Earticle

본 논문은 칸트 인식론에 대한 니체의 비판을 통해 니체가 어떻게 인식론의 틀 자체를 벗어나 ‘관점’을 말하게 되는지를 탐구한다. 니체는 분명 칸트의 영향을 받았지만, 칸트의 인식론적 기획을 포기해야 할 것으로 본다. 니체의 핵심 비판은 지성이라는 도구가 스스로를 객관적으로 비판하고 평가할 수 없다는 것이다. 이는 인식의 정당성을 판단할 기준 자체가 문제적임을 의미한다. 본고는 니체가 칸트의 보편적 인식 형식을 상이한 관점들의 인식론으로 급진화한 것이 아니라, 인식론 자체를 넘어서려 했다고 주장한다. 니체의 ‘관점’은 개인의 주관적 관점이 아니라, 언어와 의식의 사회적 발생과 함께 형성되는 집단적 관점이다. 이러한 관점은 인식의 문제가 아니라 ‘모든 삶의 근본 조건’에 관한 것이며, 정서의 체화를 통해 형성된다. 결국 니체는 인식의 정당화 문제를 가치와 기원의 계보학적 물음으로 전환함으로써 인식론을 넘어선다.

This paper examines how Nietzsche moves beyond the framework of epistemology toward the concept of “perspective” through his critique of Kantian epistemology. Although influenced by Kant, Nietzsche regards Kant’s epistemological project as one that must be abandoned. Nietzsche’s core criticism is that the intellect, as an instrument, cannot objectively critique and evaluate itself. This implies that the very criterion by which the legitimacy of knowledge is judged is itself problematic. This paper argues that Nietzsche did not radicalize Kant’s universal forms of cognition into an epistemology of diverse perspectives, but rather sought to move beyond epistemology itself. Nietzsche’s “perspective” is not an individual’s subjective viewpoint, but a collective perspective formed through the social genesis of language and consciousness. This perspective concerns not epistemology in the strict sense, but “the fundamental condition of all life,” and is constituted through the embodiment of affects. Ultimately, Nietzsche moves beyond epistemology by transforming the problem of epistemic justification into genealogical questions of value and origin.

바울은 빌립보서에서 그가 어떻게 고난의 상황 가운데서도 기뻐할 수 있는지, 그리고 그 기쁨을 영원히 지속할 수 있는지 그 기쁨의 여정을 보여주고 있다. 기쁨에 대한 심리학적 관점은, 특별히 긍정심리학을 통해 기쁨의 속성을 바라볼 때, 기쁨은 우리가 가진 대표 강점, 미덕, 재능의 조건들을 발휘할 때 즐겁고 만족한 삶, 행복을 느낄 수 있다고 말한다. 로고테라피는 우리가 삶과 고난, 죽음의 의미를 발견할 때 기뻐할 수 있다고 이야기한다. 그러나 바울은 빌립보서에서 이러한 심리학적 이해를 넘어서는 기쁨을 누리고 있다. 바울의 고난의 상황은 변하지 않았지만, 고난을 바라보는 그의 관점이 그리스도의 관점으로 변화됨으로써 그는 기쁨을 발견해 간다. 그가 그리스도 의 관점으로 고난을 바라보고 생각(프로네인)할 때, 진정한 고난의 의미를 깨닫게 된 다. 즉, 부활의 날, 장차 맛볼 영광의 기쁨을 누리기 위해 현재는 잠시 잠깐 받는 고 난이라는 것과, 이 고난은 그리스도의 고난에 참여하는 것으로 아무나 누릴 수 없는 고난이라는 깨달음이다. 이는 심리학이 알려주지 못하는 고난의 궁극적 의미를 명확 하게 짚어주는 것이다. 바울은 고난의 의미를 알게 된 순간 기뻐할 수 있었고, 그 기 쁨은 공동체와 함께 누리는 기쁨이었다. 빌립보 교인들과 함께 누리는 기쁨은, 빌립보 성도들이 서로를 위해 헌신하고 관용하는 행동의 변화와 바울 자신이 긍정심리학에서 기쁨의 조건으로 내세웠던 자신이 가진 모든 자랑거리를 배설물로 버리는 행동의 변 화로 나타난다. 마지막으로 바울은 이 기쁨이 영원히 유지되기 위해 기도가 필요하다는 것을 말한다. 이를 실천적 측면에서 적용하면, 고난 가운데 있는 사람이 기쁨을 회 복하도록 돕기 위해, 먼저는 그가 자신의 고난의 상황을 바라보는 관점을 변화시킬 수 있도록 한다. 그의 시선을 영원한 것, 하나님의 속성에 두도록 돕는 것이다. 그리 고 공동체가 함께 그의 고난에 동참하며, 인내하고 견뎌줌으로써 그의 감정적 삶의 변화를 이룰 수 있도록 하는 것이다.

