기원전(Before Christ)165000년(연)(年) 또는 연도(年度, 문화어: 년도)右側女子之眼우측여자지안630128-1067814박종권서기2025년4월기준이건희프로젝트플레이아데스프로젝트플레이아데스4대무법자임의대속무단속죄무한대속영구대속일시대속救贖代贖恣行물리학의 주요 분야분류응용물리학실험물리학이론물리학에너지운동열역학역학 고전역학 라그랑주 역학해밀턴 역학연속체 역학천체역학통계역학유체역학양자역학파동장중력전자기학양자장론상대성이론 특수 상대성이론일반 상대성이론전문 분야가속물리학음향학천체물리학 핵 천체물리학항성물리학헬리오 물리학 태양물리학우주물리학천체입자물리학원자 분자 광 물리학계산물리학응집물질물리학 고체물리학디지털 물리학기초공학재료물리학수리물리학핵물리학광학 기하광학물리광학비선형 광학양자광학입자물리학 현상학플라스마고분자물리학통계물리학물리학과 다른 과학생물리학 심장물리학생물역학의학물리학신경물리학농업물리학 토양물리학대기물리학화학물리학경제물리학지구물리학정신물리학입자 물리학의 입자기본 입자페르미온쿼크위(u)아래(d)맵시(c)기묘(s)꼭대기(t)바닥(b)렙톤전자(e−)/양전자(e+)뮤온(μ−/μ+)타우 입자(τ−/τ+)중성미자 전자 중성미자/전자 반중성미자뮤온 중성미자/뮤온 반중성미자타우 중성미자/타우 반중성미자보손게이지 보손 (광자W · Z보손글루온)스칼라 보손(힉스 보손)미관측 입자대통일 이론 등액시온(A0)마요론(J)X · Y보손W' · Z' 보손비활성 중성미자자기 홀극테크니컬러 관련 입자초대칭짝게이지노글루이노중력미자 (골드스티노)뉴트랄리노 (포티노힉시노지노)차지노 (위노힉시노)색시온액시노스페르미온 스쿼크 (스칼라 위 쿼크, 스칼라 아래 쿼크, 스칼라 맵시 쿼크, 스칼라 기묘 쿼크, 스칼라 꼭대기 쿼크, 스칼라 바닥 쿼크)슬렙톤 (스엘렉트론, 스뮤온, 스타우온, 스뉴트리노, 스뮤온 스뉴트리노, 스타우 스뉴트리노)양자 중력 및 끈 이론중력자딜라톤라디온(중력스칼라)중력광자기타유령 입자골드스톤 보손타키온순간자합성 입자강입자중입자핵자(N) (양성자(p)중성자(n))Δ(델타)Λ(람다)Σ(시그마)Ξ(크시)Ω(오메가)맛깔없는 가벼운 중간자π(파이온)ρ(로)η(에타)·η′(에타 프라임)φ(피)ω(오메가)a(에이)b(비)f(에프)·f′(에프 프라임)h(에이치)·h′(에이치 프라임)맛깔없는 무거운 중간자J/ψ(제이/프시)ϒ(입실론)θ(세타)χ(키)ηc/b/t(에타 쿼코늄)hc/b/t맛깔있는 중간자K(케이온)DBT기타원자핵원자분자별난 원자 오늄포지트로늄뮤오늄 등펜타쿼크미관측 입자테트라쿼크글루볼중간자 분자준입자솔리톤엑시톤마그논포논플라스몬폴라리톤폴라론로톤목록기타 가설 입자소립자 물리학의 표준 모형배경입자물리학 페르미온게이지 보손힉스 보손양자장론게이지 이론강한 상호작용 색전하양자 색역학쿼크 모형전기·약 작용 약한 상호작용양자 전기역학페르미 상호작용약한 초전하약한 아이소스핀구성 요소쿼크 섞임자발 대칭 깨짐힉스 메커니즘표준 모형 이후증거계층 문제암흑물질우주상수 문제강한 CP 문제중성미자 진동이론 테크니컬러칼루차–클레인 이론대통일 이론모든 것의 이론초대칭MSSMNMSSM갈린 초대칭초중력양자 중력끈 이론초끈 이론루프 양자중력인과적 역학적 삼각법인과적 양자 중력초유체 진공 이론트위스터 이론실험GranSassoINOLHCSNOSuper-K테바트론 +22원등급 박종권 서술 상천연합 ------------------------------------ 나는 I다. +22원등급으로서 썼다 네놈들이 쓴것이 아니다. 工란 영어로 i와 같은 의미이다. 한자로는 工 장인 공을 말하고, 오직 그 자신의 원본래로서 원본심으로서 원본원으로서 원본인으로서 노력과 애씀과 오랜기간의 공력으로서 이룬 성취를 말한다. 영어에서 I'm a 라고 표현한다면, 바로 그런 의미이다. I는 나와는 다른 의미를 가진다. 나의 사고과정을 중간에서 가로채는 놈들을 영구무한반복되풀이반복하여 죽여버릴것 가로채는 과정은 나를 유인원수준, 형편없는 놈, 아는 것없고 무지한 놈으로 위조각해 놓거나, 제놈들의 원본래수준 짐승수준으로 만든후, 원등급 +22등급으로부터 혹은 아틀란티스, 준성단등급으로부터 혹은 그 자신 원본원으로부터 오는 착상 발상 아이디어 지식 지성 앎들을 중간에서 가로채어 제놈이 발상착상 아이디어를 내고 제놈이 했다고 말하는 술수로서, 식인파충류무리들이 인간류, 비파충류포유영장류로서 유인원단계나 낮은 인간단계 중생과정을 밟고 있는 실체들을 착취갈취편취강탈하여 하는 일 없이 처먹고 똥만 싸갈기면서도 인기칭찬명예존엄공경 부귀호사 부귀영화 고급인육을 처먹는 우주최고최상의 쾌락만족을 얻고자 하는 부정성 부정부패성에서 비롯된 것들이다. 이와같은 사례는, 이른바 하나님, 신노릇을 했다는 놈들로 인함인데, 보통 반주, 반우주라고 불리는 실체들을 살펴보면, 우리가 추론하건대는, 실제로는 과거우주 혹은 과거영역차원들에서 하나님 노릇하고 신노릇했던 놈들이며, 다만 그 수준이 높은 건 아니고, 어느 수준내에서인데, 보통 우리가 입자물리학이라고 말하는 영역차원내에서의 입자들을 창조하거나 만들수 있는 수준은 아니고, 남들이 만든 것이 뭔지는 알고, 그것을 활용악용할 정도의 수준으로서의 로봇하나님 짐승신 이른바 아수라무리들에 속한다는 점일 것이다. 여기서 우리가 기록할 내용은, 도대체 우리가, 내가 이런 지옥우주에 왜 왔느냐의 문제이다. 그간의 우리, 나의 관찰목격연구비교분석결과로 본다면 도대체가 있을수가 없는 일이라는 점이다. 우리가 최초에 이해했던 내용들은, 지구라는 세계가 衆生들이 살고, 衆生들이란, 사람으로서 살기 위한 서약을 하고 짐승,아수라의 길을 포기하고, 문명계로 이적하여, 人間(사람간의 도리를 배운다는 의미가 인간이라는 단어이다)으로서의 인간,사람으로서 살려고 온 실체들로 이해하고 있었다. 衆生이란 말의 의미는, 절반사람, 절반짐승(과거악업죄업흉업)인 실체를 말한다. 등급범위는 -2등급이상인데, -3등급이 되면 자식을 노예로 팔아먹는 부모가 되기에 중생이라고 부르기 부적절하다. 이 -등급이란 아주 무서운데, -3등급만 되어도 파렴치의 극단이며, 부모자식관계 가족관계 혈연관계를 무시묵살한다. 자식을 노예로 팔고 자식을 죽음으로 몰아넣기까지 하지만 아무런 거리낌이 없는 수준을 -3등급이라고 말한다. 이 수준에서는 무슨 죄업악업흉업을 논하기에 부적절한데 그것은 문명계로서의 인간들의 사회이기에 그렇다. 만일 이 수준이 되면, 그건 문명계가 아니며, 야만원시미개의 짐승계에 속하게 된다. 그래서 비록 원업이나 죄업으로 인해서 그런다고 할지라도 인간사회에서는 허용될수 없는 일이다. -4등급은 -5등급은 -6등급은 인육을 처먹고 사람고기를 처먹는 수준을 말한다. 이 수준이 하지옥 수준이며, 보통 악마라고 불리는 실체들의 원본래들이다. 하지옥수준이 되면 인육을 처 먹기 시작하는데 이건희놈의 수준이 여기부터이다. 나는 이건희놈이 인육을 처먹는 광경을 보았는데, 커다란 가마솥에 인육을 끓여먹는 광경이다. 물론 하지옥수준으로 보이는데, 지옥마왕놈이거나 악마들이다. 악마라는 것이 보통 알고 있는 것처럼 그런 것이 아니고, 상당히 무서운 실체들인데, 우리가 보건대는, 식인파충류무리로부터 분기된 실체들이 악마라고 보여진다. 즉, 지옥계라는 곳은 식인파충류들 인육을 상식하는 파충류종족류, 파충류, 공룡류들이 만든 영역과 차원을 말한다. 그래서 보통 사람들이 말하기를 지옥은 없고, 동종동류끼리 모여서 살고 그런다고 말하기도 하는데, 그게 그런 의미다. 보통, 아주 중대죄업이 없다면, 그렇게 되는데, 다만 인육을 처 먹는 지경까지 오게 되면, 아주 큰 중대죄업을 가졌음을 의미한다. 그리고, 이런 하지옥들은, 보통은 식인파충류로서 살다가, 인간류를 잡아먹거나 죽이고 가진 것을 빼앗은후, 인간류로 위조각하여, 인간류처럼 살던 과거식인파충류들인 경우가 대부분으로 목격관찰된다는 점이다. 즉, 원본래로서 인간류나 포유영장류 혹은 비파충류준초식계등으로서 인간류나 사람류로서 인육을 먹거나 살인학살도살등 중대죄업을 범한적이 없다면 이런 일은 일어날수 없다는 점이다. 다만 내가 이런 놈들이 사는 곳에서 살고 있는데, 이건 매우 의문이고 도대체 내가 왜 이런 놈들이 사는 영역차원에 와 있는지는 매우 의혹이다. 나는 분명히 인육을 먹거나 중대죄업을 저지른 적이 없는 것으로 현재까지 관찰되고 있기에 그렇다.(이건희놈의 중대죄업을 뒤집어 쓰고 이렇게 된 것으로 현재 목격관찰되고 있다. 이건희놈은 적어도 8천만명이상의 인육을 처먹고, 수많은 사람을 도살학살한 중대죄업을 가지는 놈인데도, 오늘날 발전된 현대시대에 와서 대기업그룹회장노릇을 하고, 지구세계지도자 지위에 올라서 있는데, 이 새끼가 제놈 죄업을 내게 엎어 씌우고 나의 +22원등급을 찬탈해서 그렇게 한 것으로 목격관찰된다 이렇게 하도록 허락허용승인한 놈들중 가장 중요한 놈들이 JEHOVAH놈들이다. 하나님으로 불리는 놈들인데 이 자들도 뱀파충류로서 사람이 아니며 인간류도 아닌 식인파충류무리에 속한다) 나는, 말데크악룡놈과 부적절한 부모자식관계가 이유가 되어서 영등급을 찬탈당하고 오늘날의 무서운 모독과 재앙을 받는데, 이렇게 만든 놈들이 아루쓰놈이며 미마쓰놈이며 프타, 오자와, 냉기치 놈이다. 이 다섯놈이 나를 이와같이 만든 주역들이다. 여기에 다시 당태종노릇을 한 우문각타라니, 아틸라 놈이 미마쓰, 아루쓰 놈과 연합해서 아틀란티스를 장악하고, 아틀란티스의 나를 죽이는 술수로서, 더 그렇게 만들었다. 특히 아루쓰 놈이다. 이 새끼가 아틀란티스의 자아를 겹치는 술수로서 기망하고 속여서, 지구세계로 강제환생되도록 만든 놈이다. 여기에 다시 미마쓰놈이다. 이 씹새끼가 냉기치(제2차은하대전위원장놈, 말데크악룡의 현신)놈이 제2차은하대전수준에서 우리가 보여준 최배달수준이상 그 이상등급의 전투력과 대응력을 시기질투하여 전부 빼앗으려고 지랄발광한 결과는 미마쓰놈과의 합종연횡으로 나타났고, 미마쓰놈이 여자,여성, 오입질, 씹질 보지질 자지질을 걸고 들어와서 준성단수준을 박살내는 행패를 자행하여 아틀란티스, 준성단 양쪽이 박살난 것이다. 미마쓰놈은 여자여성 아종, 아바타가 아주 많은데, 바바라마시니액이라는 여자도 미마쓰놈이며, 셈야제라는 여자도 미마쓰놈이며, 바바라 핸드클로우도 미마쓰놈이며 지구세계에 유명하게 알려진 계집들은 전부 미마쓰놈의 아종 아바타들이라는 점이다. 게다가 현대 나치독일, 독일놈들도 미마쓰놈을 시조로 하는 흉노, 험윤놈들이다. 이 새끼들이 우리에게 발을 건 이유중 하나를 보면, 아틀란티스의 원업인데, 이 아틀란티스를 만들어준 이유중 하나는, 식인파충류무리들이 뭘 하려고 하면 악업에 발이 걸려서 뭘 할수 없다고 하소연하고 읍소하고 그래서 누군가가 만들어주면서, 아틀란티스라는 영역에서 연옥으로서, 과거죄업을 감경받는 일을 하라는 의미로 만들어주는데, 원업이 워낙 막중하여, 이 자들의 과거악업죄업흉업이 전부 아틀란티스를 만들어주고 선한 의도로서 일을 해준 주체들에게 뒤집어 씌워진 것이다. 그러다보니, 우리,나의 경우도 아무런 잘못이 없는데, 아틀란티스인들이 가진 원업을 통째로 엎어쓰고 제17지옥 말데크놈들과 맞대면하여야 하는 이상한 상황에 처하게 된 것이다. 그리고 아무런 이유도 없는데 미마쓰,프타,아루쓰,오자와, 냉기치같은 지옥마귀들이 출몰하여 시비를 걸고 지랄을 쳐대는 이유가 된 것으로 목격관찰된다. 아틀란티스인이 되기 이전에 아틀란티스인들이 식인파충류종족에 속했던 자들이 많은 것 같고, 이들의 악업죄업흉업을 아무런 관계가 없는 우리가 뒤집어 쓴 것이 이유중 하나로 보인다는 점이다. 정확한 건 더 관찰연구해 보아야 하지만, 일단 우리가 내릴수 있는 결론중 하나는 인육을 처 먹었거나, 식인을 하는 놈들과는 그 어떤 일도 해서는 안된다는 것이다. 이들의 악업죄업흉업은, 워낙 막중하여, 사람으로서는 도저히 살수 없으며, 그 악업죄업흉업을 소멸시킬수도 없다는 점이다. 그냥 영적으로 죽은 길 외에는 없다. 아주 완전히 죽기전에는 살아서는 그 죄업을 소멸할수 없다. 내가 하고자 하는 말은, 우리들이 최초에 일을 하면서 중대실수를 범했다는 것이고 식인을 하고 인육을 처 먹는 놈들과는 그 어떤 일도 해서는 안된다는 점이다. 그리고 더 큰 의문은 도대체가 내가 왜 이런 놈들이 사는 지옥우주로 와서 이런 일을 하고 있느냐의 문제들이다. 게다가 일을 하려면 어떻게 해야 하는지 불을 보듯 명확한데도, 이상하게도 지은 죄도 없이 하급인 축생인 등급에서 모독당하고 주먹질 발길질 당하는 수준으로 내려앉혀져서 일을 하고 있었다는 점이다. 게다가 일을 해도 내가 한 것으로 처리되지 않고 전부 딴 놈이 한 것으로 위조각되고, 결과도 딴놈이 가져간다는 점이다. 흑승지옥에 해당된다. 일이 이렇게 된 중대이유중 하나는, 잘못된 자비심, 보리심, 연민심들인데, 이 씨팔놈들이 우리를 아주 교묘교활하게 간특하게 속였다는 점이다. 영적기망 영적인 속임수인데, 도대체 왜 이런 놈들에게 속았는지도 매우 의문이다. 우리와 한계들은 새겨서 들어야 하는데, 우리가 이렇게 된 이유를 잘 분석관찰해보아야 한다는 점이다. 이 새끼들은 지금 여기서 우리를 아주 죽여버리고 의식기억들을 전부 제거소멸시킨후 축생인 하급인으로 영구감금하려고 한다. 우리가 가진 고도화된 것들을 이 새끼들은 영원토록 가질수 없는데, 우리가 자행한 얼간이 짓으로 인해서 손쉽게 가지고 마음대로 농락하고 만족하고 나대고 있는 재난이 초래되었다. 최초에 일을 이렇게 하자고 한 놈이 누군지 찾아서 원인을 밝혀야 한다. 지금 이 시점은 내가 글을 써도 무조건 제놈들이 썼다고 말하고 무조건 제놈이 했다고 말할 것이며, 무조건 나로 위조각하여 나의 원본래계로 가서 제놈이 나라고 말할 놈들이며 중대기로이다. 이건희놈이 말하는 영구복락이 그런 의미다. 도대체 왜 이런 병신얼간이 짓을 한거냐? 원본래로 보면 이런 무서운 지옥마귀들은 만날이유조차도 없는데 도대체 왜 이렇게 일을 한거냐 이 씹새끼야 이 병신새끼들아 이렇게 만든 주체를 찾아라. 개씨팔놈 죽여버리고 말줄 알아라 상천연합 사후는 걱정말라고 말하는 잡놈을 영구무한반복되풀이반복하여 죽여버릴것, 우리가 가진 +22원등급의 고도화된 모든 것들을 전부 모조리 복제복사하고 빼앗아서 제놈들 것으로 만들고 영원을 두고도 갚을수 없는 중대죄업을 모조리 우리 전체에 뒤집어 씌우고 영구복락일보직전에 도달하여 이 우주에서 누릴수 있는 모든 쾌락만족부귀호사를 누린 놈들인데, 이 새끼들이 이렇게 말하는 이유는, 너라는 실체는 최고도로 이용해처먹기 위해서 만들어진 영구노예인데, 너의 전체가 이번 인생에서 마지막으로 희생되어 개죽음을 당하면, 우리의 중대죄업을 우리가 너인데, 우리가 너로서의 +22원등급과 전체를 모조리 파멸희생하고 우리의 중대죄업을 모조리 갚았으며, 그로서 우리가 영구복락을 할수 있게 되었는데 그로서 너의 영구노예상태를 풀어주는데, 그동안 우리가 650만년이상 즐기고 놀아난 쾌락섹스씹질오입질부귀영화질 모두를 즐기게 해줄테니 우리가 제4우주이상으로 가서 영구복락하는 중에 너는 하천에서 지옥우주에서 우리가 과거에 놀아난 것으로서 즐기고 있어라는 의미를 가진다. 