서에 제시된 내용 교과 지식에 대한 안내가 교사가 수업을 진행함에 도움이 되긴 하지만 안내가 제한적이고 간략하여 실질적 도움의 효과를 느끼기에는 한계가 있음을 확인했다. 결론 이상의 연구 결과를 바탕으로 실제 교육 현장에서 타교과와 영어과의 통합 수업이 제대로 이루어질 수 있도록 하기 위해서는 지도서에 자세한 설명과 다양한 자료를 제시할 필요가 있으며, 이와 더불어 교사 역량을 확대할 수 있는 교사 교육이 필요하겠다.

Objectives In this study, by analyzing the subject integration contents presented in the 3rd and 4th grade guidebooks produced according to the 2015 revised curriculum, the purpose of this study is to help teachers integrate English and other subjects in the actual education field. Methods For this purpose, for guidebooks for 3rd and 4th grade of elementary English produced according to the 2015 revised curriculum, including those that explicitly describe linkage with other subjects in textbooks, the textbooks do not explicitly suggest linkages with other subjects, but the content of curriculum integration was analyzed in all five guidebooks that described linkages. Results As a result, the integration with other subjects in the 3rd and 4th grade elementary English guidebooks was 272 times in 11 subjects. The most integrated subject was morals, followed by art, social studies, Korean, physical education, science, and mathematics in that order. The most frequently used themes or materials were moral etiquette 9 times, rules 8 times, and the importance of things 4 times. In relation to colors such as color and color wheel in art, 7 times were shown, animals/plants in science and exercise in physical education were each used 6 times, and the utilization was high, and the calculations in mathematics were also 5 times. In the learning technique, speaking with appropriate facial expressions, gestures, and tone of voice appeared 15 times in the Korean language, in addition, making, appreciating, and expressing art were performed 4 times each, and the expression activity of physical education was used 4 times. As for the types of guidance on content subject knowledge, example answers, notes on guidance, direct explanation of content subject knowledge, and other guidance on the effect of subject integration were also found. As a result of the guidebook analysis in this study, guidance was presented by mixing the above four forms, and in the case of one guidebook, only the achievement standards were presented and no guidance was presented. Although the guidance on the content subject knowledge presented in the guide helps the teacher to proceed with the class, it was confirmed that the guidance was limited and concise, so there was a limit to feel the effect of practical help. Conclusions Based on the above research results, it is necessary to provide detailed explanations and various materials in the guidebooks so that integrated classes with other subjects can be properly conducted in the actual educational field, and in addition, teacher education that can expand teacher competency is needed.

이 연구의 목적은 칼 포퍼식 토론 방법을 기반으로 학문 통합 수업 전략을 개발하고 이 수업 전략이 학생들의 창의적 사고력에 미치는 효과를 알아보는 것이다. 이 연구에서 개발한 수업 전략은 4단계로 이루어져 있다. 첫 번째 단계인 쟁점 탐색 단계에서는 쟁점을 인식하고, 관련된 학문 분야를 탐색하게 된다. 두 번째 단계인 토론 준비 단계에서는 각 조의 입장(찬/반) 및 학문 분야를 선택하고 이에 근거하여 토론 전략서를 작성한다. 세 번째 단계는 학문 통합형 칼 포퍼식 토론 단계로 하나의 토론에서는 하나의 학문 분야에 해당하는 근거만을 활용하여 토론을 시행한다. 이러한 토론을 여러 학문 분야에 대하여 여러 번 시행함으로써 쟁점에 대한 종합적인 이해를 도모한다. 마지막 단계는 쟁점 해결 단계로 이 단계에서는 여러 학문 분야의 근거를 통합하여 자신의 의사를 결정한다. 이 연구에서는 경기도 소재 사립 대학교 1학년 학생 66명을 대상으로, 한 학기 동안 칼 포퍼식 토론 방법을 기반으로 한 학문 통합 수업을 시행한 후 학생들의 창의적 사고력의 변화를 분석하였다. 창의적 사고력의 변화를 알아보기 위하여 TTCT(Torrance Tests of Creative Thinking)를 사용하였다. 수업의 효과를 분석한 결과 학생들의 창의적 사고력이 유의미하게 향상되었으며 창의적 사고력의 하위 범주인 유창성, 융통성, 독창성이 모두 신장된 것으로 나타났다(p<.01).

The purpose of this study is to develop inter-disciplinary teaching strategy based on Karl Popper debate and to examine the instructional influences on students' creative thinking skills. Inter-disciplinary teaching strategy based on Karl Popper debate has 4 stages. At the first stage, the stage of exploration of issues, students recognize issues and specify issue related disciplines. At the second stage, the stage of preparation of debate, the stance(approve and disapprove) and the discipline of each group are chosen and then debate plan is made accordingly. At the third stage, the stage of inter-disciplinary Karl Popper debate, each debate takes logical basis from one discipline. A series of such debates can provide understanding of issues from the inter-disciplinary point. Lastly, at the stage of issue solving, each student makes their own decision on the issue by integrating multiple disciplines. Teaching strategy was implemented to 66 university entrants for the one semester. TTCT(Torrance Tests of Creative Thinking)was used to examine students' creative thinking skills. Results indicated that students presented statistically meaningful improvement in all the subcategories of creative thinking skills: fluency, flexibility and originality(p<.01).