In the Book of Philippians, Paul shows us the journey of joy, how he can be joyful even in the midst of suffering and how he can sustain that joy forever. The psychological perspective on joy, especially when looking at the properties of joy through Positive Psychology, says that joy can be a joyful and satisfying life, a feeling of happiness, when we exercise the conditions of our representative strengths, virtues, and talents. Logotherapy says that we can be joyful when we discover the meaning of life, suffering, and death. However, in the book of Philippians, Paul enjoys joy that goes beyond this psychological understanding. The circumstances of Paul's suffering did not change, but as his perspective on suffering changed to that of Christ, he discovered joy. When he looked at sufferings from the perspective of Christ and thought(phronein) of them, he realized the true meaning of sufferings. That is, they are sufferings that are received for a short time now in order to enjoy the joy of glory that will be tasted on the day of resurrection, and these sufferings are sufferings that not everyone can enjoy because they participate in the suffering of Christ. This clearly points out the ultimate meaning of sufferings that psychology cannot tell us. The moment Paul realized the meaning of sufferings, he was able to rejoice, and that joy was a joy that was shared with his community. The joy shared with the Philippians church is shown by the change in the behaviors of the Philippian believers in their devotion and tolerance for one another. Also, the change in behaviors occurred for Paul, who threw away all his pride as excrement, which Paul himself had set forth as a condition of joy in which Positive Psychology asserts. Finally, Paul says that prayer is necessary for this joy to last forever. Applying this in practical terms, in order to help a person in suffering recover joy, we need first to help him change his perspective on his suffering situation. We need to help him focus his gaze on the eternal, on the attributes of God. And we need to help the community participate, endure, and persevere together, so that he can achieve a change in his emotional life.

This study systematically examines the fictive use of the Japanese kinship terms onee-san(“older sister”) and onii-san(“older brother”). These kinship terms function as linguistic tools that extend beyond their literal meanings, adjusting the relationship between the speaker and listener and assigning social roles. Based on Suzuki’s(1973) classification, this study categorizes fictive kinship usage into two types: the first type, where the speaker constructs a hypothetical kinship relationship with the listener from their own perspective, and the second type, where the speaker adopts the perspective of the listener or a third party to use kinship terms. Furthermore, this study introduces a new perspective, the transformation of fictive kinship usage, to explore patterns of kinship term usage that cannot be fully explained by existing frameworks. By applying frame theory, this study demonstrates how kinship terms contribute to the adjustment of interpersonal relationships and the formation of social roles. Through this research, it has been shown that the use of kinship terms in Japanese is not merely an expression of blood relations but is deeply connected to social and cultural contexts.

본 논문의 목적은 포퍼의 ‘3세계 이론(Theory of Three World)’을 두뇌와 같은 “생물학 적 조건은 의식의 필요조건이지만 충분조건이 아니다”라는 주장으로 이해하고 분석적으로 논하는 것이다. 3세계 이론은 물리계인 1세계 이외에, 정신계인 2세계와 객관적 지식의 세계인 3세계를 상정하는 다원론적 주장이다. 포퍼가 3세계를 요구하는 이유는, 첫째 물 리적·생물학적 조건만으로는 과학적 지식들의 객관성을 담보할 수 없으며, 둘째 의식이 나 관점의 누락하고는 어떤 과학적 지식도 물리계에 적용될 수 없다고 생각했기 때문이다. 그는 과학철학자로서 날로 발전하는 과학지식들의 객관성과 합리성에 탄복했으나, 이것들 의 정당성에 의문을 제기하는 흄의 귀납의 문제에는 동의했다. 포퍼는 과학지식이 관찰자 라는 의식을 가진 존재를 항상 전제로 한다는 점에서 객관성을 보장하기 어렵다고 보았고, 이에 따라 과학지식의 정당성을 보장할 물리계 이외의 또 다른 세계가 필요하다고 주장했 다. 필자는 이러한 포퍼의 의견에 동의하며, 적어도 과학적 지식만으로 의식의 모든 것을 설명할 수 있다는 과학주의는 배격해야 한다고 주장한다. 이러한 작업을 통해 의식 연구에 서 철학과 같은 인문학적 연구가 필요함을 강조한다.

