21 research outputs found
μ΄μΈλ²μ£λ₯Ό μ€μ¬μΌλ‘
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μ¬νκ³Όνλν μΈλ‘ μ 보νκ³Ό, 2019. 2. μ€μλ―Ό.μΈλ‘ μ λͺ¨λ μ¬κ±΄μ 곡μ νκ² λ³΄λν΄μΌ ν¨μλ λΆκ΅¬νκ³ , νΉμ μ¬κ±΄μ λ§€μ° μ μ μ μΌλ‘ 보λνλ κ²μΌλ‘ 보μ΄λ©°, νΉν λ²μ£λ³΄λλ λ§€λ² λνμ΄λλ― κ·Έ μ μ μ±μ΄ λ¬Έμ λ‘ μ§μ λμ΄μμμλ λΆκ΅¬νκ³ μ΄λ€ λ²μ£λ€μ΄ μ μ μ μΌλ‘ 보λλλμ§ μ²΄κ³μ μΌλ‘ μ°κ΅¬λμ΄μ¨ λ°κ° μλ€. μ΄ μ°κ΅¬λ λ²μ£ 보λμ μ΄μ μ λμ΄, μΈλ‘ μ΄ μ΄λ€ λ²μ£μ¬κ±΄μ μ μ μ μΌλ‘ 보λνλμ§ μ΄ν΄λ³΄μλ€.
μ΄λ₯Ό μν΄ λ¨Όμ λ²μ£μ λ΄μ©μ λ²μ£μ μ°¨μ, νΌν΄μ μ°¨μ, λ²μ£ νμ μ°¨μμΌλ‘ ꡬλΆνκ³ μ°¨μ λ³λ‘ μ μ ν λΆμμ λͺ©λ€μ λμλ€. λ€μμΌλ‘ κ°μ’
μΈλ‘ μ μ€λ¦¬κ·λ²λ€μ μ°Έκ³ νμ¬ λ΄μ©μ μ°¨μμ μ μ μ±μ 5κ°μ νμ κ°λ
λ€μ ν΅ν΄ μ 리νμκ³ , κ° νμκ°λ
λ³λ‘ 3-4κ°μ μΈλΆμ μΈ μ μ μ 보λνν νλͺ©λ€μ λμ΄ μ΄ 17κ°μ νλͺ©μΌλ‘ μ μ μ λ²μ£λ³΄λμ κΈ°μ€μ μ μνμλ€. μ΄λ€μ κ°μ§κ³ κ΅λ΄ λνμΌκ°μ§ 3μ¬μμ 2015λ
λΆν° 2017λ
κΉμ§ 보λλ μ΄μΈμ¬κ±΄ κΈ°μ¬λ₯Ό λμμΌλ‘ μ΄μΈλ²μ£μ λ΄μ©κ³Ό μΈλ‘ μ μ μ μ 보λνν κ°μ κ΄κ³μ λν λΆμμ μλνμλ€.
κ·Έ κ²°κ³Ό, μΈλ‘ μ λ¨μ±Β·μ κ³Όκ° μλ λ²μ£μμ²λΌ μ¬λλ€μ΄ μΈμνκΈ°μ μ νμ μΈ λ²μ£μκ° μ μ§λ₯Έ μ¬κ±΄μ λ μ μ μ μΌλ‘ 보λν κ²μΌλ‘ λνλ¬λ€. ννΈ νΌν΄μ μ°¨μμμλ μλΒ·μ²μλ
νΌν΄μ, μΉμ‘± νΉμ νμΈμ μν΄ μ΄ν΄λ νΌν΄μ, μ¬λ¬ λͺ
μ΄ μ΄ν΄λΉν μ¬κ±΄μ νΌν΄μμ κ°μ΄ λΉκ΅μ λ λΉμΈκ°μ μ΄κ³ λΉλλμ μΈ λ²μ£ μ¬κ±΄μ μ μ μ μΌλ‘ 보λν κ²μΌλ‘ λνλ¬λ€. λ²μ£ νμ μ°¨μμμλ κ³νλ λ²μ£λ₯Ό κ·Έλ μ§ μμ λ²μ£λ³΄λ€ μ μ μ μΌλ‘ 보λν κ²μΌλ‘ λνλ¬λ€.
