This research takes as its object a body of historical researches by a new generation of French architects in the 1970s, who tried to confront the deep crisis in architecture since the years 1960. The research begins by noting that the ideology of the architect as an autonomous and transcendental subject, an ideology held by the architects of the previous generation, was a main target that young architects wanted to criticize and overcome. From this observation, the research focuses on a antihumanistic project which gave basis for a significant number of historical researches on modern architecture and was the result of a reappropriation of the French structuralism intensively developed in the human and social sciences of that time in France. After a series of textual analyzes, we argue that a new perspective on the city and the relationship of the latter with the architecture on the one hand, and the proposal for an "modest" architect as an alternative figure after rejection of the autonomous and transcendental one on the other hand, have been derived as the outcome of anti-humanist historiographic works. Finally, we assume that these historical adventure gave conceptual basis for postmodern architecture in France, freed from the modern myth of unity of author and that of work of art, but tinted by a moralism requesting modesty to architects.

The issue of languages used in Algeria has been addressed by the government through Arabization and is therefore marked by nationalism. The struggle for linguistic independence vis-à-vis French is still ongoing. In addition, the Berber language isn't officially recognized. However, recent economic and social changes have affected the country with the opening of the free market economy and the changes in political landscape and culture. As a result, there has been the emergence of a more objective and pragmatic approach to the question regarding the many different languages spoken in the country. Such changes can be seen, somehow, as the product of the history of Algeria, fueled by large socio-cultural influences that have marked the Mediterranean and the French presence. Here, the Berber language is as important as French in terms of understanding the culture and mentality of Algeria. In fact, the Algerian government is now working hard to better take into account all the different parameters (political, social, educational, economic and historical) for new language policies. All these movements taking place, in turn, are bound to influence adherence to the Francophonie.

In schools, foreign language is not only a means of communication but also a tool used in order to create a whole man in terms of as a student and as an individual as well. French education in high schools has always aimed to develop useful communication skills in students. However, by the end of schooling, students have not obtained the capacity of communication nor the satisfaction of learning the language. The fictional dialogs and the repetitive exercises were not the ideal solutions. According to the new 2009 Official Instructions for French as Second Language, French education in high schools has practical, cultural, and educational objectives. It also strives to find balance between the three. Yet French classes will not improve: the practical objective is always overcharged, the cultural goal is always subjected to communication, and the educational one, vaguely defined as the development of knowledge and personality, leads the teachers to be free to do as they want. This study examined the new direction of French education in schools and redefined three objectives of French education in a way that it ensures the link with the entire education system.

This research aims to demonstrate the sociocultural significance of architectural journals produced in the 1970s during which a fundamental reconsideration of architectural discipline has been made. To this end, we established a method of analysis adapted to the characteristics of architectural journals of that period. In this formulation, the relative autonomy of architectural journal with regard to various actors and institutions involved in its production emerged as a major criterion for the analysis of a journal. From this methodological reflection, we analyzed two French architectural journals, AMC published between 1973 and 1981 and l’Architecture d'Aujourd'hui between 1974 and 1977, which were produced both in close relation with parisian architectural schools (UPA) in the context of reestablishment of architectural education and beginning of architectural research in France after the events of May 1968. If these journals reflected and strengthened the architectural reality and especially the social network of their protagonists, it is equally important to note that they have transformed it into cultural network, and this by the mechanism proper to their preparation and their textual organization.