The purpose of this paper is to understand and analyze Popper’s Theory of Three Worlds as a claim that “biological conditions,” such as the brain, are a necessary but not sufficient condition for consciousness. The Theory of Three Worlds is a pluralistic argument that posits a first world, the physical world, a second world, the mental world, and a third world, the world of objective knowledge. Popper calls for a third world for the following reasons. First, physical and biological conditions alone cannot guarantee the objectivity of scientific knowledge, and second, no scientific knowledge can be applied to the physical world without consciousness or perspective. As a philosopher of science, he marveled at the objectivity and rationality of scientific knowledge, but agreed with Hume’s problem of induction, which questioned its legitimacy. Popper believed that scientific knowledge is difficult to guarantee objectivity because it always presupposes a conscious being called an observer, and therefore argued that another world outside the physical world is needed to ensure the legitimacy of scientific knowledge. I agree with Popper and argue that we should reject scientism, at least the idea that scientific knowledge alone can explain everything about consciousness. This work emphasizes the need for humanistic studies such as philosophy in the study of consciousness.

방향은 우리 생활과 밀접하게 관련 있는 개념으로 이에 대한 학습은 초등 수학에 서 꼭 다루어야 할 요소이다. 방향에 대한 내용 중 학생들이 흔히 겪는 어려움은 좌우 판별에 대한 것이다. 본 연구에서는 초등학교 2학년 학생들을 대상으로 움직 임의 유무, 방향성의 유무에 따른 대상의 좌우 판별 양상을 살펴보기 위해 검사를 실시하고 그 결과를 분석하였다. 연구 결과, 학생들은 움직임의 유무에는 큰 영향 을 받지 않으나 방향성의 유무에 따라 대상의 좌우 판별에 영향을 받는다는 것을 확인할 수 있었다. 또한 학생의 반응에 따라 좌우 판별의 수준이 각기 달랐는데 0 수준에서 3수준까지 그 양상이 다양하게 나타났다. 분석 결과를 토대로 방향 지도 와 관련하여 몇 가지 유의미한 시사점을 도출하였다.

Direction is a concept closely related to everyday life. Therefore learning about direction is a must-have element in elementary school mathematics. Among the contents about direction, the difficulty that students often experience is about discriminating between left and right. In this study, a test was conducted and the results were analyzed to examine the left and right discrimination patterns of the subjects according to the presence or absence of movement and directionality targeting 2nd-grade elementary school students. As a result of the study, it was confirmed that students were not greatly affected by the presence or absence of movement, but by left and right discrimination according to the presence or absence of directionality. In addition, the levels of left and right discrimination were different depending on the students’ responses, varing from level 0 to level 3. Based on the analysis results, several significant implications were derived for teaching the concept of direction.

이 연구의 목적은 손기정을 어떻게 읽을 것인가에 답하는 것이다. 이 를 위하여 관련된 문헌을 분석하였다. 분석 결과는 다음과 같다. 첫째, 손기정을 어떻게 읽어왔는가이다. 대부분 손기정을 민족주의자로 읽어왔 다. 둘째, 손기정을 어떻게 읽을 것인가이다. 텍스트로 손기정은 관점, 맥락, 해석, 이해 등을 기준으로 읽을 수 있다. 관점은 읽는 자의 관점이 다. 어떤 관점(철학)을 가지고 있느냐에 따라서 다르게 읽힐 수 있다. 맥 락은 손기정이 스포츠영웅이 된 시간과 공간, 사회적 맥락에 의해서 규 정된다. 해석은 분석의 틀이며, 사회학적 해석과 철학적 해석 등 다양하 게 분석할 수 있다. 이해는 해석을 통해서 독자의 상호주관성 차원에서 공감할 수 있어야 한다. 이러한 결과를 통하여 우리는 손기정을 다양한 차원에서 읽을 수 있어야 한다. 한쪽으로 읽기만을 강조하는 행위는 읽 기의 편협성과 한계를 보여준다. 또한 편향된 읽기를 넘어서 다양하게 읽을 수 있어야 한다.

The purpose of this study is to answer how to read Son Kee chung. To this end, related literature was analyzed. The analysis results are as follows. First, how have you read Son. It can be seen that most of them have been read as nationalist Son Kee chung. Second, how to read Son Kee chung. As a text, Son can be read based on perspective, context, interpretation, and understanding. A point of view is a reader's point of view. It can be read differently depending on what perspective (philosophy) you have. The context is defined by the time, space, and social context in which Son became a sports hero. Interpretation is the framework of analysis. Sociological and philosophical interpretations are also diverse. Understanding should be able to empathize in terms of readers' inter-subjectivity through interpretation. Through these results, we should be able to read Son Kee chung in various dimensions. Emphasizing only reading on one side shows the intolerance and limitations of reading. In addition, it should be able to read in various ways beyond reading only on one side.