μ΄ μ°κ΅¬λ κ·Έκ° μ²΄κ³νλμ΄ μ€μ§ λͺ»ν λ΄μ©μ μ°¨μμ μ μ μ±μ 체κ³μ μΌλ‘ κ°λ
ννμλ€λ μ , μ΄λ₯Ό λ°νμΌλ‘ μ€μ¦μ μ΄κ³ μ’
ν©μ μΈ μ°κ΅¬λ₯Ό μννμ¬ μΈλ‘ μ μ μ μ 보λ ννλ₯Ό μ’
ν©μ μΌλ‘ κ΄μ°°ν μ μκ² λ μ , μ μ μ λ²μ£λ³΄λμ ν μμΈμΌλ‘μ λ²μ£μ λ΄μ©μ μ΄ν΄λ³΄μλ€λ μ μμ κ·Έ μμλ₯Ό κ°λλ€.μ 1 μ₯ λ¬Έμ μ κΈ° 1
μ 2 μ₯ μ νμ°κ΅¬ κ²ν 5
μ 1 μ λ²μ£ 5
μ 2 μ λ²μ£λ³΄λ 9
μ 3 μ 보λμ μ μ μ± 16
μ 4 μ μ μ μ λ²μ£λ³΄λ 26
μ 3 μ₯ μ°κ΅¬λ¬Έμ λ° μ°κ΅¬λ°©λ² 41
μ 1 μ μ°κ΅¬λ¬Έμ 41
μ 2 μ μ°κ΅¬λ°©λ² 42
1. λΆμμ λͺ©μ μ‘°μμ μ μ 43
2. μλ£μ μμ§κ³Ό λΆμ 54
μ 4 μ₯ μ°κ΅¬κ²°κ³Ό 59
μ 1 μ μΈλ‘ μ΄ λ³΄λν λ²μ£μ¬κ±΄ 59
1. κΈ°μ¬ νΉμ± 59
2. λ²μ£μ 62
3. νΌν΄μ 68
4. λ²μ£ νμ 72
μ 2 μ μΈλ‘ μ λ²μ£λ³΄λ μ μ μ± νν 75
1. μΈλ‘ μ μ λ°μ λ²μ£λ³΄λ μ μ μ± νν 75
2. μΈλ‘ μ¬λ³ λ²μ£λ³΄λ μ μ μ± νν 83
3. κΈ°μ¬μκΈ°λ³ λ²μ£λ³΄λ μ μ μ± νν 87
μ 3 μ μ°κ΅¬λ¬Έμ κ²°κ³Ό 94
1. λ²μ£μ μ°¨μ 94
1) λ²μ£μ μ 94
2) λ²μ£μμ μ± 98
3) λ²μ£μμ κ΅μ 102
4) λ²μ£μμ μ κ³Ό μ¬λΆ 106
5) μκ²° 110
2. νΌν΄μ μ°¨μ 112
1) νΌν΄μ μ 112
2) νΌν΄μμ μ± 116
3) νΌν΄μμ λμ΄ 120
4) λ²μ£μμ νΌν΄μ κ° κ΄κ³ 126
5) μκ²° 131
3. λ²μ£ νμ μ°¨μ 132
1) λ²μ£ κ³νμ± μ¬λΆ 133
2) μμ μ κΈ° μ¬λΆ 137
3) μκ²° 141
μ 5 μ₯ λ
Όμ 142
1. μ°κ΅¬μ μμ½ 142
2. μ°κ΅¬μ μμ 147
3. μ°κ΅¬μ νκ³ 148
μ°Έκ³ λ¬Έν 150
λΆλ‘ 161
Abstract 168Maste
ꡬκ°μ μλ©΄ μμμ λνλλ μ κ²½λ³λ³μ± ν΅μ¦μ μΉλ£
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ μΉμνλνμ : μΉκ³Όλν μΉμνκ³Ό, 2016. 2. κΉνν¬.μ κ²½λ³λ³μ± ν΅μ¦μ μ κ²½κ³μ μΌμ°¨μ μΈ μμ λλ κΈ°λ₯μ΄μμ μν΄ λ°μν ν΅μ¦μΌλ‘ μ μνλ€. μ κ²½λ³λ³μ± ν΅μ¦μ κ·Έ μμΈκ³Ό μμ μμμ λ°λΌ μΌμ°¨μ κ²½ν΅(trigeminal neuralgia), ν¬μ§ν μ κ²½ν΅(postherpetic neuralgia), μΈμν μ κ²½ν΅(traumatic neuropathy)μΌλ‘ λΆλ₯ν μ μλ€. μμμ μΌλ‘ μ κ²½λ³λ³μ± ν΅μ¦μ μλ°μ μ΄λ©° μ§μμ μΈ λ°μμ±μ ν΅μ¦ λλ μΌμμ μΈ μκ·Ήμ μν΄ κ°νκ² μ΄λ°λλ ν΅μ¦μΌλ‘ λνλλ€. μ΄λ νμμ μΌμμνμ λ°©ν΄νμ¬ μΆμ μ§μ μ νμν€κΈ° λλ¬Έμ μ¬κ°ν μνμ , μ¬νμ λ¬Έμ λ‘ μ΄μ΄μ§λ€. μνμ‘°μ¬μ λ°λ₯΄λ©΄ νμ¬ μ κ²½λ³λ³μ± ν΅μ¦μ κ²ͺλ λ§μ νμλ€μ΄ ν΅μ¦μ λνμ¬ μ μ ν μΉλ£λ₯Ό λ°μ§ λͺ»νκ³ μλ κ²μΌλ‘ μλ €μ‘λ€. μ΄λ μ κ²½λ³λ³μ± ν΅μ¦μ λν ν΅μΌλ λΆλ₯ 체κ³μ λΆμ¬μ μ κ²½λ³λ³μ± ν΅μ¦μ΄ λνλκΈ°κΉμ§μ λ³ν μ리μ λν μ΄ν΄μ λΆμ‘±, κ·Έλ¦¬κ³ μΉλ£ λ°©λ²μ λν κ·Όκ±° μ€μ¬μ μΉλ£ λ°©λ²μ΄ μΆ©λΆν λ§λ ¨λμ΄ μμ§ μκΈ° λλ¬Έμ΄λ€. νμ¬μ μ κ²½λ³λ³μ± ν΅μ¦μ μΉλ£λ μ½λ¦¬νμ (μ μ μ , κ΅μμ ), μμ μ , λ€λ₯Έ 보μμ μΈ λ°©λ²μ΄ μ¬μ©λκ³ μμΌλ©° μ£Όλ μΉλ£λ μ μ μ μΈ μ½λ¬ΌμΉλ£λ₯Ό ν΅ν΄ μ΄λ£¨μ΄μ§λ€. λ§μ μ½μ λ€μ΄ μ°κ΅¬λ₯Ό ν΅ν΄ μ κ²½λ³λ³μ± ν΅μ¦μ κ²½κ°μ ν¨κ³Όκ° μλ€κ³ λ°νμ‘κ³ μ΄λ μΌνκ³ νμ°μΈμ (tricyclic antidepressants), μΈλ‘ν λ-λ