The convergence on the area study can be thought of as existing between the central insights of 21st century in the humanities and social science. Specially, the fundamental insight is merged with cognitive idea to understand how linkage and system emerges out of routine approach on the area study. This conception of the topic is joining with fundamental insight to understand the evolutionary changes that gave rise to human culture and knowledge. By linking academic unit to culture of Middle East from the top, convergence might be effectively systemized in between humanities, literature and the social sciences in the Middle East area studies. I try to give the outline for theoretically base of convergence on the inter-disciplinary study on the Middle East area study in Korea. A new evolutional system is used to provide a unique vantage point to examine how to develop the system of area study exists in relationship one to the other sciences. It is well known that there currently is convergence in the interdisciplinary academic studies since 2000. There have been so many theoretical approaches on the diversity of academic approaches that the task of new idea will be immensely difficult. Indeed, many scholars would argue that such a convergence is impossible. Others, however, are relies on the fruitful searching for greater convergence within the area studies. In this article, I would also like to develop a concept that contributed to the fruitful exchange on issues pertaining to cognitive and behavioral science on the Middle East for economics, politics,culture, history, religion and etc. My concerning in this article is to discover the absence of a unifying perspective. However, I ultimately minimized the problems associated with disunity and suggested that the diversity of approaches. Convergence has so many unrelated elements of knowledge with so much mutual discrimination,inconsistency, and controversy. To remove the obstacles, I suggest pluralistic approach from a perspective, and overcome a different view on the issue of theoretical disunity on the convergence approach with inter-disciplinary research in the Middle East area studies.

본 연구는 학문으로서의 고등교육의 개념 및 연구 현황을 분석하고, 분과학문간 연계, 융합 및 통섭이라는 관점에서 ‘새로운 연구 영역’으로서 고등교육학의 발전방향과 과제를 제시하고자 하였다. 먼저 현재까지의 고등교육 연구성과를 파악하기 위해 교육 분야의 총 36개 학술지를 대상으로 2001년부터 2013년까지 게재된 논문을 분석하였다. 분석 결과 한국에서도 이미 고등교육 제도와 현상에 대한 상당한 연구가 축적되어 있기는 하지만, 고등교육이라는 대상을 중심으로 서로 다른 분과학문적 배경을 가진 연구자들이 단일 학문공동체를 이루고 있는 미국과는 달리, 연구자들이 분과학문 배경에 따라 상호교류 없이 분절적으로 연구를 수행하고 있어 연구성과의 체계적 축적과 시너지 창출에 실패하고 있음을 알 수 있었다. 향후 고등교육학의 발전을 위해서는 (1) 교육행정학으로부터 고등교육행정의 분리‧독립 및 독자적 학문적 정체성의 확립, (2) 고등교육이라는 연구대상을 중심으로 교육학내의 인접 분과학문과의 연계, 융합 및 통섭의 강화, (3) 교육학 외부의 분과학문과의 연계, 융합, 통섭을 통한 학문공동체로서의 외연 확대 등이 필요하며, 이를 위한 실천전략으로 정부 차원에서 고등교육에 대한 실천적 이슈를 중심으로 분과학문 연구자들간의 공동연구 장려(연구비 지원), 학문 공동체 차원의 자발적 교류 협력이 제시되었다.

This study aims to investigate current status of research in the area of higher education and to suggest a new direction of establishing higher education as a new field of study based on inter-/multi-disciplinary approach in Korea. To examine extant research on higher education, the study analyzed all academic articles published from 2001 to 2013 in 35 KCI journals in the area of education. The results show that considerable amount of research has been already done in the area of higher education. However, unlike the situation in the US where researchers with various disciplinary backgrounds work together to understand higher education phenomena holistically, researchers in Korea conduct research and publish those results mainly in disciplinary-based journals which prevents them from sharing the research results with each other. To improve this situation and to establish higher education as a new field of study, the following suggestions were made: (1) to separate ‘higher education administration’ from educational administration and to firmly establish its identity as an independent academic discipline; (2) to Increase inter-/multi-disciplinary approach across different academic disciplines within the broader education major and between higher education as a separate academic discipline and other academic disciplines outside as education majors when studying higher education institution and phenomena. To facilitate these directions, (1) government grants supporting inter-/multi-disciplinary approach to investigate practical higher education issues and (2) other voluntary efforts organized by academic associations to hold seminars and conferences emphasizing inter-/multi-disciplinary approach would be recommended.