조선 후기 이미 <삼국지연의>가 한글로 번역되어 필사․방각본 형태로 유통되었고, 근대 초기 구활자본을 거쳐 신문과 잡지에 연재된 <삼국지연의>까지 숱한 <삼국지연의> 번역본이 있었음에도 불구하고 유독 요시카와 에이지 <삼국지>가 유행한 첫 번째 이유는 ‘가독성’ 때문이다. 근대 초에 번역된 <삼국지연의>들은 비록 쉬운 우리말 번역으로 한문 어투가 주는 난해함은 극복했다 하더라도 구성은 ‘모종강평본’을 그대로 따르고 있어, 이 이야기를 했다가 저 이야기를 하는 느낌을 주어 독자의 혼란을 더했다. 이는 같은 제목의 챕터에서도 시간과 공간의 연속성이 해체되어 있고, 소실점이 너무 다양하기 때문이다. 그런데 요시카와 에이지는 단일한 시점 즉, 원근법으로 <삼국지연의>를 재구성함으로 해서 깊이감을 더했다. 비록 전지적 작가 시점이긴 하지만 모든 사건을 주요 인물 중심으로 전개하는 ‘초점화’를 통해 전근대 소설이 주는 난삽함을 없앴다. 이렇게 ‘초점화’된 시선으로 이야기를 전개함으로 해서 독자는 작가의 눈을 통해 보는 것이 아니라 등장인물의 시선을 통해 사건을 인식하게 되었다. 그리고 두 번째 이유는 당연 ‘재미’ 때문이다. 원래 재미있었던 이야기에 원근법으로 깊이감을 더했으니 많은 사람들이 좋아하는 것은 당연했다. 그런데 요시카와 에이지는 <삼국지연의>에 없는 새로운 이야기를 첨가해 근대 독자를 사로잡았다. 그 대표적인 것이 시작 부분에 있는 ‘차 사건으로 만들어진 모험’과 ‘홍부용과의 로맨스’다. 이러한 모험과 로맨스는 근대 독자들이 서양의 소설을 통해 접했던 이야기와도 상통하는 것으로 근대 독자의 시선을 끌기에 충분했다. 또한 그는 전 근대소설이 가지는 불필요한 우연 혹은 기이한 이야기 등을 제거하거나 자신의 설명을 덧붙여 나름의 합리성을 확보했다. 왜냐하면 근대 교육을 받은 독자들에게 기적에 가까운 사건이나 미로처럼 얽혀 드는 서사는 리얼리티를 방해하는 요소였기 때문이다. 이처럼 요시카와 에이지 <삼국지>가 해방이후 우리나라에서 유행할 수 있었던 이유는 바로 여기에 있었다. 전근대 <삼국지연의>가 재미없어진 것이 아니라 인식의 변화로 인한 서사 배치에 문제가 생겼기 때문이다.

Numerous versions of Korean translations could be found for Romance of the Three Kingdoms (hereinafter, Romance) during the late Joseon Period and the Early Modern Period. By the late Joseon Period, it had already been translated into Korean and circulated into transcribed forms or mill block-printed editions. A considerable number of translations ranging from the old printed editions to the ones serialized in newspapers and magazines in the Early Modern Period were also available. Nonetheless, the reason that Eiji Yoshikawa’s Romance was exceptionally popular in Korea was, first because of its “readability.” The readers who received modern education could no longer read traditional fiction, which could be perceived as a disarray of confusing narratives, such as the version with a commentary by Mao Zong Gang. What used to be entertaining had become complicated. The abstruseness of classical Chinese locution was in a form that the Korean readers felt could be overcome by the translation of Romance into Korean. However, the narrative structure continued to follow that of Mao Zong Gang’s commentary version, imparting a feeling that the story was all over the place causing confusion for the readers. This was because even in a chapter under the same title, the continuity of time and space was deconstructed and too many focal points existed within a story. Eiji Yoshikawa, however, reconstructed Romance through one viewpoint, or perspective, and added depth to the story. Although through an omniscient viewpoint, Yoshikawa brought in “focalization” to the narrative and let the events unfold around the central characters to do away with the confusion and disarray that existed in the pre-modern form of fiction. By developing the story through a “focalized” viewpoint, he enabled the readers to perceive the events through the eyes of the characters instead of the author. The second reason that Yoshikawa’s version of Romance enjoyed popularity, of course, is because it was “entertaining.” The original novel itself was entertaining and it was only natural that people were drawn into its narrative even more, as depth was added to the story by putting things in perspective. In addition, Eiji Yoshikawa captivated the readers by adding new stories to Romance. Two such examples are the “Adventure Triggered by the Tea Incident” and “The Romance with Hong Furong” that appear at the start. The aspect of adventure and romance was something with which the modern readers became familiar through Western novels, which, in turn, captured their attention. Yoshikawa also eliminated the unnecessary coincidences or bizarre episodes from Romance, which pre-modern fictions often entailed, or added his own explanation to secure some level of rationality. To the modern readers, events that verged on miracles or narratives that looked too much like a tangled maze were elements that disrupted the reality of the novel. As such, these are the reasons that Eiji Yoshikawa’s version of Romance could become popular in Korea after the country’s independence. It is not that Romance from the Pre-Modern Period was no longer interesting or fun to read, but that due to the change in people’s perception, its narrative structure has been called into question.