Έλ₯΄μνΌλ€νλ¦° μ¬ν‘μ μ΅μ μ (serotonin-norepinephrine reuptake inhibitor) , carbamazepine, gabapentin, pregabalinκ³Ό μ€νΌμ€μ΄λ(opioids)λ₯Ό ν¬ν¨νλ€. μ΄ λ
Όλ¬Έμ μ¬λ¬ λ¬Έν μ‘°μ¬λ₯Ό ν΅ν΄ μ κ²½λ³λ³μ± ν΅μ¦μ ν¨κ³Όμ μΈ μ½λ¬Ό μΉλ£μ λν κ·Όκ±° κΈ°λ°μ μΉλ£ κ³νμ μ μνλ κ²μ λͺ©μ μΌλ‘ νλ€. μ΄λ₯Ό μν΄μλ μ κ²½λ³λ³μ± ν΅μ¦μ λ³ν μ리μ λν μ΄ν΄κ° νμνλ―λ‘ λ¨Όμ μ κ²½λ³λ³μ± ν΅μ¦μ μμΈκ³Ό λ°λ³ κΈ°μ μ λν΄ μμ보μλ€. λν 무μμ λμ‘°μν(randomized controlled trial)μ ν΅ν΄ μ κ²½λ³λ³μ± ν΅μ¦μ μΉλ£μ ν¨κ³Όκ° μλ€κ³ μλ €μ§ μ½μ λ€μ μ‘°μ¬νκ³ κ·Έ ν¨κ³Όμ λΆμμ©μ κΈ°μ€μΌλ‘ μ κ²½λ³λ³μ± ν΅μ¦μ κ° νμλΆλ₯μ λ°λΌ μΌμ°¨, μ΄μ°¨, μΌμ°¨λ‘ μ νν μ μλ μ½μ λ₯Ό μ μνμλ€. μ κ²½λ³λ³μ± ν΅μ¦μ μΉλ£λ μ½λ¬Ό μΉλ£λ₯Ό μ€μ¬μΌλ‘ μ¬λ¬ νλ¬Έ λΆμΌμ νλμ΄ νμνλ€. μ κ²½λ³λ³μ± ν΅μ¦μ λν λμ± μ νν μ΄ν΄μ μ΄λ₯Ό λ°νμΌλ‘ ν κ·Όκ±° μ€μ¬μ μΉλ£λ λ―Έλμ μ κ²½λ³λ³μ± ν΅μ¦μ μΉλ£λ₯Ό μ’ λ ν¨κ³Όμ μΌλ‘ μ΄λ£¨μ΄μ§λλ‘ ν κ²μ΄λ€.1. μ λ‘ 1
2. μ κ²½λ³λ³μ± ν΅μ¦μ λΆλ₯ 3
3. μ κ²½λ³λ³μ± ν΅μ¦μ μ§λ¨ 4
4. μ κ²½λ³λ³μ± ν΅μ¦μ λ°λ³ κΈ°μ κ³Ό λ³ν μ리 6
4.1. Ectopic nerve activity 6
4.2. μ€μΆκ°μ(Central sensitization) 7
5. μ κ²½λ³λ³μ± ν΅μ¦μ μΉλ£μ μ¬μ©λλ μ½μ λ€ 9
5.1. μ μ μμ© μ½μ . 9
5.1.1. νμ°μΈμ 11
5.1.2. νμ κ°μ 11
5.1.3. νλΆμ λ§₯μ½ 13
5.1.4. μ€νΌμ€μ΄λ 13
5.1.5. κΈ°ν μ½λ¬Ό 14
5.2. κ΅μμμ© μ½μ 14
6. μ κ²½λ³λ³μ± ν΅μ¦μ μΉλ£λ₯Ό μν μμ 16
7. ꡬκ°μ
μλ©΄ μμ μ κ²½λ³λ³μ± ν΅μ¦μ νμλΆλ₯μ λ°λ₯Έ ν¨κ³Όμ μΈ μΉλ£ κ³ν 17
7.1 μΌμ°¨μ κ²½ν΅ 17
7.1.1 μμ μ¦μ 17
7.1.2. λ°λ³ μμΈ 18
7.1.3. μΉλ£ 18
7.2. ν¬μ§ν μ κ²½ν΅ 20
7.2.1 μμ μ¦μ 20
7.2.2. λ°λ³ μμΈ 20
7.2.3. μΉλ£ 21
7.3. μΈμν μ κ²½ν΅ 22
7.3.1 μμ μ¦μ 22
7.3.2. μΈμν μ κ²½ν΅μ λ€λ₯Έ λΆλ₯μ μ©μ΄ 23
7.3.3. λ°λ³ μμΈ 24
7.3.4. μΉλ£ 25
8. μ κ²½λ³λ³μ± ν΅μ¦μ μλ°© 27
9. κ³ μ°° 29
μ°Έκ³ λ¬Έν 33
ν 45
μ΄λ‘ 46Maste
An Empirical Study on Effects of the Cap-and-Trade System on Air Pollutants in the Seoul Metropolitan Area Industrial Settings
νμλ
Όλ¬Έ(μμ¬) -- μμΈλνκ΅λνμ : νκ²½λνμ νκ²½κ³ννκ³Ό, 2023. 2. νμ’
νΈ.νκ²½λ¬Έμ μ λν κ΅λ―Όμ κ΄μ¬ μ¦κ°μ ν¨κ» μ§λ 50μ¬ λ
κ° νκ΅μ λκΈ° μ€μΌλ²μ λ€μνκ² λ°μ ν΄μλ€. νΉν 2003λ
λΆν° 2019λ
κΉμ§ μνν μλκΆ λκΈ°νκ²½κ°μ μ κ΄ν νΉλ³λ²μ μλκΆ μ§μλ§μ νΉμ ν μ§μ λ¨μ νκ²½λ²μ΄λΌλ μ μμ κ·Έ μλ―Έκ° κΉλ€. ν΄λΉ λ² ν μ€μν μλκΆ μ¬μ
μ₯ λκΈ°μ€μΌλ¬Όμ§ μ΄λκ΄λ¦¬μ λ μλκΆ λκΈ°μ€μΌλ¬Όμ§ λ°°μΆμ¬μ
μ₯λ€μ SOx, NOx, λ¨Όμ§ λ°°μΆμ΄λμ κ·μ νλ μμ κ·μ μ μ±
μ΄λ€. μ΄λ κ³Όκ±° λλκ·μ λ°©μμ νκ³λ₯Ό 극볡νκΈ° μν μλ²μ μ μ±
μ΄μλ€. μ μ±
μ€μ ν 20μ¬ λ
μ΄ μ§λ νμ¬, μ΄λμ λ κ·Έ ν¨κ³Όμ±μ μΈμ λ°μ μ κ΅λ¨μλ‘ νλ μ€μλκ³ μλ€.
