유학자는 유학의 전통에서 근본적으로 수양론을 토대로 하는 수기치인(修己治人)을 학문목표로 삼는다. 여기서 말하는 수양론은 개인적 차원의 내면적 심성 수양과 사회적 실천을 포함하고 있다. 이러한 경향은 조선중기 때 대구권을 중심으로 활동한 유학자로서, 이황과 조식을 중심으로 한 영남학파의 학통을 계승하고 있는 한강 정구의 경우에서도 확인할 수 있다.BR 본고에서는 퇴계학과 남명학의 도통을 계승하면서 자신만의 학파를 형성하였던 정구의 삶과 학문정신을 살펴보고 그 속에서 독서치료적인 함의를 살펴보는데 목적을 둔다.BR ‘독서치료(bibliotherapy)’란 문학작품을 매개로 독자의 심리적 문제를 해결하고 도와주고자 하는 치료방법으로서 문학작품을 매개로 하여 독자에게 치료적인 도움을 주는 것을 (...) 말한다. 독서치료의 원리는 ‘동일화(identification) – 카타르시스(catharsis) - 통찰(insight)’의 세 단계로 이루어져 있다.BR 정구는 경의사상을 중심으로 자신의 학문정신을 형성하였으며, 특히 경전을 통한 수기 치인의 자세를 중시하였다. 그러한 과정에서 경전을 통한 독서의 중요성을 강조하고 있는데, 이는 정구의 학문정신에서도 치유적인 성격을 확인해 볼 수 있다.BR 그리고 유학에서 강조하는 수기치인의 면모는 정구가 임진왜란을 겪는 과정에서 구체화 된다. 임진왜란은 조선 사회에 크나큰 혼란을 초래한 사건이다. 이에 정구는 자신의 제자들과 함께 그 혼란한 상황 속에서도 자신이 경전을 통해 배운 성현의 가르침을 현실 속에서 구현하고자 하였다. 그것이 바로 수신의 외적 실현이라고 본 것이다. 그러한 노력들은 의병을 조직하고 외세에 저항하는 과정에서도 발견된다. 그 속에서 그들은 임진왜란이라는 고통과 갈등 상황을 회피하지 않고 극복하기 위해 적극적으로 저항하면서 삶의 의미를 발견하고자 하였다. 이처럼 정구의 학문은 유학 본연의 실천성을 회복하고자 평생 동안 노력하였으며, 이러한 그의 실천철학적인 모습은 치유적 사유를 통해 접근할 수 있다고 할 수 있다. (shrink)

Hangang Jeong Gu can be considered a representative Yeongnam regions’s scholar of the late sixteenth and early seventeenth centuries. He was a scholar who followed in the footsteps of both Emperor Lee Hwang and Jo Sik, and developed his studies especially in the fields of psychology and art. He was a scholar who inherited from the scholastic mantle of Lee Hwang and Jo Sik, and developed his own scholarship, especially focusing on study of mind and study of ritual. He (...) was active mainly in the Yeongnam region centered on Seongju and Daegu. The Yeongnam region was located on the road to the Japanese invasion during the Japanese invasion of Korea in 1592 and directly suffered the damage. For this reason, after the Japanese invasion of Korea in 1592, those who led the righteous army activities in the Yeongnam region led the academic world, and among them, there were many figures of the Hangang School, including Jeong Gu. Studies on Jeong Gu have been accumulated for about 40 years, starting in 1985, and are being studied in various fields such as literature, history, and philosophy. And as the research on Jeong Gu progressed, the Hangang School, which inherited the academic flow of Jeong Gu, was gradually studied. In this paper, research on the Hangang School is largely divided into four categories: the external appearance and status of the Hangang School, the aspect of academic transmission of Jeong Gu, the growth and expansion of the Hangang School, and the social practice of the Hangang School. First of all, the denotation and status of the Hangang School were examined through Hoiyeongeupmunjehyeonrok and Bongsanyokhangrok. Hoiyeongeupmunjehyeonrok is Jeong Gu’s literary record, which examines the overall scale and extension of the Hangang School, and through Bongsanyokhangrok, Jeong Gu’s academic influence at the time, as well as the bonds and solidarity within the school can be confirmed. And the aspect of Jeong Gu’s academic transmission was examined through Hangangeonhaeongrok, a collection of Jeong Gu’s words and actions. Through this, it is possible to confirm Jeong Gu’s academic thoughts passed down to the Hangang School. In addition, the growth and expansion of the Hangang School can be confirmed through the process in which a large number of second-generation and third-generation Confucian scholars in the Daegu region who were active at the time were absorbed into the Hangang School as Jeong Gu moved his lecture center from Seongju to Daegu and Chilgok. In addition, as one of the aspects of social practice of the Hangang School, it can be confirmed through the development of righteous armies activities during the Japanese invasion of Korea in 1592. Lastly, it contains contents about some tasks in the study of the Hangang School in the future. (shrink)