이 글은 메를로-퐁티의 ‘보이는 것과 보이지 않는 것은 서로 얽혀 있다.’는 후기의 문제의식을 세잔의 일생과 그림 작업을 통해서 해명하려는 시도이다. 그림은 보이는 것이지만 화가가 정작 그리려고 했던 것은 보이지 않는 것, 즉 공간, 깊이였다. 우리는 늘 공간, 깊이를 보고 있으면서도 그것을 보이지 않는 것이라 생각한다. 이 이상한 역설은 회화에서만이 아니라 과학에서도 반복되는데, 근대 과학자들에 의해서 공간은 보이지 않는, 그래서 비어있는 절대적 실재로 전제되었다. 반면 원근법적 화가가 가시화시킨 공간은 착시가 되면서 예술에 대한 과학의 우선권(priority)이 기정사실화되었다. 메를로-퐁티는 자신의 철학을 통해 예술과 과학의 위계를 반전시켰다. 데카르트 이래로 과학자는 눈으로 보아야 할 빛을 맹인의 접촉으로 환원하였기 때문에 과학의 자연은 꿈과 같은 거짓 조작이며 착시이지만 화가들이 자신의 두 눈으로 보고 그리는 빛(색들의 대비들)은 오히려 실재하는 것이라고 말이다. 과학을 비판하고 재정립하기 위해서도 예술가들을 조회하는 일은 메를로-퐁티의 작업에서 특징적인 태도였다. 세잔은 현대회화사에서 비전을 회복하는 길을 제시하는 중요한 이정표를 제시해 주었는데, 그는 선의 원근법을 해체하고 색을 통해서 빛과 자연의 가시성을 재현하려고 했고 이를 색의 원근법이라 칭했다. 그가 선이 아니라 색에 우선권을 두고 작업하면서 색들의 대비들을 통해 드러내려고 했던 것은 깊이를 가진, 볼록한, 입체적 자연이었다. 맹목적인 근대 과학이 보기를 포기했던, 이 가시적 존재의 비가시성은 과학적 기호로 구현되었고 보이지 않는 실재의 세계로 가정되었는데, 이 과학의 맹목화 과정 속에서 인간은 보는 눈을 잃고 투명한 정신으로 정립되었다. 데리다와 같은 후기-프랑스 사상가들은 이 같은 인간에 기반을 둔 근대인간학이 사상누각의 꿈에 불과한 것으로 비판했는데, 그보다 앞서 메를로-퐁티는 세잔의 그림을 통해서 ‘신체를 잃은 인간’에 개탄하면서 비전을 되찾은 몸의 인간만이 이 잘못된 꿈에서 깨어날 수 있음을 역설했던 것이다.

This Thesis is to show Merleau-Ponty's words, 'the visible and the invisible are interwinded' which was the one of the his latest issues through the Cézanne's pictures and his life. The picture is visible but what painters wanted to draw was toward the invisible, the space or depth. We always see it but nonethless think it is invisible. This paradox has been repeated in the history of the science as well as the one of the painting. the space and the light hqve been the problems of the scientists, what was presupposed by modern scientists was thought as the empty and absolute reality but what was created by painters was regarded as illusions. So the priority of the science to the arts has been established. The space like the light has things be. But Merleau-Ponty went this context into reverse, he said that scientists had reduced the light into the contact with closed their eyes, so what they got to reach should be illusion as the dream. In other side what painter have been painted always is real, which they see and draw through their eyes and hands directly. In this context the becoming blind of 'the humanbeing' became the transparent mind invisigle without eyes, which has been criticized by post-french philosophers like Derrida. Merleau-Ponty especially mentioned Cézanne and his works because that he proposed the road to restore the vision in the history of the modern paintings. He deconstructed the prospective of the line and attempted to represent the visibility of the light and the nature through the graduations of the colors and called it the prospective of the color. What he was to reveal In his works was the swollen nature three dimensional with the depth. He pointed out the body-subject which Cézanne realized with his works and his life, could have people blind wake up from the false dream of the modernity.