μ λΆλ μ΄λμ μ λκΈ°μ€μΌλ¬Όμ§ μ κ°ν¨κ³Όμ κ΄ν λ³΄κ³ μλ₯Ό λ€μ λ°κ°ν΄μλ€. κ·Έλ¬λ ν΄λΉ λ³΄κ³ μλ€μ μ μ±
νμ νκ°λ λμ μ¬μ
μ₯μ λκΈ°μ€μΌλ¬Όμ§ λ°°μΆλμ λ¨μ κ΄μ°°νλ λ°©μμΌλ‘ μ§νλμ΄ μ μ±
μνκ³Ό μ€μΌλ¬Όμ§ λλ κ° μΈκ³Όμ±μ λͺ
νν 보μ¬μ£Όμ§ λͺ»νλ νκ³κ° μ‘΄μ¬νλ€. μ¬μ
μ₯ λ°°μΆλμ μ μ±
μν μ¬λΆλΏλ§ μλλΌ ν΄λΉ μ°λμ κ²½μ μ±μ₯λ₯ , κΈ°μ λ°μ , μλ―Όμ¬νμ νκ²½ μΈμ λ± λ€μν μΈλΆ μμΈμ μν₯μ λ°μ μ μλ€. λ°λΌμ μ μ±
μνμ μν¨κ³Όλ₯Ό νκ°νκΈ° μν΄μλ μΈμ λ³μμ μ μ ν ν΅μ κ° νμμ μ΄λ€.
λ³Έ λ
Όλ¬Έμ 2007λ
λΆν° 2019λ
κΉμ§μ μ₯κΈ°ν¨λλ°μ΄ν°λ₯Ό ꡬμΆνμ¬ κ³ μ ν¨κ³Όλͺ¨νμ νμ©ν μ΄μ€μ°¨λΆλ°©μμΌλ‘ μλκΆ μ΄λμ μ μ μ±
μν¨κ³Όλ₯Ό λΆμνμλ€. λΆμ κ²°κ³Ό 1, 2μ°¨ μ΄λμ ν λΉκ³Ό 2μ°¨ κ³νμ°λ μν μ΄ν μλκΆ μ§μμ NOx λλλ μ μμμ€ 1%μμ κ°μνμλ€. λν λ°°μΆκΆ ν λΉλ κ°μ, μ°Έμ¬ μ¬μ
μ₯ μ¦λ λ± κ°νλ μ μ±
μνκ³Ό ν¨κ» λλ κ°μμΉκ° μ¦κ°νλ μμμ 보μλ€. λ¨, μ νμ°κ΅¬μμ μ§μμ μΌλ‘ μ κΈ°ν λ°°μΆκΆ κ³Όμ ν λΉ, κ±°λλ μ μ‘°μ λ¬Έμ λ μ¬μ ν μΌλΆ μ‘΄μ¬νμ¬ ν₯ν μ΄λμ μν μ±κ³Ό ν₯μμ μν μ μ±
μ μ¬κ³ κ° νμνλ€.With the growing public interest in environmental issues, South Koreas air pollution regulations have developed in various ways over the past 50 years. In particular, the Cap-and-Trade system on air pollutants in the Seoul metropolitan area industrial settings is meaningful in that it is the first air quality regulation conducted at the regional level and controls the total amount of SOx, NOx, and TPS emitted by industrial settings. More than 20 years after the implementation, the system is being expanded nationwide in recognition of its effectiveness.
The government has published a number of papers regarding the achievements of the regulation. However, these papers have limitations in showing the causal relationship between policy implementation and air quality improvement in the Seoul metropolitan area. Air quality can be affected not only by policy implementation, but also by various external factors such as economic growth rate for the year, technological progress, and environmental awareness of people. Therefore, appropriate control of exogenous variables is essential to evaluate the net effect of policy implementation.