The main goal of this study is to provide the educational contents of French grammar by means of English grammar. As one of their strong points, English has simplified the verbal and nominal inflections, but French has done the regular shape of its pronunciation. As a matter of course, they differ in the pronunciation, words, and expressions. Nevertheless, French and English have shared so many things through their history: their vocabulary and grammar on the Greco-Roman legacy have had mutual influences through Norman Conquest(1066) and the industrial revolution. So these two languages have grammatical common concepts, which are not at all: for example, the parts of speech, word order, modes, tense, passive voice, relative clauses, etc. There is not only grammatical similarity but also difference between these two languages. Basically, they have the word order SVO but French has the case SOV that contains clitic pronouns. They also show subtle disparities in the mood, the tense, the frame of verbal sub-categorization, the hiatus, etc. Though they broadly have common concepts of the article, its ordinary uses are not same. In the passive voice and the relative clauses, there is a little subtle distinction. But English grammar helps students to understand French grammar. In consequence, students who have knowledge of the former can easily acquaint the latter. Professors may lead students to reach to a higher level of French grammar by explaining common concepts and emphasizing different ones between these two languages

프랑스에의 2005년 4월 22일 법률이 안락사를 절대적으로 적법화하는 것은 아니고 이 법률은 안락사를 일정한 경우 엄격한 요건 하에 형사처벌을 하지 않음으로써 안락사에 대한 개혁을 가져왔다. 이 법률은 의사가 죽어가는 환자의 존엄과 그의 생명을 보장할 의무를 갖도록 한다. 이 법률에 의하면 의사는 환자의 의사를 존중하도록 한다. 의사는 환자가 치료할 수 없는 심각한 경우 치료를 제한하거나 중지하는 것을 결정할 때 환자의 의사를 존중한다. 이 법률에 의할 때 환자가 인생의 말기에 있고 자기의 의사를 표현할 수 없는 상태에 있을 때 의사는 무의미한 치료를 제한하거나 중단할 수 있다. 환자의 권리와 인생의 종말에 관한 2005년 4월 22일 법률은 모든 사람은 자기가 자기의 의사를 표현할 수 없는 경우를 위해 자기의 종말에 관한 사전의사결정서를 작성할 가능성이 있다고 규정한다. 이러한 사전의사 결정서는 환자가 의식을 잃기 3년 전에 작성된 경우에는 의사는 이 사전의사결정서를 고려해야 한다. 의사가 무익한 치료를 제한하거나 거절할 수 있다지만 의사는 여러 조건과 집단지도 절차를 존중해야 한다.

This paper examines the current states of French education in Korea and proposes the future prospect by analysing the causes of a change. The number of students who choose French as a foreign language (FFL) subject decreased in the secondary school education for years. One reason is that the French language is not included as one of the second foreign language subjects in the baccalaureate exam. In the case of secondary school education, there is not much we can do about it unless the government changes the policy about foreign language subjects. At university level education, I propose that students should go further with their education, not only to the French territories, but also to French speaking countries, particularly Africa. Then, we may plan to change a curriculum to include the African culture, for instance. According to students' specific objectives, the department can offer various curricula; the programs and teaching methods of FFL should be defined according to learners' goals. The collaboration with the Embassy of France in Korea is also necessary to overcome the current crisis.

The present study aims to examine the realization of language immersion education for FLE (Français Langue Étrangère) and CLE (Coréen Langue Étrangère). Foreign Language teachers’ role has been recently concerned as to find out the interaction between a teacher and a learner in language immersion education. The success of language immersion education depends on the learners’ attitudes and motivation. The learners’ motivation can be enhanced through the electronic sources online made by the nonnative language teachers or through the extra-curricular language activities. The findings of the present study are summarized as follows. First, the teachers must perceive learners’ first language and culture to accomplish a successful interaction. Second, the foreign language policy should favor not only English, but also other various languages as well. Third, the feedback through the self-evaluation should be followed by its purposes and types.