본 연구의 목적은 역량기반 교육의 가능성을 탐색해 보고 초등학교 교사들은 역량기반 교 육과정에 대해 어떠한 인식을 가지고 있는지 알아봄으로써 역량기반 교육과정 개발과 구성 및 운영의 기초 자료를 제시하고 역량기반 교육과정 정착 여건을 조성하는데 도움이 되는 데 에 있다. 연구 결과를 요약하면 다음과 같다. 첫째, 초등학교 교사들은 역량기반 교육과정의 필요성은 느끼고 있었으나 역량기반 교육과 정에 대한 이해가 부족하므로 역량기반 교육과정에 대한 인식을 높일 필요가 있다. 둘째, 초등학교에서 강조해서 가르쳐야 할 필요성이 있는 역량은 저학년과 고학년의 발달 단계가 크게 차이나기 때문에 하나로 제시할 것이 아니라 학년이나 학년군에 맞도록 제시하 거나 재구성하도록 안내해야 한다. 셋째, 한국교육과정평가원에서 제시하고 있는 7가지 역량 외에 초등학교에서 가르쳐야 할 핵심역량으로 인성관련 역량의 추가를 검토할 필요가 있다. 넷째, 역량기반 교육과정 정착을 위해 교육과정의 내용을 적정화하고 단위학교에서 교육과 정을 창의적으로 재구성하여 운영할 수 있도록 더 많은 자율권을 주어야 한다.

The purpose of this study is to present basic data of the development, formulation and operation of competency-based curriculum and help to set the conditions of competency-based curriculum for its settlement by exploring the possibility of competency-based education and examining elementary school teachers’ perspectives on competency-based curriculum. The results of this study can be summarized as follows: first, elementary school teachers felt the need for competency-based curriculum but did not fully understand competency-based curriculum. Therefore, it is necessary to enhance perception of competency-based curriculum. Second, competencies that mainly need to be taught in elementary schools should be presented or instructed to be reorganized to suit the grade or grade group rather than being presented as one because they vary significantly according to the developmental stage of the lower and higher grades. Third, in addition to seven competencies presented by Korea Institute of Curriculum & Evaluation, it is necessary to review the addition of a humanity-related competency as the core competency to be taught in elementary schools. Fourth, for settlement of competency-based curriculum, more autonomy should be given so that the contents of curriculum can be optimized and the unit school can reorganize and operate the curriculum creatively.

본 연구는 유비쿼터스 시대에 살아가고 있는 현대인들이 누구나 소지하고 있는 모바일 기기들을 활용하여 무용 공연에서의 적용 가능성과 활용에 대한 방안을 모색하는 데 목적이 있다. 이를 위해 영화에서의 모바일, 공연에서의 모바일(관객 체험, 증강 현실), 마케팅에서의 모바일을 살펴보았다. 이를 토대로 모바일 영화를 활용한 무용, 모바일 관객 체험을 활용한 무용, 모바일 증강 현실을 활용한 무용, 모바일 마케팅을 활용한 무용으로 나누어 그 방안을 제언하였다.

The purpose of this study is to evaluate the applicability of mobile devices that may be utilized in dance performance, as everyone stride into the ubiquitous revolution era nowadays. To this end, the authors have closely examined the actual use of mobile devices in a variety of fields, such as movie, art performance (audience experience, augmented reality) and marketing. In this study, therefore, we present various plans related to various forms of mobile-based dances, which will be widely available in the movie, audience experience, augmented reality and marketing areas.

This research aims to incorporate TedED into general college-level English classes in South Korea. The students who participated in the research were English majors, who registered for general English classes. The TedED online site includes diverse lesson themes that are worth sharing. The site also offers unique functions such as ‘follow-up questions,’ ‘discussion questions,' and ‘dig deeper.' The research questions are related to learners' perspectives toward using the TedED video clips in English reading classes and the effects of the TedED on learners' affective factors. Throughout the classes, students watched the TedED video clips as a pre-reading activity. During the lesson, students received a lecture about the TedED video and the reading materials from the main textbook. For the team project of the course, students were required to perform a lecture demonstration like a speaker in the TedED. Since this paper is a case study, the data were collected from interviews, surveys, observations, and learners’ weekly journals in order to enhance the trustworthiness of the study. The findings of the research show several pedagogical implications regarding the incorporation of TedED into an EFL context. TedED is very useful for EFL English classes, but instructors need to select easy, varied, and interesting video clips from the TedED site so that learners may not perceive them as difficult.