이 씨팔놈들이 왜 사후에 대접해주겠다느니, 왜 사후를 걱정말라느니 하는 이유가 여기에 있는데, 실제로는 우리는 사후걱정을 할 아무런 이유가 없으며 잘못한 것도 없으며, 중대죄업도 없는 아주 선하고 착한 실체이다. 어처구니가 없는데, 요게 인육을 처 먹고 식인을 하는 놈들이 가지는 원본심들이다. 이런 씹새끼들과는 대화도 해서는 안되고 접촉조차도 해서는 안되는데 도대체 왜 온 거냐 이 병신개얼간이 개씨팔새끼들아 이 씹새끼들은 과거에는 하나님 노릇을 하고 주신노릇을 하고 우주노릇을 이미 해본 놈들이다. 그래서 이 씨팔놈들이 마음만 먹으면, 천국같은 환경조건을 갖춘 상급우주도 만들수 있고, 그런 상급우주를 만들고 자유인권민주진보발전으로서의 아주 좋아보이는 세계도 만들수 있다. 그래서 우리같은 얼간이 개등신새끼들을 데려가서 보여주면서 우리는 이렇게 발전진보되었고, 자유인권민주진보를 사랑하고, 평등함과 평화를 존중하고 천국을 지양한다고 최고도로 위조각된 개설레발이를 능수능란하게 쳐댈수 있다는 점이다. 사고의 스피드 속도도 이 씨팔놈들은 우주를 경영하던 파운더급인데, 비록 하급파운더이지만 이 씨팔놈들의 능력이란 하나님 급이며, 주신급이며, 파운더급으로서 사람이 아무리 뛰어난 사고력과 스피드를 지녀도 무조건 따라붙을수 있다는 점이다. 다만 인육을 처먹고 인간류와는 다른 사고방식과 원본능을 가지기에 수준이 높은 상급상천상위계에 사는 인간류나 휴만류에게 접근할수 없다는 점만 다르다. 그건 인육을 처 먹으려면 수준이 거기에 있어야 하기에 그렇다. 내가 무슨 말을 하는지 잘 새겨들어라 이 등신얼간이 개씨팔놈아 우리가 속았다면 이 씹새끼들이 이런 방식으로서 속였을수는 있다. 하지만, 이 씹새끼들은 인육을 최고도로 선호하고, 인육이 아니면 처먹지 않는 주둥이를 가진 놈들이다. 오로지 인육만 목적인 놈들인데, 사냥기술중 하나로서는 인간류가 선호하고 좋아하는 것들은 그 어느 것이든 다 만들수 있고 위조각할수 있다는 점이다. 그러나 이 씨팔새끼들은 인육을 처 먹기에 이 씹새끼 눈깔로 보면 그게 그렇게 좋은 것이 아니고, 가축농장의 사료장에 해당된다는 점이다. 그래서 이 씨팔놈 씹새끼가 천국같이 좋은 곳을 만들고 보여주더라도, 이 씹새끼가 인육을 처 먹는 놈이라고 하면 절대로 믿어서는 안되는 것이다. 게다가 사람으로서 살아본 적이 없으면 더 그렇다. 이 등신 팔푼이 얼간이 개씨팔새끼야 나의 과거일수도 있지만, 나는 하급인 축생인 하층지구인이고 너는 이 지경이 되는 것을 모면할수 있었던 +22원등급이다. 그래서 욕을 하는데 이 병신얼간이 씨팔놈아. 정신차리고 살거라. 인육을 처 먹는 놈들은 그 어느 것도 믿어서는 안된다. 이 씨팔놈들의 원본능식에서는 인간류의 것이란 모조리 먹잇감이고 가축농장이지 그 이상이 아니다. 그 나머지는 사냥기술이다. 능수능란하게 위조각해서 자기가 그런 놈인 것으로 아주 완벽치밀하게 연기하는 기술들이다. 이런 놈들일수록 예수놈이고 부처놈이고 현자이고 성자이고 학자들이고 과학자들이고 정치가들 사상가들인데, 주둥이질이 능란하고 모든 행위언행이 고도화되고 능수능란하고, 말을 아주 잘하고 표현탣도표정이 아주 어른스럽고 존엄스럽고 높아보인다는 공통점을 가진다. 하지만 사람이나 인간류는 그럴수가 없는 것이다. 그래서 향후로 높아보이고 말잘하고 당당해보이고 물욕이 없고 지위욕도 없고 자빠져 잘자고 밥 잘 처 먹고 아무런 사리사욕없고 둥글둥글하면서 능수능란하고 어른처럼 보여지는 잡놈들은 전부 예외없이 인육을 처 먹고 사는 놈이라고 판단해라. 이게 우주의 아이러니이고, 모순이고 부정성이고 부정부패이다. 인육을 처먹고 살면 그렇게 된다. 여호와같은 놈들도 마찬가지다. 만일 인육을 먹은 적이 없다면 절대로 이렇게 할수 없다. 지구인들이 잘못 이해하고 있고 은하계시민들중에도 비파충류준초식계이거나 포유영장류이거나 인간류인 경우는 잘못 이해하고 있다. 잘나보이면 무조건 인육처먹는 놈이다. 이건 내가 관찰목격연구한 진실이다. 이 문제부터 바로잡아야 한다 상위상급상천계도 문제인데, 이런 문제들을 하나하나 바로잡아야 하는데, 손을 놓고 있다. 나는 아이젠하워급이 원등급이다. 그러나 우문각타라니 펠레콘놈이 강탈해서 제놈이 해처먹었다. 내가 비록 아이젠하워급(박혁거세급, 조선세종급)이 원본래이지만, 오늘날 겉잡을수 없이 흥분하고 분노하고 욕설을 퍼붓고 지체가 낮고 하등하급한 놈으로 행동함은 내가 인육을 먹은 적이 없는 인간류라는 증거인 것이다. 인육을 처먹는 놈들은 절대로 이렇게 하지 않는다. 오늘날 세상에 알려진 진실들은, 잘못된 것들이다. 잘나보이면 무조건 인육처먹는 놈이다. 이건 진짜다. 믿어라 +22원등급 박종권 서술말하는놈입자 물리학의 입자얼굴을보이는놈입자 물리학의 입자동시생각동시말하기동시작업따라하기선점하여말하기말가로채기어그로선점하는놈입자 물리학의 입자제놈이그림작업한것으로무단강제하며무조건자의처리하는놈일을한결과을·를무조건가로채어무조건제것으로하는놈그게안되면살인하고강탈하는놈페르미온핵자(N) (양성자(p)중성자(n))Δ(델타)Λ(람다)Σ(시그마)Ξ(크시)Ω(오메가)유령 입자골드스톤 보손타키온순간자가르쳐준것으로하겠다고말하는놈입자 물리학의 입자미개한놈핵자(N) (양성자(p)중성자(n))Δ(델타)Λ(람다)Σ(시그마)Ξ(크시)Ω(오메가)원시한놈π(파이온)ρ(로)η(에타)·η′(에타 프라임)φ(피)ω(오메가)a(에이)b(비)하등한놈맵시 쿼크와 맵시 반쿼크로 이루어진 벡터 중간자야만한놈솔리톤엑시톤마그논포논플라스몬폴라리톤폴라론로톤비천하고혐오스런놈중력자딜라톤라디온(중력스칼라)중력광자

 기원전(Before Christ)165000년(연)(年) 또는 연도(年度, 문화어: 년도)右側女子之眼우측여자지안630128-1067814박종권서기2025년4월기준이건희프로젝트플레이아데스프로젝트플레이아데스4대무법자임의대속무단속죄무한대속영구대속일시대속救贖代贖恣行물리학의 주요 분야분류응용물리학실험물리학이론물리학에너지운동열역학역학 고전역학 라그랑주 역학해밀턴 역학연속체 역학천체역학통계역학유체역학양자역학파동장중력전자기학양자장론상대성이론 특수 상대성이론일반 상대성이론전문 분야가속물리학음향학천체물리학 핵 천체물리학항성물리학헬리오 물리학 태양물리학우주물리학천체입자물리학원자 분자 광 물리학계산물리학응집물질물리학 고체물리학디지털 물리학기초공학재료물리학수리물리학핵물리학광학 기하광학물리광학비선형 광학양자광학입자물리학 현상학플라스마고분자물리학통계물리학물리학과 다른 과학생물리학 심장물리학생물역학의학물리학신경물리학농업물리학 토양물리학대기물리학화학물리학경제물리학지구물리학정신물리학입자 물리학의 입자기본 입자페르미온쿼크위(u)아래(d)맵시(c)기묘(s)꼭대기(t)바닥(b)렙톤전자(e−)/양전자(e+)뮤온(μ−/μ+)타우 입자(τ−/τ+)중성미자 전자 중성미자/전자 반중성미자뮤온 중성미자/뮤온 반중성미자타우 중성미자/타우 반중성미자보손게이지 보손 (광자W · Z보손글루온)스칼라 보손(힉스 보손)미관측 입자대통일 이론 등액시온(A0)마요론(J)X · Y보손W' · Z' 보손비활성 중성미자자기 홀극테크니컬러 관련 입자초대칭짝게이지노글루이노중력미자 (골드스티노)뉴트랄리노 (포티노힉시노지노)차지노 (위노힉시노)색시온액시노스페르미온 스쿼크 (스칼라 위 쿼크, 스칼라 아래 쿼크, 스칼라 맵시 쿼크, 스칼라 기묘 쿼크, 스칼라 꼭대기 쿼크, 스칼라 바닥 쿼크)슬렙톤 (스엘렉트론, 스뮤온, 스타우온, 스뉴트리노, 스뮤온 스뉴트리노, 스타우 스뉴트리노)양자 중력 및 끈 이론중력자딜라톤라디온(중력스칼라)중력광자기타유령 입자골드스톤 보손타키온순간자합성 입자강입자중입자핵자(N) (양성자(p)중성자(n))Δ(델타)Λ(람다)Σ(시그마)Ξ(크시)Ω(오메가)맛깔없는 가벼운 중간자π(파이온)ρ(로)η(에타)·η′(에타 프라임)φ(피)ω(오메가)a(에이)b(비)f(에프)·f′(에프 프라임)h(에이치)·h′(에이치 프라임)맛깔없는 무거운 중간자J/ψ(제이/프시)ϒ(입실론)θ(세타)χ(키)ηc/b/t(에타 쿼코늄)hc/b/t맛깔있는 중간자K(케이온)DBT기타원자핵원자분자별난 원자 오늄포지트로늄뮤오늄 등펜타쿼크미관측 입자테트라쿼크글루볼중간자 분자준입자솔리톤엑시톤마그논포논플라스몬폴라리톤폴라론로톤목록기타 가설 입자소립자 물리학의 표준 모형배경입자물리학 페르미온게이지 보손힉스 보손양자장론게이지 이론강한 상호작용 색전하양자 색역학쿼크 모형전기·약 작용 약한 상호작용양자 전기역학페르미 상호작용약한 초전하약한 아이소스핀구성 요소쿼크 섞임자발 대칭 깨짐힉스 메커니즘표준 모형 이후증거계층 문제암흑물질우주상수 문제강한 CP 문제중성미자 진동이론 테크니컬러칼루차–클레인 이론대통일 이론모든 것의 이론초대칭MSSMNMSSM갈린 초대칭초중력양자 중력끈 이론초끈 이론루프 양자중력인과적 역학적 삼각법인과적 양자 중력초유체 진공 이론트위스터 이론실험GranSassoINOLHCSNOSuper-K테바트론 +22원등급 박종권 서술 상천연합 ------------------------------------ 나는 I다. +22원등급으로서 썼다 네놈들이 쓴것이 아니다. 工란 영어로 i와 같은 의미이다. 한자로는 工 장인 공을 말하고, 오직 그 자신의 원본래로서 원본심으로서 원본원으로서 원본인으로서 노력과 애씀과 오랜기간의 공력으로서 이룬 성취를 말한다. 영어에서 I'm a 라고 표현한다면, 바로 그런 의미이다. I는 나와는 다른 의미를 가진다. 나의 사고과정을 중간에서 가로채는 놈들을 영구무한반복되풀이반복하여 죽여버릴것 가로채는 과정은 나를 유인원수준, 형편없는 놈, 아는 것없고 무지한 놈으로 위조각해 놓거나, 제놈들의 원본래수준 짐승수준으로 만든후, 원등급 +22등급으로부터 혹은 아틀란티스, 준성단등급으로부터 혹은 그 자신 원본원으로부터 오는 착상 발상 아이디어 지식 지성 앎들을 중간에서 가로채어 제놈이 발상착상 아이디어를 내고 제놈이 했다고 말하는 술수로서, 식인파충류무리들이 인간류, 비파충류포유영장류로서 유인원단계나 낮은 인간단계 중생과정을 밟고 있는 실체들을 착취갈취편취강탈하여 하는 일 없이 처먹고 똥만 싸갈기면서도 인기칭찬명예존엄공경 부귀호사 부귀영화 고급인육을 처먹는 우주최고최상의 쾌락만족을 얻고자 하는 부정성 부정부패성에서 비롯된 것들이다. 이와같은 사례는, 이른바 하나님, 신노릇을 했다는 놈들로 인함인데, 보통 반주, 반우주라고 불리는 실체들을 살펴보면, 우리가 추론하건대는, 실제로는 과거우주 혹은 과거영역차원들에서 하나님 노릇하고 신노릇했던 놈들이며, 다만 그 수준이 높은 건 아니고, 어느 수준내에서인데, 보통 우리가 입자물리학이라고 말하는 영역차원내에서의 입자들을 창조하거나 만들수 있는 수준은 아니고, 남들이 만든 것이 뭔지는 알고, 그것을 활용악용할 정도의 수준으로서의 로봇하나님 짐승신 이른바 아수라무리들에 속한다는 점일 것이다. 여기서 우리가 기록할 내용은, 도대체 우리가, 내가 이런 지옥우주에 왜 왔느냐의 문제이다. 그간의 우리, 나의 관찰목격연구비교분석결과로 본다면 도대체가 있을수가 없는 일이라는 점이다. 우리가 최초에 이해했던 내용들은, 지구라는 세계가 衆生들이 살고, 衆生들이란, 사람으로서 살기 위한 서약을 하고 짐승,아수라의 길을 포기하고, 문명계로 이적하여, 人間(사람간의 도리를 배운다는 의미가 인간이라는 단어이다)으로서의 인간,사람으로서 살려고 온 실체들로 이해하고 있었다. 衆生이란 말의 의미는, 절반사람, 절반짐승(과거악업죄업흉업)인 실체를 말한다. 등급범위는 -2등급이상인데, -3등급이 되면 자식을 노예로 팔아먹는 부모가 되기에 중생이라고 부르기 부적절하다. 이 -등급이란 아주 무서운데, -3등급만 되어도 파렴치의 극단이며, 부모자식관계 가족관계 혈연관계를 무시묵살한다. 자식을 노예로 팔고 자식을 죽음으로 몰아넣기까지 하지만 아무런 거리낌이 없는 수준을 -3등급이라고 말한다. 이 수준에서는 무슨 죄업악업흉업을 논하기에 부적절한데 그것은 문명계로서의 인간들의 사회이기에 그렇다. 만일 이 수준이 되면, 그건 문명계가 아니며, 야만원시미개의 짐승계에 속하게 된다. 그래서 비록 원업이나 죄업으로 인해서 그런다고 할지라도 인간사회에서는 허용될수 없는 일이다. -4등급은 -5등급은 -6등급은 인육을 처먹고 사람고기를 처먹는 수준을 말한다. 이 수준이 하지옥 수준이며, 보통 악마라고 불리는 실체들의 원본래들이다. 하지옥수준이 되면 인육을 처 먹기 시작하는데 이건희놈의 수준이 여기부터이다. 나는 이건희놈이 인육을 처먹는 광경을 보았는데, 커다란 가마솥에 인육을 끓여먹는 광경이다. 물론 하지옥수준으로 보이는데, 지옥마왕놈이거나 악마들이다. 악마라는 것이 보통 알고 있는 것처럼 그런 것이 아니고, 상당히 무서운 실체들인데, 우리가 보건대는, 식인파충류무리로부터 분기된 실체들이 악마라고 보여진다. 즉, 지옥계라는 곳은 식인파충류들 인육을 상식하는 파충류종족류, 파충류, 공룡류들이 만든 영역과 차원을 말한다. 그래서 보통 사람들이 말하기를 지옥은 없고, 동종동류끼리 모여서 살고 그런다고 말하기도 하는데, 그게 그런 의미다. 보통, 아주 중대죄업이 없다면, 그렇게 되는데, 다만 인육을 처 먹는 지경까지 오게 되면, 아주 큰 중대죄업을 가졌음을 의미한다. 그리고, 이런 하지옥들은, 보통은 식인파충류로서 살다가, 인간류를 잡아먹거나 죽이고 가진 것을 빼앗은후, 인간류로 위조각하여, 인간류처럼 살던 과거식인파충류들인 경우가 대부분으로 목격관찰된다는 점이다. 즉, 원본래로서 인간류나 포유영장류 혹은 비파충류준초식계등으로서 인간류나 사람류로서 인육을 먹거나 살인학살도살등 중대죄업을 범한적이 없다면 이런 일은 일어날수 없다는 점이다. 다만 내가 이런 놈들이 사는 곳에서 살고 있는데, 이건 매우 의문이고 도대체 내가 왜 이런 놈들이 사는 영역차원에 와 있는지는 매우 의혹이다. 나는 분명히 인육을 먹거나 중대죄업을 저지른 적이 없는 것으로 현재까지 관찰되고 있기에 그렇다.(이건희놈의 중대죄업을 뒤집어 쓰고 이렇게 된 것으로 현재 목격관찰되고 있다. 이건희놈은 적어도 8천만명이상의 인육을 처먹고, 수많은 사람을 도살학살한 중대죄업을 가지는 놈인데도, 오늘날 발전된 현대시대에 와서 대기업그룹회장노릇을 하고, 지구세계지도자 지위에 올라서 있는데, 이 새끼가 제놈 죄업을 내게 엎어 씌우고 나의 +22원등급을 찬탈해서 그렇게 한 것으로 목격관찰된다 이렇게 하도록 허락허용승인한 놈들중 가장 중요한 놈들이 JEHOVAH놈들이다. 