본 연구의 목적은 프랑스 국립도서관에 소장된 고지도의 동해 명칭 표기 사항을 조사하는 것이다. 이를 위해 먼저 프랑스 국립도서관 이 소장한 고지도 중 동해가 표기될 가능성이 있는 지도의 목록을 추출하였고, 이들 지도를 조사하여 이들 지도에 표기된 바다 이름을 조사하였다. 둘째, 이들 지도에 표기된 동해 명칭의 변천과정을 살펴보았다. 조사결과 1500년대와 1600년대에는 동해가 중국해로 표기되었다. 1600년대의 지도 중 니호프(Niehoff)의 지도가 동해를 한국해인 ‘mare coreum’으로 표기함을 확인하였다. 그리고 서양해와 반대되는 의미인 동양해의 의미인 ‘mer orientale’ 이 점차적으로 중국해 쪽으로 이동해 옴을 발견하였다. 1700년 대 지도는 약 58%의 지도가 한국해 명칭으로 동해를 단독 표기하였다. 1700년대 중후반의 지도 중 일부는 현재의 동해를 소동양해로 표기하였다. 그러나 라페루즈 해도 발간이후인 1800년대의 지도는 90%이상이 일본해로 표기하였다. 연구 결과 개별 도서관의 소장 지도를 전부 파악하여 동해 표기 사항을 양적으로 계량화하는 것은 별다른 의미가 없음을 확인하였다. 프랑스 국립도서관은 지도 80만장, 아틀라스 1만부를 소장하고 있는데, 이러한 상황에서의 양적인 접근은 표본추출과 관련한 오류를 유발한다. 특히 19세기 이후의 지도에서는 일본해 명칭의 빈도수가 압도적인데 이러한 상황에서 동해 명칭 근거를 양적인 측면에서 주장하는 것은 합리적이지 않다. 따라서 지도의 중요성을 고려한 질적인 접근을 병행하여야 하며, 이를 고려한 논리 개발이 이루어져야 한다.

본 논문은 종래 공교육이 평등주의나 평준화와 거의 동일시되어온데 대해 의문을 품고, 과연 공교육과 평등은 어떤 이념적 혹은 실체적 연관성을 갖고 있는 것인지를 구명하고자 하였다. 이를 위해 먼저 근대적 공교육의 모국인 프랑스의 공교육 제도가 대혁명 이후 앙시앵 레짐(Ancien Rgime)를 극복하고 공화국이념을 전파하는 보통교육을 설립해나가는데 있어서 평등이념은 중요한 역할을 해왔다는 것을 확인할 수 있었다. 그러나 프랑스의 공교육을 단순히 형식적 평등의 잣대로만 볼 수 없게 하는 대표적인 예가 그랑제꼴이다. 이는 일반대학과는 별도의 선발과 교육 등을 통해 프랑스를 이끌어나가는 각 분야의 실무엘리트들을 거의 독점적으로 보급하는 기능을 맡고 있는데, 이러한 제도가 200년간 굳건히 존속해온 프랑스 공교육을 단순히 평등 하나의 잣대로 개념화하기에는 무리가 있다고 보고, 그보다는 국가(state)가 원칙적으로 교육제도를 형성하는 책임을 맡고 있는가를 통해 사교육에 대비되는 공교육의 개념요소를 추출하고자 하였다. 이러한 이론적 작업을 통해 우리 헌법적 현실에서 가능한 교육모델을「공교육 / 평준화」,「공교육 / 비평준화(혹은 개별화)」,「사교육 / 비평준화(혹은 개별화)」의 세 가지로 정리하고, 이는 국가와 개인에게 공동의 책임을 부과하며 자유와 평등의 균형적 발전을 추구하는 우리 헌법 및 교육관련법령의 정신에도 원칙적으로 어긋나지 않음을 보이고자 하였다. 그러나 구체적인 국면에서는 보통교육의 수준과 단계에 따라, 국가개입의 법치국가적 한계의 준수 여부 등에 따라 위헌의 문제가 발생할 수도 있다는 점을 지적하고, 따라서 공교육제도가 적절하게 구성되고 운용되기 위해서는 무엇보다 국가와 시장의 경계획정에 주목할 필요가 있다는 결론을 제시하고자 한다.