This paper empirically investigates the net effect of the Cap-and-Trade system on air quality improvement in the Seoul metropolitan area industrial settings using the fixed effect model with difference-in-difference. The results reveal that the concentration of NOx in the Seoul metropolitan area decreased after the first and second credit allocation and the implementation of the second year plans at the significance level of 1%. In addition, the decrease levels were increased which implies strengthening measures such as gradual reduction in credit allocation improves political efficiency. Nevertheless, several limitations are remained, so continuous improvement is still needed.μ 1 μ₯ μλ‘ 1
μ 1 μ μ°κ΅¬ λ°°κ²½ 1
μ 2 μ μ°κ΅¬ λͺ©μ 3
μ 2 μ₯ μ μ±
νκ²½ λ° μ ν μ°κ΅¬ 5
μ 1 μ κ΅λ΄ λκΈ°νκ²½λ²μ λ³μ² 5
μ 2 μ μ¬μ
μ₯ μ΄λκ΄λ¦¬μ 8
μ 3 μ μ νμ°κ΅¬ 12
μ 3 μ₯ μ°κ΅¬ λ²μμ λ°©λ² 17
μ 1 μ μ°κ΅¬ λ²μ 17
μ 2 μ λ³μ μ μ 20
μ 3 μ μ°κ΅¬ λ°©λ² 23
μ 4 μ₯ μ°κ΅¬ κ²°κ³Όμ κ³ μ°° 27
μ 1 μ μ°κ΅¬ κ²°κ³Ό 27
μ 2 μ κ²°κ³Ό λΆμ 29
μ 5 μ₯ μ°κ΅¬ μμ½ λ° κ²°λ‘ 30
μ 1 μ μ°κ΅¬ μμ½ λ° ν¨μ 30
μ 2 μ μ°κ΅¬ νκ³ λ° νμ μ°κ΅¬ μ μΈ 31
μ°Έκ³ λ¬Έν 34
Abstract 38μ
κ°μ΄ μ¨λκ° λ Ήλ묡μ ν μ€μ³ νΉμ±μ λ―ΈμΉλ μν₯
νμλ
Όλ¬Έ(μμ¬)--μμΈε€§εΈζ ‘ 倧εΈι’ :ι£εηι€εΈη§,1996.Maste
A Study on Counterargument Integration Teaching and Learning in Argumentative Writing Education
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :μ¬λ²λν κ΅μ΄κ΅μ‘κ³Ό(κ΅μ΄κ΅μ‘μ 곡),2019. 8. λ―Όλ³κ³€.λ³Έ μ°κ΅¬λ λ
Όμ¦μ κΈμ°κΈ°μμ λ°λ‘ ν΅ν© κ΅μνμ΅ λ°©μμ μ€κ³νμ¬ κ·Έ ν¨κ³Όλ₯Ό κ²μ¦νλ λ° λͺ©μ μ΄ μλ€. λ³Έ μ°κ΅¬λ κ·Έκ°μ λ
Όμ¦μ κΈμ°κΈ° κ΅μ‘μμ νμ΅μκ° λ
Όμ¦μ ν
μ€νΈμ λ°λ‘ λ° λ°λ‘ λμκ³Ό κ΄λ ¨ν λ
Όμ¦μ ν¨κ³Όμ μΌλ‘ μ μνμ§ λͺ»νλ€λ νμ€νμ λν λ¬Έμ μ κΈ°κ° μ§μμ μΌλ‘ μ΄λ£¨μ΄μ Έ μ¨ λ°μ λΉν΄, νμ΅μμ κ·Έλ¬ν λ
Όμ¦μ κΈμ°κΈ° μν μμμ λ³νμν€κΈ° μν 체κ³μ μ΄κ³ κΈ°νμ μΈ κ΅μνμ΅ κ΅¬μμ λν λ
Όμλ λΆμ‘±νλ€λ μ μ λ¬Έμ μμμ κ°μ§κ³ , λ°λ‘ ν΅ν©κ³Ό κ΄λ ¨ν μ΄λ‘ μ λ
Όμλ₯Ό λ°νμΌλ‘ λ
Όμ¦μ κΈμ°κΈ°μμμ λ°λ‘ ν΅ν© κ΅μνμ΅ λ°©μμ μ€κ³νμ¬ μ€μ€ν μ°κ΅¬λ₯Ό ν΅ν΄ κ·Έ ν¨κ³Όλ₯Ό κ²μ¦νκ³ μ νμλ€.
β
‘μ₯μμλ λ
Όμ¦μ κΈμ°κΈ°μμ λ°λ‘ ν΅ν© κ΅μνμ΅μ μν μ΄λ‘ μ κΈ°λ°μ ꡬμΆνκ³ μ νμλ€. μ΄λ₯Ό μν΄ λ¬Έν μ°κ΅¬λ₯Ό λ°νμΌλ‘ λ°λ‘ μ κ°λ
λ° μΈ΅μλ₯Ό μ μνμκ³ , λ°λ‘ ν΅ν©μ κ°λ
λ° κ³Όμ μ μ΄ν΄λ³΄μλ€. μ΄λ₯Ό λ°νμΌλ‘ λ°λ‘ ν΅ν©μ λ
Όμ μ λν μ°¬μ± νΉμ λ°λμ μ
μ₯μ λ°νλ λ
Όμ¦μ ν
μ€νΈμμ λλ¬λλ, νμ μ
μ₯μ μμ© κ°λ₯μ±μ μ¦μ§μν€λ λ° κΈ°μ¬νλ λ°λ‘ μ νμ©κ³Ό λ°λ‘ μ λν λμμΌλ‘ μ μνμμΌλ©°, λ°λ‘ ν΅ν©μ κ³Όμ μ λ°λ‘ μ μΈ΅μλ₯Ό κΈ°μ€μΌλ‘ μ€μ¬ λ°λ‘ μΈμ, μμ λ°λ‘ ꡬμ±, ν
μ€νΈ λ΄ λ°λ‘ νμ©μΌλ‘ ꡬλΆνμ¬ κ³ μ°°νμλ€. κ·Έλ¦¬κ³ λ
Όμ¦μ κΈμ°κΈ°μμ λ°λ‘ ν΅ν© κ΅μνμ΅μ μμλ₯Ό λ
Όμ¦μ κΈμ°κΈ° μνμ λν λ©νμ μΈμ μ΄μ§κ³Ό νμ¦νΈν₯ κ°μλ₯Ό ν΅ν λ
Όμ¦μ ν
μ€νΈμ μμ€ μ κ³ μ μΈ‘λ©΄μμ μ΄ν΄λ³΄μλ€.