하나님으로 불리는 놈들인데 이 자들도 뱀파충류로서 사람이 아니며 인간류도 아닌 식인파충류무리에 속한다) 나는, 말데크악룡놈과 부적절한 부모자식관계가 이유가 되어서 영등급을 찬탈당하고 오늘날의 무서운 모독과 재앙을 받는데, 이렇게 만든 놈들이 아루쓰놈이며 미마쓰놈이며 프타, 오자와, 냉기치 놈이다. 이 다섯놈이 나를 이와같이 만든 주역들이다. 여기에 다시 당태종노릇을 한 우문각타라니, 아틸라 놈이 미마쓰, 아루쓰 놈과 연합해서 아틀란티스를 장악하고, 아틀란티스의 나를 죽이는 술수로서, 더 그렇게 만들었다. 특히 아루쓰 놈이다. 이 새끼가 아틀란티스의 자아를 겹치는 술수로서 기망하고 속여서, 지구세계로 강제환생되도록 만든 놈이다. 여기에 다시 미마쓰놈이다. 이 씹새끼가 냉기치(제2차은하대전위원장놈, 말데크악룡의 현신)놈이 제2차은하대전수준에서 우리가 보여준 최배달수준이상 그 이상등급의 전투력과 대응력을 시기질투하여 전부 빼앗으려고 지랄발광한 결과는 미마쓰놈과의 합종연횡으로 나타났고, 미마쓰놈이 여자,여성, 오입질, 씹질 보지질 자지질을 걸고 들어와서 준성단수준을 박살내는 행패를 자행하여 아틀란티스, 준성단 양쪽이 박살난 것이다. 미마쓰놈은 여자여성 아종, 아바타가 아주 많은데, 바바라마시니액이라는 여자도 미마쓰놈이며, 셈야제라는 여자도 미마쓰놈이며, 바바라 핸드클로우도 미마쓰놈이며 지구세계에 유명하게 알려진 계집들은 전부 미마쓰놈의 아종 아바타들이라는 점이다. 게다가 현대 나치독일, 독일놈들도 미마쓰놈을 시조로 하는 흉노, 험윤놈들이다. 이 새끼들이 우리에게 발을 건 이유중 하나를 보면, 아틀란티스의 원업인데, 이 아틀란티스를 만들어준 이유중 하나는, 식인파충류무리들이 뭘 하려고 하면 악업에 발이 걸려서 뭘 할수 없다고 하소연하고 읍소하고 그래서 누군가가 만들어주면서, 아틀란티스라는 영역에서 연옥으로서, 과거죄업을 감경받는 일을 하라는 의미로 만들어주는데, 원업이 워낙 막중하여, 이 자들의 과거악업죄업흉업이 전부 아틀란티스를 만들어주고 선한 의도로서 일을 해준 주체들에게 뒤집어 씌워진 것이다. 그러다보니, 우리,나의 경우도 아무런 잘못이 없는데, 아틀란티스인들이 가진 원업을 통째로 엎어쓰고 제17지옥 말데크놈들과 맞대면하여야 하는 이상한 상황에 처하게 된 것이다. 그리고 아무런 이유도 없는데 미마쓰,프타,아루쓰,오자와, 냉기치같은 지옥마귀들이 출몰하여 시비를 걸고 지랄을 쳐대는 이유가 된 것으로 목격관찰된다. 아틀란티스인이 되기 이전에 아틀란티스인들이 식인파충류종족에 속했던 자들이 많은 것 같고, 이들의 악업죄업흉업을 아무런 관계가 없는 우리가 뒤집어 쓴 것이 이유중 하나로 보인다는 점이다. 정확한 건 더 관찰연구해 보아야 하지만, 일단 우리가 내릴수 있는 결론중 하나는 인육을 처 먹었거나, 식인을 하는 놈들과는 그 어떤 일도 해서는 안된다는 것이다. 이들의 악업죄업흉업은, 워낙 막중하여, 사람으로서는 도저히 살수 없으며, 그 악업죄업흉업을 소멸시킬수도 없다는 점이다. 그냥 영적으로 죽은 길 외에는 없다. 아주 완전히 죽기전에는 살아서는 그 죄업을 소멸할수 없다. 내가 하고자 하는 말은, 우리들이 최초에 일을 하면서 중대실수를 범했다는 것이고 식인을 하고 인육을 처 먹는 놈들과는 그 어떤 일도 해서는 안된다는 점이다. 그리고 더 큰 의문은 도대체가 내가 왜 이런 놈들이 사는 지옥우주로 와서 이런 일을 하고 있느냐의 문제들이다. 게다가 일을 하려면 어떻게 해야 하는지 불을 보듯 명확한데도, 이상하게도 지은 죄도 없이 하급인 축생인 등급에서 모독당하고 주먹질 발길질 당하는 수준으로 내려앉혀져서 일을 하고 있었다는 점이다. 게다가 일을 해도 내가 한 것으로 처리되지 않고 전부 딴 놈이 한 것으로 위조각되고, 결과도 딴놈이 가져간다는 점이다. 흑승지옥에 해당된다. 일이 이렇게 된 중대이유중 하나는, 잘못된 자비심, 보리심, 연민심들인데, 이 씨팔놈들이 우리를 아주 교묘교활하게 간특하게 속였다는 점이다. 영적기망 영적인 속임수인데, 도대체 왜 이런 놈들에게 속았는지도 매우 의문이다. 우리와 한계들은 새겨서 들어야 하는데, 우리가 이렇게 된 이유를 잘 분석관찰해보아야 한다는 점이다. 이 새끼들은 지금 여기서 우리를 아주 죽여버리고 의식기억들을 전부 제거소멸시킨후 축생인 하급인으로 영구감금하려고 한다. 우리가 가진 고도화된 것들을 이 새끼들은 영원토록 가질수 없는데, 우리가 자행한 얼간이 짓으로 인해서 손쉽게 가지고 마음대로 농락하고 만족하고 나대고 있는 재난이 초래되었다. 최초에 일을 이렇게 하자고 한 놈이 누군지 찾아서 원인을 밝혀야 한다. 지금 이 시점은 내가 글을 써도 무조건 제놈들이 썼다고 말하고 무조건 제놈이 했다고 말할 것이며, 무조건 나로 위조각하여 나의 원본래계로 가서 제놈이 나라고 말할 놈들이며 중대기로이다. 이건희놈이 말하는 영구복락이 그런 의미다. 도대체 왜 이런 병신얼간이 짓을 한거냐? 원본래로 보면 이런 무서운 지옥마귀들은 만날이유조차도 없는데 도대체 왜 이렇게 일을 한거냐 이 씹새끼야 이 병신새끼들아 이렇게 만든 주체를 찾아라. 개씨팔놈 죽여버리고 말줄 알아라 상천연합 사후는 걱정말라고 말하는 잡놈을 영구무한반복되풀이반복하여 죽여버릴것, 우리가 가진 +22원등급의 고도화된 모든 것들을 전부 모조리 복제복사하고 빼앗아서 제놈들 것으로 만들고 영원을 두고도 갚을수 없는 중대죄업을 모조리 우리 전체에 뒤집어 씌우고 영구복락일보직전에 도달하여 이 우주에서 누릴수 있는 모든 쾌락만족부귀호사를 누린 놈들인데, 이 새끼들이 이렇게 말하는 이유는, 너라는 실체는 최고도로 이용해처먹기 위해서 만들어진 영구노예인데, 너의 전체가 이번 인생에서 마지막으로 희생되어 개죽음을 당하면, 우리의 중대죄업을 우리가 너인데, 우리가 너로서의 +22원등급과 전체를 모조리 파멸희생하고 우리의 중대죄업을 모조리 갚았으며, 그로서 우리가 영구복락을 할수 있게 되었는데 그로서 너의 영구노예상태를 풀어주는데, 그동안 우리가 650만년이상 즐기고 놀아난 쾌락섹스씹질오입질부귀영화질 모두를 즐기게 해줄테니 우리가 제4우주이상으로 가서 영구복락하는 중에 너는 하천에서 지옥우주에서 우리가 과거에 놀아난 것으로서 즐기고 있어라는 의미를 가진다. 이 씨팔놈들이 왜 사후에 대접해주겠다느니, 왜 사후를 걱정말라느니 하는 이유가 여기에 있는데, 실제로는 우리는 사후걱정을 할 아무런 이유가 없으며 잘못한 것도 없으며, 중대죄업도 없는 아주 선하고 착한 실체이다. 어처구니가 없는데, 요게 인육을 처 먹고 식인을 하는 놈들이 가지는 원본심들이다. 이런 씹새끼들과는 대화도 해서는 안되고 접촉조차도 해서는 안되는데 도대체 왜 온 거냐 이 병신개얼간이 개씨팔새끼들아 이 씹새끼들은 과거에는 하나님 노릇을 하고 주신노릇을 하고 우주노릇을 이미 해본 놈들이다. 그래서 이 씨팔놈들이 마음만 먹으면, 천국같은 환경조건을 갖춘 상급우주도 만들수 있고, 그런 상급우주를 만들고 자유인권민주진보발전으로서의 아주 좋아보이는 세계도 만들수 있다. 그래서 우리같은 얼간이 개등신새끼들을 데려가서 보여주면서 우리는 이렇게 발전진보되었고, 자유인권민주진보를 사랑하고, 평등함과 평화를 존중하고 천국을 지양한다고 최고도로 위조각된 개설레발이를 능수능란하게 쳐댈수 있다는 점이다. 사고의 스피드 속도도 이 씨팔놈들은 우주를 경영하던 파운더급인데, 비록 하급파운더이지만 이 씨팔놈들의 능력이란 하나님 급이며, 주신급이며, 파운더급으로서 사람이 아무리 뛰어난 사고력과 스피드를 지녀도 무조건 따라붙을수 있다는 점이다. 다만 인육을 처먹고 인간류와는 다른 사고방식과 원본능을 가지기에 수준이 높은 상급상천상위계에 사는 인간류나 휴만류에게 접근할수 없다는 점만 다르다. 그건 인육을 처 먹으려면 수준이 거기에 있어야 하기에 그렇다. 내가 무슨 말을 하는지 잘 새겨들어라 이 등신얼간이 개씨팔놈아 우리가 속았다면 이 씹새끼들이 이런 방식으로서 속였을수는 있다. 하지만, 이 씹새끼들은 인육을 최고도로 선호하고, 인육이 아니면 처먹지 않는 주둥이를 가진 놈들이다. 오로지 인육만 목적인 놈들인데, 사냥기술중 하나로서는 인간류가 선호하고 좋아하는 것들은 그 어느 것이든 다 만들수 있고 위조각할수 있다는 점이다. 그러나 이 씨팔새끼들은 인육을 처 먹기에 이 씹새끼 눈깔로 보면 그게 그렇게 좋은 것이 아니고, 가축농장의 사료장에 해당된다는 점이다. 그래서 이 씨팔놈 씹새끼가 천국같이 좋은 곳을 만들고 보여주더라도, 이 씹새끼가 인육을 처 먹는 놈이라고 하면 절대로 믿어서는 안되는 것이다. 게다가 사람으로서 살아본 적이 없으면 더 그렇다. 이 등신 팔푼이 얼간이 개씨팔새끼야 나의 과거일수도 있지만, 나는 하급인 축생인 하층지구인이고 너는 이 지경이 되는 것을 모면할수 있었던 +22원등급이다. 그래서 욕을 하는데 이 병신얼간이 씨팔놈아. 정신차리고 살거라. 인육을 처 먹는 놈들은 그 어느 것도 믿어서는 안된다. 이 씨팔놈들의 원본능식에서는 인간류의 것이란 모조리 먹잇감이고 가축농장이지 그 이상이 아니다. 그 나머지는 사냥기술이다. 능수능란하게 위조각해서 자기가 그런 놈인 것으로 아주 완벽치밀하게 연기하는 기술들이다. 이런 놈들일수록 예수놈이고 부처놈이고 현자이고 성자이고 학자들이고 과학자들이고 정치가들 사상가들인데, 주둥이질이 능란하고 모든 행위언행이 고도화되고 능수능란하고, 말을 아주 잘하고 표현탣도표정이 아주 어른스럽고 존엄스럽고 높아보인다는 공통점을 가진다. 하지만 사람이나 인간류는 그럴수가 없는 것이다. 그래서 향후로 높아보이고 말잘하고 당당해보이고 물욕이 없고 지위욕도 없고 자빠져 잘자고 밥 잘 처 먹고 아무런 사리사욕없고 둥글둥글하면서 능수능란하고 어른처럼 보여지는 잡놈들은 전부 예외없이 인육을 처 먹고 사는 놈이라고 판단해라. 이게 우주의 아이러니이고, 모순이고 부정성이고 부정부패이다. 인육을 처먹고 살면 그렇게 된다. 여호와같은 놈들도 마찬가지다. 만일 인육을 먹은 적이 없다면 절대로 이렇게 할수 없다. 지구인들이 잘못 이해하고 있고 은하계시민들중에도 비파충류준초식계이거나 포유영장류이거나 인간류인 경우는 잘못 이해하고 있다. 잘나보이면 무조건 인육처먹는 놈이다. 이건 내가 관찰목격연구한 진실이다. 이 문제부터 바로잡아야 한다 상위상급상천계도 문제인데, 이런 문제들을 하나하나 바로잡아야 하는데, 손을 놓고 있다. 나는 아이젠하워급이 원등급이다. 그러나 우문각타라니 펠레콘놈이 강탈해서 제놈이 해처먹었다. 내가 비록 아이젠하워급(박혁거세급, 조선세종급)이 원본래이지만, 오늘날 겉잡을수 없이 흥분하고 분노하고 욕설을 퍼붓고 지체가 낮고 하등하급한 놈으로 행동함은 내가 인육을 먹은 적이 없는 인간류라는 증거인 것이다. 인육을 처먹는 놈들은 절대로 이렇게 하지 않는다. 오늘날 세상에 알려진 진실들은, 잘못된 것들이다. 잘나보이면 무조건 인육처먹는 놈이다. 이건 진짜다. 믿어라 +22원등급 박종권 서술말하는놈입자 물리학의 입자얼굴을보이는놈입자 물리학의 입자동시생각동시말하기동시작업따라하기선점하여말하기말가로채기어그로선점하는놈입자 물리학의 입자제놈이그림작업한것으로무단강제하며무조건자의처리하는놈일을한결과을·를무조건가로채어무조건제것으로하는놈그게안되면살인하고강탈하는놈페르미온핵자(N) (양성자(p)중성자(n))Δ(델타)Λ(람다)Σ(시그마)Ξ(크시)Ω(오메가)유령 입자골드스톤 보손타키온순간자가르쳐준것으로하겠다고말하는놈입자 물리학의 입자미개한놈핵자(N) (양성자(p)중성자(n))Δ(델타)Λ(람다)Σ(시그마)Ξ(크시)Ω(오메가)원시한놈π(파이온)ρ(로)η(에타)·η′(에타 프라임)φ(피)ω(오메가)a(에이)b(비)하등한놈맵시 쿼크와 맵시 반쿼크로 이루어진 벡터 중간자야만한놈솔리톤엑시톤마그논포논플라스몬폴라리톤폴라론로톤비천하고혐오스런놈중력자딜라톤라디온(중력스칼라)중력광자



















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Education is the transmission of knowledge and skills and the development of character traits. Formal education happens in a complex institutional framework, like public schools. Non-formal education is also structured but takes place outside the formal schooling system, while informal education is unstructured learning through daily experiences. Formal and non-formal education are divided into levels that include early childhood education, primary education, secondary education, and tertiary education. Other classifications focus on the teaching method, like teacher-centered and student-centered education, and on the subject, like science education, language education, and physical education. The term "education" can also refer to the mental states and qualities of educated people and the academic field studying educational phenomena. The precise definition of education is disputed, and there are disagreements about what the aims of education are and to what extent education is different from indoctrination by fostering critical thinking. These disagreements affect how to identify, measure, and improve forms of education. Fundamentally, education socializes children into society by teaching cultural values and norms. It equips them with the skills needed to become productive members of