This study aims to analyze contemporary women's sense of fashion aesthetic by looking into the design and trend of T-panties, which have now carved out a new niche in the world's 21st century female underwear markets. By this, I'd like to reassure readers of the importance of T-panties, which has only been recently recognized, and more generally suggests the future direction of prominent T-panty design development. First, western urban chic, Japanese minimalism and domestic modern feminine images all have common modern urban sense and simple designs. However, each image is not a simple image in itself. For example, in the case of western style they often seek to convey a sophisticated and stylish street sense, while Koreans add a more cute, lovely, and feminine touch. Second, western restrained eroticism, Japanese fetishism and domestic mono-bosom images all have a common interest in sex. They is something, however, which they all express this differently. In Japan, they prefer a stimulating image. In the West, however, this is restrained by controlling and limiting overt sexual elements, while in Korea, we seek to capture a more simple sensual beauty. Third, western couture luxury, Japanese orientalism and Korean utopia narcissism have classy images in common including splendid materials and decorations with embroidery. They all differ depending on their nationality. This study is baseds on the documents study. This study is baseds on the documents study.

This paper examines four genre paintings on the subject of child education by Jean-Baptiste-Siméon Chardin(1699-1779). The Governess, The Diligent Mother, Saying Grace, and The Morning Toilette garnered critical attention after they were exhibited in the Salon from 1739 to 1741. After the exhibition, the paintings were made into prints and frequently sold to members of the bourgeois class in Paris. The iconographical details of Chardin’s genre paintings have, thus far, been compared to Dutch genre pictures of the seventeenth century. Further, most studies conducted on Chardin’s paintings focus on formal analysis rather than the historical and social contexts. Through attempting social-contextual readings of Chardin’s educational series, this paper argues that the significance of Chardin’s painting series of child education lies in his representation of the ideal French bourgeois family and the standard of early childhood education in the eighteenth-century French Enlightenment period. In each of the four child education paintings, Chardin depicted a mother with children in a domestic space. Even though this theme derives from traditional Dutch genre paintings in the seventeenth century, the visual motifs, the pictorial atmosphere and the painting techniques of Chardin all project the social culture of eighteenth century France. Each painting in the child education series exemplifies respectively the attire of a French gentlemen, the social view on womanhood and the education of girls, newly established table manners, and the dressing up culture in a ‘toilette’ in eighteenth century France. Distinct from other educational scenes in previous genre paintings, Chardin accentuated the naive and innocent characteristics of a child and exemplified the mother’s warmth toward that child in her tender facial expressions and gesturing. These kinds of expressions illustrate the newly structured standard of education in the French Enlightenment period. Whereas medieval people viewed children as immature and useless, people in the eighteenth century began to recognize children for their more positive features. They compared children to a blank piece of paper (tabula rasa), which signified children’s innocence, and suggested that children possess neither good nor bad virtues. This positive perspective on children slowly transformed the pedagogical methods. Teaching manuals instructed governesses and mothers to respect each child’s personality rather than be strict and harsh to them. Children were also allotted more playtimes, which explains the display of various toys in the backgrounds of Chardin’s series of four paintings. Concurrently, the interior, where this exemplary education was executed, alludes to the virtue of the bourgeois’s moderate and thrifty daily life in eighteenth century France. While other contemporary painters preferred to depict the extravagant living space of a French bourgeoisie, Chardin portrayed a rather modest and cozy home interior. In contrast to the highly decorated living space of aristocrats, he presented the realistic, humble domestic space of a bourgeois, filled with modern household objects. In addition, the mother is exceptionally clad in working clothes instead of fashionable dresses of the moment. Fit to take care of household affairs and children, the mother represents the ideal virtues of a bourgeois family. It can be concluded that the four genre paintings of child education by Chardin articulate the new standards of juvenile education in eighteenth century France as well as the highly recognized social virtues between French bourgeois families. Thus, Chardin's series of child education would have functioned as a demonstration of the ideal living standards of the bourgeois class and their emphasis on early childhood education in the French Enlightenment period.