β
’μ₯μμλ λ
Όμ¦μ κΈμ°κΈ°μμ λ°λ‘ ν΅ν© κ΅μνμ΅ λ°©μμ μ€κ³νκ³ μ νμλ€. μ΄λ₯Ό μνμ¬ β
‘μ₯μμμ λ°λ‘ ν΅ν©κ³Ό κ΄λ ¨ν μ΄λ‘ μ λ
Όμμ λλΆμ΄, κ΅μ΄κ³Ό κ΅μ‘κ³Όμ λ° κ΅κ³Όμλ₯Ό λΆμνμ¬ κΈ°μ‘΄μ λ
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Όμ¦μ κΈμ°κΈ° κ²°κ³Όλ¬Όμ μΈ‘λ©΄μΌλ‘ ꡬλΆλμ΄ μ΄λ£¨μ΄μ‘λ€. λ°λ‘ ν΅ν© μν μμμ μΈ‘λ©΄μμλ μ€μ¬ λ°λ‘ μΈμ, μμ λ°λ‘ ꡬμ±, ν
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Όμ¦μ κΈμ°κΈ° κ²°κ³Όλ¬Όμ μΈ‘λ©΄μμλ μ£Όμ₯ λ° κ·Όκ±°μ μ μ , μμ¬μ μν©μ λν μΈμ, κΈμ ꡬ쑰 νλͺ©μμ κ΅μνμ΅μ ν¨κ³Όλ₯Ό νμΈν μ μμλ€.The purpose of this study is to demonstrate the effect of counterargument integration teaching and learning in argumentative writing education. Even though previous studies have addressed the issue that students can not effectively deal with the counterargument in argumentative writing, there has been lack of discussion about how to promote the use of counterargument that contributes to promoting acceptability of the authors position in argumentative writing. In this regard, this study focuses on counterargument integration and examines the educational effect of counterargument integration teaching and learning for argumentative writing.
In chapter β
‘, this study tried to construct the theoretical basis for the counterargument integration teaching and learning for argumentative writing. Based on literature review, this study examined the concept of counterargument integration and various factors of it. Counterargument integration is defined as the use of counterargument and response on that counterargument which contributes to promoting the acceptability of the author's position in the argumentative writing that copes with the pros and cons of the argument. In addition, various factors of counterargument integration are discussed based on the level of recognizing actual counterargument, constructing expected counterargument, and using counterargument on the text.
In chapter β
’, this study focused on designing the counterargument integration teaching and learning for argumentative writing. First of all, this study examined how argumentative writing education has been conducted now in South Korea by analyzing Korean language education curriculum and textbooks. Next, this study analyzed the argumentative writing data of 59 high school second grade students. The writing patterns were analyzed and typed, and some implications were discussed.
Based on literature review, curriculum and textbook analysis, and educational implications based on the students argumentative writing patterns, the counterargument integration teaching and learning activities were designed. Firstly, as for the educational activities for recognizing actual counterargument, exploring argumentative texts for understanding the controversial essence of argumentation and filling in a self-checklist for recognizing argumentative writing metacognitively were suggested. Secondly, as for the educational activities for constructing expected counterargument, conducting a small group discussion to understand pros and cons of arguments and making a list of pros and cons of arguments were suggested. Thirdly, as for the educational activities for using counterargument on the text, using a direct teaching model for learning counterargument responding strategies and using scaffolds for constructing arguments which respond to the counterargument were suggested.
In Chapter β
£, this study tried to demonstrate the effect of the counterargument integration teaching and learning for argumentative writing which is designed in chapter β
’. For this purpose, a quasi-experimental study was designed, which consists of an experimental group, a comparative group, and a control group (25 students for each group). As a result of one-way ANOVA on the students prior argumentative writing level, it was confirmed that each group had the same level. As for the experimental group, the counterargument integration education was conducted. As for the comparative group, the argumentative writing education using the pre-existing Speaking and Writing textbooks. As for the control group, there was no educational instruction given.