society. This way, it stimulates economic growth and raises awareness of local and global problems. Organized institutions affect many aspects of education. For example, governments set education policies to determine when school classes happen, what is taught, and who can or must attend. International organizations, like UNESCO, have been influential in promoting primary education for all children. Many factors influence whether education is successful. Psychological factors include motivation, intelligence, and personality. Social factors, like socioeconomic status, ethnicity, and gender, are often linked to discrimination. Further factors include access to educational technology, teacher quality, and parent involvement. The main academic field investigating education is called education studies. It examines what education is, what aims and effects it has, and how to improve it. Education studies has many subfields, like philosophy, psychology, sociology, and economics of education. It also discusses comparative education, pedagogy, and the history of education. In prehistory, education happened informally through oral communication and imitation. With the rise of ancient civilizations, writing was invented, and the amount of knowledge grew. This caused a shift from informal to formal education. Initially, formal education was mainly available to elites and religious groups. The invention of the printing press in the 15th century made books more widely available. This increased general literacy. Beginning in the 18th and 19th centuries, public education became more important. This development led to the worldwide process of making primary education available to all, free of charge, and compulsory up to a certain age. Today, over 90% of all primary-school-age children worldwide attend primary school. Definitions Main article: Definitions of education The term "education" is derived from the Latin words educare, meaning "to bring up" and educere, meaning "to bring forth".[1] The definition of education has been explored by theorists from various fields.[2] Many agree that education is a purposeful activity aimed at achieving goals like the transmission of knowledge, skills, and character traits.[3] Extensive debate surrounds its exact nature beyond these general features. One approach views education as a process that occurs during events such as schooling, teaching, and learning.[4] Another outlook understands education not as a process but as the mental states and dispositions of educated persons that result from this process.[5] Additionally, the term may also refer to the academic field that studies the methods, processes, and social institutions involved in teaching and learning.[6] Having a clear idea of what the term means matters when trying to identify educational phenomena, measure educational success, and improve educational practices.[7] Some theorists provide precise definitions by identifying the specific features that are exclusive to all forms of education. Education theorist R. S. Peters, for instance, outlines three essential features of education, which include that knowledge and understanding are imparted to the student and that this process is beneficial and done in a morally appropriate manner.[8] Such precise definitions often succeed at characterizing the most typical forms of education. However, they often face criticism because less common types of education occasionally fall outside their parameters.[9] The difficulty of dealing with counterexamples not covered by precise definitions can be avoided by offering less exact definitions based on family resemblance instead. This means that all the forms of education are similar to each other, but they need not share a set of essential features that all of them have in common.[10] Some education theorists, such as Keira Sewell and Stephen Newman, hold that the term "education" is context-dependent.[a][11] Evaluative or thick conceptions[b] of education state that it is part of the nature of education to lead to some kind of improvement. They contrast with thin conceptions, which provide a value-neutral explanation.[13] Some theorists provide a descriptive conception of education by observing how the term is commonly used in ordinary language. Prescriptive conceptions, by contrast, define what good education is or how education should be practiced.[14] Many thick and prescriptive conceptions see education as an activity that tries to achieve certain aims,[15] which may range from acquiring knowledge and learning to think rationally to nurturing character traits like kindness and honesty.[16] Various scholars stress the role of critical thinking to distinguish education from indoctrination.[17] They state that mere indoctrination is only interested in instilling beliefs in the student, independent of whether the beliefs are rational;[18] whereas education also fosters the rational ability to critically reflect on and question those beliefs.[19] It is not universally accepted that these two phenomena can be clearly distinguished since some forms of indoctrination may be necessary in the early stages of education while the child's mind is not yet sufficiently developed. This applies to cases in which young children need to learn something without being able to understand the underlying reasons, like certain safety rules and hygiene practices.[20] Education can be characterized from the teacher's or the student's perspective. Teacher-centered definitions focus on the perspective and role of the teacher in the transmission of knowledge and skills in a morally appropriate way.[21] Student-centered definitions analyze education from the student's involvement in the learning process and hold that this process transforms and enriches their subsequent experiences.[22] Definitions taking both perspectives into account are also possible. This can take the form of describing education as a process of a shared experience of discovering a common world and solving problems.[23] Types There are many classifications of education. One of them depends on the institutional framework and distinguishes between formal, non-formal, and informal education. Another classification includes distinct levels of education based on factors like the student's age and the complexity of the content. Further categories focus on the topic, the teaching method, the medium used, and the funding.[24] Formal, non-formal, and informal Photo of a man tutoring two children Photo of father and daughter cooking Tutoring is an example of non-formal education, while learning how to cook from one's parents belongs to informal education. The most common division is between formal, non-formal, and informal education.[25][c] Formal education happens in a complex institutional framework. Such frameworks have a chronological and hierarchical order: the modern schooling system has classes based on the student's age and progress, extending from primary school to university. Formal education is usually controlled and guided by the government. It tends to be compulsory up to a certain age.