본 논문은 조선 말기에 활동한 우성규와 일제강점기에 활동한 신성섭의 활동 양상을 통해 조선 중기 때 금호강과 낙동강이 합류하는 대구 지역에 형성된 한강 정구에서 낙재 서사원으로 이어지는 학맥과 도통 의식이 300년 동안 이어져 내려왔음을 규명하고자 했다. 우성규와 신성섭은 금호강 하류일대에 구곡을 경영하고 구곡가를 지으면서 한강 정구와 낙재 서사원을 떠올렸다. 대구지역에는 몇몇 유학자들이 구곡을 경영하면서 구곡가를 지었는데, 여기에서 자신의 학맥과 도학의 연원을 정구와 서사원에 두고 있는 것은 우성규와 신성섭 두 사람의 경우이다.BR 우성규는 이뿐만 아니라 일찍이 칠곡부사 시절 정구와 깊은 관련이 있는 녹봉정사와 (...) 사양서원, 관어대 등을 찾았다. 그리고 낙향 후 서찬규와 이종기 등 일대의 유림 80여 명과 어울려 낙강선유를 했을 때도 정구와 서사원을 떠올렸으며, 낙강선유 자체도 일찍이 서사원이 행했던 선사선유의 행적을 따랐던 것이다.BR 이를 통해 금호강이 낙동강과 합류하는 하류 지역, 곧 대구를 중심으로 한 낙동강 중류 지역 일대에는 조선 중기에 형성된 한강 정구에서 낙재 서사원으로 이어진 낙동강 중류 지역 유학의 학맥과 도통 의식이 300년이 되도록 끊어지지 않은 채 면면히 이어졌음을 알 수 있다. (shrink)

본고에서는 한강학파가 임진난이라는 현실적 고통에 어떠한 방식으로 직면해 있으며, 그들이 이를 대응하고 극복하기 위해 어떠한 노력을 해나갔는지에 대한 양상을 살펴보는 것을 목적으로 한다. 한강학파는 조선 중기 대구권에서 주로 활동한 한강 정구를 중심으로 형성된 학파를 말한 다. 정구는 경(敬)을 통한 마음 수양과 의(義)를 통한 사회실천의 전통을 모두 받아들이면서 자 신의 학문적 토대로 삼았다. 그는 학문적 회통성과 개방성뿐만 아니라 경의협지의 수양 정신을 사회적 실천으로 확장시켜 학문의 실천성까지 담보하고자 하였다. 그리고 이러한 특징은 특히 임진난이라는 위기 상황을 겪으면서 구체화된다. 이에 한강학파는 임진난 당시 국난을 (...) 극복하 기 위한 직간접적인 노력을 통해 영남지역을 주도하는 세력으로 그 위상이 급부상하게 된다. 따라서 본고에서는 임진난 전후로 정구와 그의 문인들이 임진난이라는 위기상황을 대응 하고 극복하는 양상을 통해 당시의 학계를 주도한 그들의 학문의 정체성과 연속성을 확인해 보고자 하였다. 이에 따라 세 가지의 카테고리를 통해 살펴보고자 한다. 먼저 한강학파의 성 장과 그들의 학문이 형성된 사상적 기반을 살펴본다. 한강학파는 정구의 사상적 흐름을 이 어 받고 있는데, 정구의 학문을 소개하면서 한강학파의 학문적 연원을 살펴본다. 그 다음으 로는 임진난 당시 의병활동의 전개 양상과 피난 생활 및 문학적 대응 양상을 살펴본다. 그들 의 처세 양상은 달랐지만 필자는 이들 모두 국난을 극복하기 위한 직간접적인 양상으로 보 았다. 임진난 이후 한강학파는 향촌사회 중심으로 사회재건활동에 진력하는데, 이 또한 그 들의 강한 사회적 실천성을 확인할 수 있는 하나의 자료가 될 것이다. (shrink)

A well-known common wisdom asserts that strong social bonds undermine delinquency. However, there is little empirical evidence to substantiate this assertion regarding adolescence academic cheating across cultures. In this study, we adopt social bonding theory and develop a theoretical model involving four social bonds and adolescence self-reported academic cheating behavior and cheating perception. Based on 913 adolescents in France and China, we show that parental attachment, academic commitment, and moral values curb academic cheating; counterintuitively, peer involvement contributes to cheating. We (...) test our theoretical model across culture and gender, separately, using multi-group analyses. For French teens, peer involvement encourages and moral values undermine cheating; for Chinese adolescents, all four social bonds contribute to cheating, similar to the whole sample. For girls, parental attachment deters, but peer involvement enhances cheating. For boys, parental attachment is the only social bond that does not affect cheating. We treat social integration as a mediator of the relationship between peer involvement and social bonds that construct, in turn, is related to cheating and ask: Considering popularity, who are likely to cheat? Our answers provide an interesting paradox: Popularity matters, yet popular French girls and unpopular Chinese boys are likely to cheat. Social sharing is a positive pro-social behavior in consumer behavior. However, academic cheating and rule breaking, reflecting self-serving altruism and the red sneakers effect, at a very young age may have the potential to grow into the Enron Effect later in their lives as executives in organizations. We shed new lights on both the bright and dark sides of social bonds on cheating, demonstrate bad company corrupts good morals, differently, across culture and gender, and provide practical implications to social bonding, business ethics, and cheating. (shrink)