In order to demonstrate the effect of education, mixed research method was used to confirm argumentative writing level after the education. As a result of quantitative analysis, there was a difference between the groups on the level of argumentative writing. Based on this, it was confirmed that the counterargument integration teaching and learning for argumentative writing education was effective. Qualitative analysis was conducted by selecting the average level of students argumentative writing in each group in order to point out the qualitative aspects of argumentative writing before and after the education. The qualitative aspects of the argumentative writing at the average and superior level of argumentative writing in the experimental group were also examined. The result of this study suggests that further research on the counterargument integration teaching and learning in argumentative writing education is needed.β
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Abstract 191Maste
Paradise as Alien Future in Mary Shelley's The Last Man
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Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μμ΄μλ¬Ένκ³Ό, 2013. 2. νμλ¦°.μ΄ λ
Όλ¬Έμ γμ΅νμ μΈκ°γμμ λ©λ¦¬ μ
Έλ¦¬κ° μμνλ λ―Έλμ μ£Όλͺ©νμ¬ μμ€μ κ·Έλ €μ§λ μ΄μ μ¬νμμ νκ³μ κ°λ₯μ±μ μ΄ν΄λ³Έλ€. 18μΈκΈ° νλ°μμ 19μΈκΈ° μ΄λ°μ μ΄λ₯΄λ μκΈ° μκ΅μ μ μΉ λ΄λ‘ μλ νλμ€ νλͺ
μ΄ μ΄λ°μν¨ κΈ°λμ λΆμμ λλ¬μΈκ³ μΈκ³ μ’
λ§λ‘ μ λλ €μκ³Ό μΈκ³μ’
λ§ λ€μ μ²λ
μκ΅μ²λΌ μ°Ύμμ¬ μ΄μ μ¬νμμ κΈ°λκ° κ³΅μ‘΄νκ³ μμλ€. μκ°μ 거리λ₯Ό λκ³ κΈ°λμ λΆμλ€λ‘ κ°λνλ κ³Όκ±°μ μκ΅μ λμ보λ λ©λ¦¬ μ
Έλ¦¬λ νλΌλ€μ΄μ€μ λ―Έλμ λν νμ μ΄ μ¬μ€ λ―μ λ―Έλμμ λλ €μμ μ¨κΈ°κ³ μμΌλ©° λ°λΌμ λ°°νμ νλ ₯μ±μΌλ‘ μ΄μ΄μ§ μ μμμ λΉννμ§λ§, μ΄μμ μ€ν¨μ λν λ°λ°λ‘ λ―Έλλ₯Ό λλ ΅κ³ μ λμ μΈ μμμΌλ‘ κ·μ ν΄λ²λ¦¬λ κ²λ κ±°λΆνλ€. κ³Όκ±°μ μ€ν¨λ₯Ό 극볡ν μ μλ μ΄μ λ λΆμνλ©΄μ ν¬λ§μ μΈ λ―Έλλ₯Ό λ°μλ€μ΄λ λ° μλ€λ κ²μ μ΄ μμ€μ 보μ¬μ€λ€.
1μ₯μμλ μ
Έλ¦¬μ μ£ΌμΈκ³΅λ€μ΄ κ°μ§λ λ―Έλμ λν κΈ°λμ κ·Έ λ¬Έμ μ μ λν΄ μμλ³Έλ€. γμ΅νμ μΈκ°γμ μ£ΌμΈκ³΅λ€μ μΈκ°μ΄ μλ‘ μν₯μ μ£Όκ³ λ°μ μ μκ² ν΄μ£Όλ©° κ²°κ΅μλ μΈκ° μνΈ κ°μ κ²½κ³λ₯Ό νλ¬Όμ΄λ¨λ¦¬λ κ°μ λ₯λ ₯μ΄ μΈκ°μ λ³Έμ±μ΄λΌκ³ μ¬κΈ΄λ€. κ·Έλ€μ μ΄ κ°μ λ₯λ ₯μ μΌκΉ¨μμΌλ‘μ¨ μΈλ₯ μ 체λ₯Ό 무νν μ¬λκ³Ό κ°μ¬μ μ°λλ‘ λμ΄λ€μΌ κ²μ κΏκΎΌλ€. κ·Έλ¬λ μ¬λκ³Ό κ°μ¬μ 쑰건μ μ΄λ€μ΄ μΌλ°©μ μΌλ‘ κ·μ νκ³ κ΅μ‘νλ κ²μ΄ λ κ²½μ° μ΄ μ΄μμ μ½κ² νΉμ ν κ΄μ΅κ³Ό μ ν΅μ μλ¬΄λ‘ κ°μνλ νμΌλ‘ λ³νν μ μλ€. μ£ΌμΈκ³΅λ€μ΄ κΏκΎΈλ μ΄μμ μΈ μ¬ν μμ μ§μ ν μλ‘μ΄ λμμ΄ μλλΌ, κ·Έλ€ μ¬νμ λ¬Έμ μ λ€μ μ§μμν¬ λΏ μλλΌ μ λΉνμν€λ λ―Έλμμ΄ λλ¬λκ² λλ€.
2μ₯μ μμμΉ λͺ»ν μ¬μ μ μΌλ³μ μν΄ μ΄λ° λ―Έλμ λν κΈ°λκ° λ¬΄λμ§λ κ³Όμ μ μ£Όλͺ©νλ€. μΈκ³ λ©Έλ§μ λΆλ¬μ€λ μ μΌλ³μ μΈκ°μ κ°μ λ₯λ ₯μ ν¬λ§μ κ±Έμ§λ§ μ μ μΈλΆμ μν₯μ λ°κ³ λ³νλλ κ²μ κ±°λΆνλ μΈκ°μ μ΄μμ£Όμμ λͺ¨μμ μ§λ¬Έμ λμ§λ€. μ μΌλ³μ μΈκ°μ κ°μ λ₯λ ₯μ΄ μΉλͺ
μ μΈ κ°μΌ κ°λ₯μ±, μ¦ μμΈ‘ν μ μλ μΈμ μν₯λ ₯μ μ΄λ € μλ μ·¨μ½μ±μ΄κΈ°λ νλ€λ κ²μ 보μ¬μ€λ€. κ·Έλ¬λ―λ‘ μ μΌλ³κ³Ό λ§μ μΈμ μμμ μΌλ‘ νμνκ² μ μλ μΈκ°λ€μκ³Ό μΈκ° μ¬νλ₯Ό μνΈνλ €λ μλλ μ€ν¨ν μλ°μ μλ€.