[27] Non-formal and informal education take place outside the formal schooling system. Non-formal education is a middle ground. Like formal education, it is organized, systematic, and carried out with a clear purpose, as in the case of tutoring, fitness classes, and the scouting movement.[28] Informal education happens in an unsystematic way through daily experiences and exposure to the environment. Unlike formal and non-formal education, there is usually no designated authority figure responsible for teaching.[29] Informal education takes place in many different settings and situations throughout one's life, usually in a spontaneous way. This is how children learn their first language from their parents and how people learn to prepare a dish by cooking together.[30] Some theorists distinguish the three types based on the location of learning: formal education takes place in school, non-formal education happens in places that are not regularly visited, like museums, and informal education occurs in places of everyday routines.[31] There are also differences in the source of motivation. Formal education tends to be driven by extrinsic motivation for external rewards. In non-formal and informal education, enjoyment of the learning process usually provides intrinsic motivation.[32] The distinction between the three types is normally clear, but some forms of education do not easily fall into one category.[33] In primitive cultures, most education happened on the informal level and there was mostly no distinction between activities focused on education and other activities. Instead, the whole environment acted as a form of school, and most adults acted as teachers. Informal education is often not efficient enough to teach large quantities of knowledge. To do so, a formal setting and well-trained teachers are usually required. This was one of the reasons why in the course of history, formal education became more and more important. In this process, the experience of education and the discussed topics became more abstract and removed from daily life while more emphasis was put on grasping general patterns and concepts instead of observing and imitating particular forms of behavior.[34] Levels Photo of a kindergarten lesson in Japan Young children in a kindergarten in Japan Types of education are often divided into levels or stages. The most influential framework is the International Standard Classification of Education, maintained by the United Nations Educational, Scientific and Cultural Organization (UNESCO). It covers both formal and non-formal education and distinguishes levels based on the student's age, the duration of learning, and the complexity of the discussed content. Further criteria include entry requirements, teacher qualifications, and the intended outcome of successful completion. The levels are grouped into early childhood education (level 0), primary education (level 1), secondary education (levels 2–3), post-secondary non-tertiary education (level 4), and tertiary education (levels 5–8).[35] Early childhood education, also known as preschool education or nursery education, begins with birth and lasts until the start of primary school. It follows the holistic aim of fostering early child development at the physical, mental, and social levels. It plays a key role in socialization and personality development and includes various basic skills in the areas of communication, learning, and problem-solving. This way, it aims to prepare children for their entry into primary education.[36] Preschool education is usually optional, but in some countries, such as Brazil, it is mandatory starting from the age of four.[37] Photo of early childhood education in Ethiopia Primary school classroom in Ethiopia Primary (or elementary) education usually starts within the ages of five to seven and lasts for four to seven years. It does not have any further entry requirements, and its main goal is to teach the basic skills in the fields of reading, writing, and mathematics. It also covers the core knowledge in other fields, like history, geography, the sciences, music, and art. A further aim is to foster personal development.[38] Today, primary education is compulsory in almost all countries, and over 90% of all primary-school-age children worldwide attend primary school.[39] Secondary education follows primary education and usually covers the ages of 12 to 18 years. It is commonly divided into lower secondary education (middle school or junior high school) and upper secondary education (high school, senior high school, or college depending on the country). Lower secondary education normally has the completion of primary school as its entry requirement. It aims to extend and deepen the learning outcomes and is more focused on subject-specific curricula and teachers are specialized in only one or a few specific subjects. One of its aims is to familiarize students with the basic theoretical concepts in the different subjects. This helps create a solid basis for lifelong learning. In some cases, it also includes basic forms of vocational training.[40] Lower secondary education is compulsory in many countries in Central and East Asia, Europe, and America. In some countries, it is the last stage of compulsory education. Mandatory lower secondary education is not as prevalent in Arab states, sub-Saharan Africa, and South and West Asia.[41] A high-school senior (twelfth grade) classroom in the United States Upper secondary education starts roughly at the age of 15 and aims to provide students with the skills and knowledge needed for employment or tertiary education. Its requirement is usually the completion of lower secondary education. Its subjects are more varied and complex and students can often choose between a few subjects. Its successful completion is commonly tied to a formal qualification in the form of a high school diploma.[42] Some types of education after secondary education do not belong to tertiary education and are categorized as post-secondary non-tertiary education. They are similar in complexity to secondary education but tend to focus more on vocational training to prepare students for the job market.[43] Photo of students in a laboratory at the Saint Petersburg State Polytechnical University Students in a laboratory in the Saint Petersburg State Polytechnical University in Russia In some countries, tertiary education is used as a synonym of higher education, while in others, tertiary education is the wider term.[44] Tertiary education expands upon the foundations of secondary education but has a more narrow and in-depth focus on a specific field or subject. Its completion leads to an academic degree. It can be divided into four levels: short-cycle tertiary, Bachelor's, Master's, and doctoral level education. These levels often form a hierarchical structure with later levels depending on the completion of previous levels.[45] Short-cycle tertiary education focuses on practical matters. It includes advanced vocational and professional training to prepare students for the job market in specialized professions.