본 논문은 근대 풍경화와 과학(영상)도구와의 연관성을 탐구하고자 한다. 18세기 유럽의 풍경화가들이 자연경관과 인공적 설치물(건물 등)을 그리는 작업에서 근대 과학의 도움으로 만들어진 영상기구들인 카메라 옵스쿠라와 카메라 루시다 등을 사용했던 사실에 근거하여, 이 논문에서는 당시에 유명한 풍경화가들이자 증거자료들이 비교적 분명히 남아있는 이탈리아의 안토니오 카날레토(Antonio Canaletto/Canal 1697-1768)와 영국의 토마스 샌드비(Thomas Sandby 1721-98), 과학자 윌리엄 H F 탈보트(Willian Henry Fox Talbot 1800-77)의 경우를 중심으로 과학적 영상도구를 사용한 이유와 작업과정에 대해 알아보고, 그 사용에서 장단점들과 더불어 미학적인 문제들을 분석하고자 한다. 당대의 풍경화가들이 카메라 옵스쿠라/루시다 같은 기구를 이용했을 때의 장점들은 빠른 스케치 작업으로 인한 시간 절감, 자연/현실의 충실한 묘사, ‘정확한’ 원근법적 구도의 구현에 있다. 그러나 이 기구들이 사용된 스케치들은 부분적으로 부정확하거나 단순화된 묘사가 보이기도 한다. 또 과학적 영상기구를 사용해서 예술작업이 기계의 메카니즘에 종속 문제가 있는데, 이 기구들은 스케치/드로잉에 사용되었고, 화가의 본격적인 그림작업, 즉 자연 해석과 채색ㆍ질감ㆍ명암 배합 같은 조형적 과정이 남아있으므로, 이들은 ‘회화작업에 도움을 주는 보조도구’일 뿐이었고, 화가의 창조적인 작업과정에 전혀 지장이 되지 않는다.

This thesis investigates the relationship of the 18th century European landscape painting and the scientific (optical) instruments like Camera obscura and Camera lucida. Based on the fact that some landscape painters, ‘veduta painters’, at that times might have used or surely used these optical instruments in their sketches/drawings, it explores the reasons for using them and their working process with them, and analyses the advantages/disadvantages here as well as the aesthetic problems in the cases of the Italian painter Antonio Canaletto (or Canal, 1697-1768), the British topographic artist Thomas Sandby (1721-98) and the British chemist/optician Willian Henry Fox Talbot (1800-77). Advantages of using Camera obscura/lucida are rapidity in drawing, truthful representation of nature/reality and ‘accurate’ fulfilling of perspectival structures. But partly ‘inaccurate’ or simplified depictions as disadvantages can be traced in drawings/sketches made by using these instruments. Another problem lie in the subordination of the artistic work to the technical devices, but for artists still remain the creative working process in painting like coloring, tone and chiaroscuro etc. Therefore, it can be maintained that the optical instruments have played a role of the subsidiary tool as an aid to painting.

Son, Young-Suk. 2013. Factors Influencing the Distribution of Japanese Plural Suffixes -tachi and -ra: A Study Employing the “Talk Show Multimedia Corpus”. Language Information. Volume 17. 47-72. This study examined which factors were significantly associated with Japanese speakers’ choice of the plural suffixes -tachi (たち) and -ra (ら), which resemble each other closely in meaning and are commonly seen in first-person plural pronouns such as watashi-tachi (わたし たち), watashi-ra (わたしら), boku-tachi (ぼくたち) and boku-ra (ぼくら), all meaning ‘we’. To do so, the study employed an intra- and extra-linguistic perspective based on the Talk Show Multimedia Corpus. The results revealed the following facts: The distribution of -tachi and -ra differed according to several intra-linguistic factors: the type of personal pronoun used with the suffix, the referents, and the content of the utterance, among others. Specifically, watashi and ore (おれ) ‘I’ are mainly used with -tachi, and boku ‘I’ with -ra. Further, -tachi is chosen when the referent of a personal pronouns includes all listeners, while -ra is frequently chosen when it does not. Finally, only -ra is used in honorific expressions, which in Japanese convey a meaning of downgrading of the speaker’s own status and that of people from their group or those with whom they are associated as compared to listeners. In the future, if the Multimedia Corpus can be improved to incorporate material other than that from television talk shows, it should be possible to comprehend the factors on the basis of which speakers select -tachi and -ra in colloquial Japanese, in more detail and from various perspectives, including speaker attributes that cannot be fully considered here because of the insufficient number of tokens.

A Narrative Research Study: Implementing Portfolios as Comprehensive Assessment Do-Hyun Yun (Hankuk University of Foreign Studies) The purpose of this qualitative research study is to analyze how portfolios can be implemented as comprehensive assessment. Portfolios provide today's educators with a viable means of measuring student knowledge within the framework of the life experiences and the values of learners. Through narratives from two participants, Hyun and David, this study gives English teachers in Korea valuable information about how portfolio assessment can make up for the weak points in the existing standardized tests. The findings say that for a key to success in implementing portfolios as an assessment strategy, we need thoughtful consideration about the contents taken from Hyun's and David's perspectives within the particular purposes and social contexts of schools.