3μ₯μμλ μμΈ‘ λΆκ°λ₯ν λ―Έλμμ μ§μ ν 보νΈμ νλΌλ€μ΄μ€μ κ°λ₯μ±μ λ°κ²¬ν μ μμμ λ°νλ €κ³ νλ€. μ μΌλ³μ΄ ν©μΈκ³ μ§λκ° λ€ μΈλ₯κ° μλ μμ°μ λͺ¨μ΅μ λ§μΉ μλ²½ν μ‘°νλ₯Ό μ΄λ£¬ νλΌλ€μ΄μ€ κ°μ§λ§ μ΄ μ‘°νμμ μμΈλ μ μΌν μΈκ° μμ‘΄μ λΌμ΄μ€λ¬μκ²λ κ°μ₯ λμ°ν μ
λͺ½μ΄λ€. μ΄ νλΌλ€μ΄μ€λ μμΈμν€κ³ λ°°μ νλ κ²μ΄ μλ μ£ΌμΈκ³΅λ€μ κ±°μ§λ 보νΈμ μ΄μ μ¬νμμ λ€μ§μ΄μ§ λͺ¨μ΅μ΄λ€. κ·Έλ¬λ μ΄λ° κ΄΄λ‘μ΄ κ²½νμ κ³κΈ°λ‘ λΌμ΄μ€λ¬μ λ―μ λ―Έλμ μμΈ‘ λΆκ°λ₯μ±μ΄ νλΌλ€μ΄μ€μ λ―Έλμ λν νμ λΏ μλλΌ μΈκ° 곡λ체μ κ°λ₯μ±μ‘°μ°¨ λ¨μμμ§ μλ€λ μ λ§ μμ λΆκ°λ₯νκ² λ§λ λ€λ κ²μ κΉ¨λ«λλ€. λ―Έμ§μμ μ‘°μ°μλ μΈμ λ λλ €μμ΄ μλ°λμ§λ§ μ΄ λ§λ¨μ μ΅νμ μΈκ°μ΄ μ λ§μ μΈ νμ¬λ₯Ό λμ΄μ€ μ μλ μ μΌν κ°λ₯μ±μ΄κΈ°λ νλ€.This thesis explores the formal possibilities and impossibilities of the ideal society portrayed in Mary Shelleys The Last Man, focusing on how Shelley imagines the future. Surrounding the anxieties and expectations triggered by the French Revolution, the political discourse of England in the late 1700s and early 1800s consisted of apocalyptic fear along with millenarian hope. Mary Shelley, looking back to the national past teeming with expectations and anxieties about the future, criticizes blind faith for paradisiacal future, which hides fear of the alien future and can lead to violent exclusion of the alienhowever, she also refuses to succumb to the fear that the ideal may fail by redefining the future as essentially fearful and hostile. This novel shows that the key to overcoming the past failure lies in embracing the insecure but hopeful nature of the future.
Chapter 1 examines the utopian expectations Shelleys characters hold for the future and their limits. The leading characters of The Last Man define human nature as the sensibility that enables man to influence each other and ultimately melts down the boundary between men. They endeavor to awaken this sensibility so as to draw the whole humanity into the bond of unconditional love and gratitude. The blueprint for the ideal society, however, can easily turn into the pressure to conform to the a specific cultural convention when unconditional love and gratitude become an ideal that is one-sidedly defined and educated. Their version of the ideal society, failing to provide the an alternative to the preexisting society, instead functions to sustain and justify it.
Chapter 2 focuses on the process through which unexpected disaster, the plague, dismantles the leading characters expectations of the future. The plague that brings about the apocalypse questions the contradictory premises of their idealism, which relies for its hope on human sensibility but refuses to be influenced and changed in turn. The plague reveals relying on the human sensibility entails the lethal possibility of infection: a weakness open to external influence. Wherefore an attempt to defend human society and the human against the plague is doomed to failure.
Chapter 2 focuses on the process in which an unexpected disaster, the plague, dismantles the leading characters expectations of the future. The apocalyptic plague questions the contradictory premises of their idealism, which depends on the possibility of human sensibility but meets its limit in the refusal to be influenced and changed in turn by the other. The plague reveals that relying on human sensibility entails the lethal possibility of infection and the vulnerability of being open to external influence. Therefore, an attempt to defend the human and human society against the plague is doomed to failure.
Chapter 3 argues that the unforeseeable future holds the possibility for an authentic universal paradise. A post-pestilential nature rid of humanity takes on the form of a perfectly harmonized paradise, while at the same time being the nightmarish and completely alienating environment for the sole human survivor Lionel. This paradise parodies and discloses the selective universality of the version o ideal society cherished by Lionel and his friends. The painful experience of the post-pestilential world, however, leads Lionel to the realization that the unpredictability of the alien future that thwarted their vision of future paradise also precludes the despair that no chance is left for human society. While an encounter with the unknown is always accompanied by a fearful possibility, this encounter offers the chance for the last man to reach beyond the painful present.
Chapter 3 argues that the unforeseeable future holds the possibility for an authentic, universal paradise. The post-pestilential nature rid of humanity takes on the form of perfectly harmonized paradise, while at the same time providing a nightmarish environment for the sole human survivor Lionel and thereby completely alienating him. This paradise parodies and discloses the selective universality of Lionel and his friends version of ideal society. The painful experience of the post-pestilential world, however, leads Lionel to the realization that the unpredictability of the alien future that thwarted their vision of the future paradise also precludes despair for the future of human society. While an encounter with the unknown always accompanies fear, this encounter offers the last man a chance to reach beyond the painful present.κ΅λ¬Έμ΄λ‘
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AbstractMaste
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