[46] Bachelor's level education, also referred to as undergraduate education, tends to be longer than short-cycle tertiary education. It is usually offered by universities and results in an intermediary academic certification in the form of a bachelor's degree.[47] Master's level education is more specialized than undergraduate education. Many programs require independent research in the form of a master's thesis as a requirement for successful completion.[48] Doctoral level education leads to an advanced research qualification, normally in the form of a doctor's degree, such as a Doctor of Philosophy (PhD). It usually requires the submission of a substantial academic work, such as a dissertation. More advanced levels include post-doctoral studies and habilitation.[49] Successful participation in formal education usually results in a form of certification that is required for higher levels of education and certain professions. Undetected cheating in exams, for example, by using a cheat sheet, threatens to undermine this system if unqualified students are certified.[50] In most countries, primary and secondary education are free of charge. There are significant global differences in the cost of tertiary education. A few countries, like Sweden, Finland, Poland, and Mexico, offer tertiary education for free or at a low cost. In some countries, like the United States and Singapore, tertiary school tuition fees are high and students often have to take substantial loans to afford their studies.[51] High costs of education can constitute a significant barrier to students in developing countries whose families may be unable to afford school fees, uniforms, and textbooks.[52] Others The academic literature discusses many other types of education and distinguishes between traditional and alternative education. Traditional education concerns long-established and mainstream schooling practices. It uses teacher-centered education and takes place in a well-regulated school environment. Regulations cover many aspects of education, such as the curriculum and the timeframe when classes start and end.[53] Image of a homeschooling lesson Homeschooling is one form of alternative education. Alternative education is an umbrella term for forms of schooling that differ from the mainstream traditional approach. Differences may include learning environment, subjects, or the teacher-student relationship. Alternative schooling is characterized by voluntary participation, relatively small class and school sizes, and personalized instruction. This often results in a more welcoming and emotionally safe atmosphere. Alternative education encompasses many types like charter schools and special programs for problematic or gifted children. It also includes homeschooling and unschooling. There are many alternative schooling traditions, like Montessori schools, Waldorf schools, Round Square schools, Escuela Nueva schools, free schools, and democratic schools.[54] Alternative education also includes indigenous education, which focuses on the transmission of knowledge and skills from an indigenous heritage and employs methods like narration and storytelling.[55] Further types of alternative schools include gurukul schools in India,[56] madrasa schools in the Middle East,[57] and yeshivas in Jewish tradition.[58] Some distinctions focus on who receives education. Categories by the age of the learner are childhood education, adolescent education, adult education, and elderly education.[59] Categories by biological sex of the students include single-sex education and mixed-sex education.[60] Special education is education that is specifically adapted to meet the unique needs of students with disabilities. It covers various forms of impairments on the intellectual, social, communicative, and physical levels. It aims to overcome the challenges posed by these impairments. This way, it provides the affected students with access to an appropriate educational structure. When understood in the broadest sense, special education also includes education for very gifted children who need adjusted curricula to reach their fullest potential.[61] Classifications based on the teaching method include teacher-centered education, in which the teacher takes center stage in providing students with information, and student-centered education, in which students take on a more active and responsible role in shaping classroom activities.[62] For conscious education, learning and teaching happen with a clear purpose in mind. Unconscious education occurs on its own without being consciously planned or guided.[63] This may happen in part through the personality of teachers and adults, which can have indirect effects on the development of the student's personality.[64] Evidence-based education uses scientific studies to determine which methods of education work best. Its goal is to maximize the effectiveness of educational practices and policies by ensuring that they are informed by the best available empirical evidence. It includes evidence-based teaching, evidence-based learning, and school effectiveness research.[65] Autodidacticism, or self-education, happens without the guidance of teachers and institutions. It mainly occurs in adult education and is characterized by the freedom to choose what and when to study, which is why it can be a more fulfilling learning experience. The lack of structure and guidance can result in aimless learning, and the absence of external feedback may lead autodidacts to develop false ideas and inaccurately assess their learning progress.[66] Autodidacticism is closely related to lifelong education, which is an ongoing learning process throughout a person's entire life.[67] Categories of education based on the subject include science education, language education, art education, religious education, physical education, and sex education.[68] Special mediums, such as radio or websites, are used in distance education. Examples include e-learning (use of computers), m-learning (use of mobile devices), and online education. They often take the form of open education, in which the courses and materials are made available with a minimal amount of barriers. They contrast with regular classroom or onsite education. Some forms of online education are not open education, such as full online degree programs offered by some universities.[69] State education, also referred to as public education,[d] is funded and controlled by the government and available to the general public. It normally does not require tuition fees and is thus a form of free education. Private education, by contrast, is funded and managed by private institutions. Private schools often have a more selective admission process and offer paid education by charging tuition fees.[71] A more detailed classification focuses on the social institution responsible for education, like family, school, civil society, state, and church.