大學의 理念과 敎授의 硏究活動

Abstract

In this thesis, I have investigated five items relating to the idea of the university and a professor's research activity in sequence as follows. The first, is related to the problem of establishing a system which produces scholarly attainments independently. These days the graduate core-course university is the subject of lively discussion. What exactly does this mean? It is based, in short, on the recognition that without the independence of scholarly attainments, it could not guarantee national independence and racial existence. From now on, the independence of scholarly attainments is no less necessary than that of politics or economics. The second, makes a comparison between ideas of the university. Jaspers, who wrote "The Idea of University", conunts the researches in truth" as the first function of universty. Here, I compared the universitys features in Korea with those of the U.S.A. and Japan. The idea of Korean university is prescribed in Article 108 in the educational law, that the purpose of university is to teach and research into the academically profound theoryies necessary for the nation and the development of human society, and on its extensive adaptive method and also to cultivate the character of the students. I inquired into the ideas that have been revealed in the report of researches in an actual state. In case of the U.S.A., the pinely academic research is the idea of university. And in Japan, the idea of university is led by the government university. But that of the Korean university could be stipulated as that teaching is the main current and research is the secondary. The third, is connected with the historical precepts of those types of university. I think the time is ripe for a new idea of the university. It is because we could be well acquainted with historical percepts through the history of the university. As an example, I cited a university in a country that creates new idea and endeavours to construct a new type of university. Such countries are certain to secede from the underdevelopmental state and become an advanced nation. One of these cases is shown in Germany. Berlin University is the very model of a modernistic and philosophical university. The other case is shown in a state university of the U.S.A. representative of a practical, scientific and social services oriented university. The fourth, is about professors. and their researches. I emphasize the common but stern reality that the university is the foundation, base point and motive power of a nation's prosperity and development. After examining other views about professors and researches, I enumerate seven types of professor. ① a prof. of academic research ② a prof. of teaching ③ a prof. of mass communication ④ a prof. of orienting secular remuneration ⑤ a prof. of subcontract researcher ⑥ a prof. of executing administrative affairs ⑦ a prof. of the mere vocational man. I also presented three stage of the professors growing process. The fifth, concerns the idea of the future university and its conception. Looking back over the last forty years, we have been interested chiefly in politics and economics. Most recently, we have interested ourselves in scientific technology. Perhaps this is also partly because our prime purpose for living has changed for the more physically abundant. If so, it should be included in the field of economics. And then, what should be needed earnestly for us? I insist that this be "education". In 1970, the U.N. designated that year as "the Year of World Education". I called to mind its significance and talked about the educational university as a new idea and type of university. In this thesis, thesis, I outlined the characteristics of an educational university and explained why the science of education should be a prime subject of the compulsory common liberal arts courses.