Neurostimulation approaches have been developed and explored to modulate neuroplastic changes of cortical function in human brain. As one of the most primary noninvasive tools, transcranial direct current stimulation (tDCS) was extensively studied in the field of neuroscience. The alternation of cortical neurons depending on the polarity of the tDCS has been used for improving cognitive processing including working memory, learning, and language in normal individuals, as well as in patients with neurological or psychiatric diseases. In addition, tDCS has great advantages: it is a non-invasive, painless, safe, and cost-effective approach to enhance brain function in normal subjects and patients with neurological disorders. Numerous previous studies have confirmed the efficacy of tDCS. However, tDCS has not been considered for clinical applications and research in the field of physical therapy. Therefore, this review will focus on the general principles of tDCS and its related application parameters, and provide consideration of motor behavioral research and clinical applications in physical therapy.

The ethical dimension of teaching is rooted in dynamicity which in turn is in an interrelated and trans-individuality space. This dynamicity is generated by forces which reflect the ways human subjects act. Insofar as ethics opens a perspective to the other individual, the ideal and the new action, we are in a deictic orientation which gives the symbolic gestures a pragmatic dimension. Thus, the interaction ethico-didactic provides teaching-learning process with a performative and anthropological sense. So, it would be interesting to use the applied predicates which relate the educational subject with other individual. In which sense are these predicates available to create ethical-didactic activities? Our task is therefore to examine the application of predicates which would lead us to an action or a social project created by the ethical sense.

Dysphagia is a major disability in patients with Parkinson’s disease. Unlike typical motor symptoms, dysphagia is relatively unresponsive to dopaminergic drugs. However, occasionally, swallowing difficulties are much improved by dopaminergic agonists and significantly affected by on/off periods. In such cases, it is difficult to assess the severity of dysphagia accurately if swallowing function evaluation is performed without considering the wearing-off phenomenon in patients with PD. Here, we report a case of dysphagia in a female patient with Parkinson’s disease that was severely affected by the wearing-off phenomenon in response to prolonged use of levodopa. The patient presented with severe oral phase delay with choking symptoms during fluid intake. A videofluoroscopic swallow study performed during an ‘off-period’ showed massive aspiration with severely impaired swallowing function. However, when swallowing evaluation was performed during the ‘on-period’, almost no abnormal function was observed. After adopting an on/off period-tailored diet prescription, sufficient nutrition was possible without aspiration. Consideration of the wearing-off phenomenon is essential when evaluating swallowing function in patients with Parkinson’s disease. Patient-specific swallowing evaluations and diet prescriptions are needed to establish optimal therapeutic strategies.

Individuals with sluggish cognitive tempo (SCT) experience difficulties in achieving goal-directed behaviors. As time perspective (TP) helps elaborate problems in goal pursuit, this study aimed to identify the TP of individuals with SCT and compare it to individuals with attention-deficit/hyperactivity disorder (ADHD). The screening was performed using the Barkley Adult ADHD Rating Scale-IV, and participants were divided into the following groups: SCT & ADHD (n= 20), SCT only (n= 46), ADHD only (n= 22), and healthy controls (n= 28). To assess TP, participants also completed the Swedish Zimbardo Time Perspective Inventory. After controlling for depression and anxiety, the SCT only group showed higher present-fatalistic and future-negative TP compared to healthy controls. The ADHD only group showed higher present-hedonistic and futurenegative TP when compared to healthy controls. These results indicate that individuals with SCT have a generally fatalistic attitude and an aversive view of the future, possibly associated with low engagement in social and academic activities. On the other hand, individuals with ADHD have a present-oriented view and an aversive view of the future, possibly related to impulsivity.

Tumors are dynamic metabolic systems which highly augmented metabolic fluxes and nutrient needs to support cellular proliferation and physiological function. For many years, a central hallmark of tumor metabolism has emphasized a uniformly elevated aerobic glycolysis as a critical feature of tumorigenecity. This led to extensive efforts of targeting glycolysis in human cancers. However, clinical attempts to target glycolysis and glucose metabolism have proven to be challenging. Recent advancements revealing a high degree of metabolic heterogeneity and plasticity embedded among various human cancers may paint a new picture of metabolic targeting for cancer therapies with a renewed interest in glucose metabolism. In this review, we will discuss diverse oncogenic and molecular alterations that drive distinct and heterogeneous glucose metabolism in cancers. We will also discuss a new perspective on how aberrantly altered glycolysis in response to oncogenic signaling is further influenced and remodeled by dynamic metabolic interaction with surrounding tumor-associated stromal cells.