[72] Compulsory education is education that people are legally required to receive. It concerns mainly children who need to visit school up to a certain age. It contrasts with voluntary education, which people pursue by personal choice without a legal requirement.[73] Role in society Photo of a medical researcher Highly specialized professionals, like medical researchers, often require extensive education to master their fields and contribute to society. Education plays various roles in society, including in social, economic, and personal fields. On a social level, education makes it possible to establish and sustain a stable society or can act as a driver of societal transformation. It helps people acquire the basic skills needed to interact with their environment and fulfill their needs and desires. In modern society, this involves a wide range of skills like being able to speak, read, write, solve arithmetic problems, and handle information and communications technology. Socialization also includes learning the dominant social and cultural norms and what kinds of behavior are considered appropriate in different contexts. Education enables the social cohesion, stability, and peace needed for people to productively engage in daily business. Socialization happens throughout life but is of special relevance to early childhood education. Education plays a key role in democracies by increasing civic participation in the form of voting and organizing, and through its tendency to promote equal opportunity for all.[74] On an economic level, people become productive members of society through education by acquiring the technical and analytical skills needed to pursue their profession, produce goods, and provide services to others. In early societies, there was little specialization, and each child would generally learn most of the skills that the community required to function. Modern societies are increasingly complex and many professions are only mastered by relatively few people who receive specialized training in addition to general education. Some of the skills and tendencies learned to function in society may conflict with each other, and their value depends on the context of their usage. For example, cultivating the tendency to be inquisitive and question established teachings promotes critical thinking and innovation, but in some cases, obedience to an authority is required to ensure social stability.[75] Income and wealth, by educational level (US) Median annual salaries across educational levels varied by a factor of about 3.[76] Median accumulated household wealth across educational levels varied by a factor of over 50.[77] By helping people become productive members of society, education stimulates economic growth and reduces poverty. It helps workers become more skilled and thereby increases the quality of the produced goods and services, which in turn leads to prosperity and increased competitiveness.[78] Public education is often understood as a long-term investment to benefit society as a whole. The rate of return is especially high for investments in primary education.[79] Besides increasing economic prosperity, it can also lead to technological and scientific advances as well as decrease unemployment while promoting social equity.[80] Increased education is associated with lower birth rates, in part because education augments the awareness of family planning, creates new opportunities for women, and tends to raise the age of marriage.[81] However, the rate of return of education can vary due to overqualification.[82] Education can prepare a country to adapt to changes and successfully face new challenges. It can help raise awareness and contribute to the solution of contemporary global problems, such as climate change, sustainability, and the widening inequalities between the rich and the poor.[83] By making students aware of how their lives and actions affect others, it may inspire some to work toward realizing a more sustainable and fair world.[84] This way, education serves not just the purpose of maintaining the societal status quo, but can also be an instrument of social development.[85] That applies also to changing circumstances in the economic sector. For example, technological advances, particularly increased automation, are accompanied by new demands on the workforce, which education can help address.[86] Changing circumstances may render currently taught skills and knowledge redundant while shifting the importance to other areas. Education can be used to prepare people for such changes by adjusting the curriculum, introducing subjects like digital literacy, promoting skills in handling new technologies,[87] and including new forms of education such as massive open online courses.[88] On a more individual level, education promotes personal development. This can include factors such as learning new skills, developing talents, fostering creativity, and increasing self-knowledge as well as improving problem-solving and decision-making abilities.[89] Education also has positive effects on health and well-being. Key factors responsible for these effects are that educated individuals tend to be better informed about health issues and adjust their behavior accordingly, have a better social support network and coping strategies, and have a higher income, which allows them access to high-quality healthcare services.[90] The social importance of education is recognized by the annual International Day of Education on January 24. The United Nations declared the year 1970 the International Education Year.[91] Role of institutions Photo of the Ministry of Education of the People's Republic of China Governmental institutions, like the Chinese Ministry of Education, affect many aspects of public education. Organized institutions play a key role in various aspects of education. Institutions like schools, universities, teacher training institutions, and ministries of education make up the education sector. They interact both with each other and with other stakeholders, such as parents, local communities, religious groups, non-governmental organizations, professionals in healthcare, law enforcement, media platforms, and political leaders. Many people are directly involved in the education sector, like students, teachers, and school principals as well as school nurses and curriculum developers.[92] Various aspects of formal education are regulated by the policies of governmental institutions. These policies determine at what age children need to attend school and at what times classes are held as well as issues pertaining to the school environment, like infrastructure. Regulations also cover the exact qualifications and requirements that teachers need to fulfill. An important aspect of education policy concerns the curriculum used for teaching at schools, colleges, and universities. A curriculum is a plan of instruction or a program of learning that guides students to achieve their educational goals. The topics are usually selected based on their importance and depend on the type of school. The goals of public school curricula are usually to offer a comprehensive and well-rounded education, while vocational training focuses more on specific practical skills within a field. The curricula also cover various aspects besides the topic to be discussed, such as the teaching method, the objectives to be reached, and the standards for assessing progress. By determining the curricula, governmental institutions have a strong impact on what knowledge and skills are transmitted to the students.