Adolescents have increasing discretionary income, expenditures, and purchasing power. Inventory shrinkage costs $123.4 billion globally to retail outlets. Adolescents are disproportionately responsible for theft and shoplifting. Both parents and peers significantly influence adolescents’ monetary values, materialism, and dishonesty as consumers. In this study, we develop a theoretical model involving teenagers’ social attachment and their consumer ethics, treat adolescents’ money attitude in the context of youth materialism as a mediator, and simultaneously examine the direct and indirect paths. Results of 1018 adolescents (...) illustrate that social attachment discourages unethical beliefs directly, but encourages it indirectly through monetary values. Our multi-group analyses demonstrate a novel paradox: The correlation between parental and peer attachments is smaller in France than in China, but similar across gender. Parents contribute more than peers to social attachment in France, but both carry equal weight in China. There is a negative direct path for the Chinese sample and for girls. Indirectly, parental attachment prevents French teenagers’ unethical beliefs, whereas peer attachment promotes boys’ unethical intention, supporting the notion—bad company corrupts good morals. Across both culture and gender, monetary attitude excites dishonesty consistently for all adolescents. A negative direct path exists for Chinese boys only. Overall, social attachment reduces unethical beliefs. Parental and peer supports shape teenagers’ monetary intelligence and ethical or unethical decision making, differently, across culture and gender. We provide theoretical, empirical, and practical implications to ethical parenting, peer attachment, monetary values, and business ethics. (shrink)

Background Participants' understanding of clinical trials is important in informed consent. However, little is known about what information participants really want to know. Aims To demonstrate the existence of a discrepancy between participants' understanding and their desire to know. Methods The participants in clinical trials at Seoul National University Hospital were surveyed. The survey consisted of 11 statements based on the essential elements of informed consent. The participants gave two responses to each statement on a five-point Likert scale to rate (...) their subjective understanding and desire to know, respectively. Information discrepancy was defined as the difference between these two ratings: if understanding exceeded desire to know for a particular item, it was defined as ‘over-informed’; if desire to know exceeded understanding for a particular item, it was defined as ‘under-informed’. Results Participants reported good understanding of ‘voluntariness’, ‘duration’, ‘study involves research’ and poor understanding of ‘confidentiality’, ‘compensation’, ‘benefits’, ‘procedures’ and ‘risks or discomforts’. For ‘risks or discomforts’, ‘who to contact’, ‘voluntariness’, ‘duration’ and ‘procedures’, participants reported high desire to know compared with ‘confidentiality’, ‘purpose’, ‘study involves research’ and ‘benefits’. The elements ‘study involves research’, ‘voluntariness’, ‘duration’, ‘purpose’ and ‘who to contact’ were over-informed, while ‘compensation’, ‘risks or discomforts’, ‘procedures’, ‘confidentiality’ and ‘benefits’ were under-informed. Participants over 50 years of age, those without a college education and those whose participation was less voluntary were relatively less informed about the clinical trials. Conclusions An information discrepancy was observed between the participants' understanding and their desire to know. By putting more emphasis on under-informed elements, the quality of informed consent could be improved. (shrink)

The purpose of this study was to explore the motivational structures of external whistleblowers involved in the decision to blow the whistle by applying MEC theory and the laddering technique. Using both soft and hard laddering methods, data were collected from 37 Korean external whistleblowers. Results revealed that the means-end chain of external whistleblowers was the hierarchical linkage among two concrete attributes, two functional consequences, and one terminal value. The extant whistleblowing literature has either made assumptions about whistleblowers’ motivations when (...) developing models or has drawn indirect inferences from measures of other variables. Our study is the first with an explicit and empirical focus on whistleblowers’ motivations. The findings provide evidence of the motivational structures of external whistleblowers that consist of a set of complex paths linked by multi-layered motivators. This research will be helpful in designing and reviewing whistleblowing programs for organizations, regulatory agencies, and journalists. (shrink)

Ethical youth work is ‘good' youth work but how do youth work practitioners collectively determine what is ‘good'? This article presents findings from four-country surveys of youth workers' attitudes and understandings of what constitutes ‘good', that is to say ‘ethical’ practice. The article presents the principles that youth workers say underpin ethical practice in Australia, Estonia, Iceland, and Ireland. The first three countries have well established Codes of Ethics and/or Practice and Professional Associations, while Ireland does not. A survey of (...) youth work practitioners funded by Erasmus Plus, was conducted across the four countries (n = 405). A comparative analysis of data across countries revealed consensus around key characteristics of youth work practice such as the participation, empowerment, and safety of young people. These core principles form the basis of good and ethical action by practitioners. In countries which have codified these principles, these Codes were reported to be useful tools to support practitioners in their work. The survey further suggests that reflective practice is important in the application of ethical codes to concrete practice situations acting as a form of collective accountability and praxis. To conclude, we consider the implications of these findings for professionalism, and professionalisation in youth work nationally and internationally. (shrink)

Svirsky, Howard, and Berman have enumerated a variety of U.S. FDA roles, arguing that although the public possess a “right to information” about health risks,...

Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation (...) elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment. (shrink)