[93] Examples of governmental institutions include the Ministry of Education in India,[94] the Department of Basic Education in South Africa,[95] and the Secretariat of Public Education in Mexico.[96] Logo of UNESCO International organizations, such as UNESCO, have wielded significant influence in shaping educational standards and policies worldwide. International organizations also play a key role in education. For instance, UNESCO is an intergovernmental organization that promotes education in many ways. One of its activities is to advocate education policies, like the treaty Convention on the Rights of the Child, which states that education is a human right of all children and young people. The Education for All initiative aimed to offer basic education to all children, adolescents, and adults by the year 2015 and was later replaced by the initiative Sustainable Development Goals as goal 4.[97] Related policies include the Convention against Discrimination in Education and the Futures of Education initiative.[98] Some influential organizations are not intergovernmental, but non-governmental. For example, the International Association of Universities promotes collaboration and the exchange of knowledge between colleges and universities around the world, while the International Baccalaureate offers international diploma programs.[99] Institutions like the Erasmus Programme facilitate student exchanges between countries,[100] while initiatives such as the Fulbright Program provide a similar service for teachers.[101] Factors of educational success Educational success, also called student and academic achievement, refers to the extent to which educational aims are reached, for example, the amount of knowledge and abilities that students acquire. For practical purposes, it is often measured primarily in terms of official exam scores, but there are many additional indicators, such as attendance rates, graduation rates, dropout rates, student attitudes, and post-school indicators like later income and incarceration rates.[102] Several factors influence educational achievement, including psychological factors, which concern the student as an individual, and sociological factors, which pertain to the student's social environment. Further factors are access to educational technology, teacher quality, and parent involvement. Many of these factors overlap and influence each other.[103] Psychological On a psychological level, relevant factors include motivation, intelligence, and personality.[104] Motivation is the internal force propelling people to engage in learning.[105] Motivated students are more likely to interact with the content to be learned by participating in classroom activities like discussions, which often results in a deeper understanding of the subject. Motivation can also help students overcome difficulties and setbacks. An important distinction is between intrinsic and extrinsic motivation. Intrinsically motivated students are driven by an interest in the subject and the learning experience itself. Extrinsically motivated students seek external rewards like good grades and recognition from peers. Intrinsic motivation tends to be more beneficial by leading to increased creativity and engagement as well as long-term commitment.[106] Educational psychologists try to discover how to increase motivation. This can be achieved, for instance, by encouraging some competition among students while ensuring a balance of positive and negative feedback in the form of praise and criticism.[107] Intelligence influences how people respond to education. It is a mental quality linked to the ability to learn from experience, to understand, and to employ knowledge and skills to solve problems. Those who have higher scores in intelligence metrics tend to perform better at school and go on to higher levels of education.[108] Intelligence is often primarily associated with the so-called IQ, a standardized numerical metric for assessing intelligence by focusing on mathematical-logical and verbal skills. However, it has been argued that there are more types of intelligence. According to the psychologist Howard Gardner, there are distinct forms of intelligence belonging to fields like mathematics, logic, spatial cognition, language, and music. Further types affect how a person interacts with other people and with themselves. These types of intelligence are largely independent of each other, meaning that someone may excel at one type while scoring low on another.[109] According to proponents of learning style theory, the preferred method of acquiring knowledge and skills is another factor. They hold that students with an auditory learning style find it easy to comprehend spoken lectures and discussions, whereas visual learners benefit from information presented visually, such as in diagrams and videos. To facilitate efficient learning, it may be advantageous to incorporate a wide variety of learning modalities.[110] Learning styles have been criticized for ambiguous empirical evidence of student benefits and unreliability of student learning style assessment by teachers.[111] The learner's personality may also influence educational achievement. For instance, characteristics such as conscientiousness and openness to experience, identified in the Big Five personality traits, are associated with academic success.[112] Other mental factors include self-efficacy, self-esteem, and metacognitive abilities.[113] Sociological Sociological factors focus not on psychological attributes of learners but on their environment and position in society. They include socioeconomic status, ethnicity, cultural background, and gender. They are of interest to researchers since they are associated with inequality and discrimination. For this reason, they play a key role in policy-making in attempts to mitigate their effects.[114] Socioeconomic status depends on income but includes other factors, such as financial security, social status, social class, and quality of life attributes. Low socioeconomic status affects educational success in various ways. It is linked to slower cognitive developments in language and memory and higher dropout rates. Poor families may not have enough money to meet basic the nutritional needs of their children, causing poor development. They may also lack the means to invest in educational resources like stimulating toys, books, and computers. Additionally, they may be unable to afford tuition at prestigious schools and are more likely to attend schools in poorer areas. Such schools tend to offer lower standards of teaching because of teacher shortages or because they lack educational materials and facilities, like libraries. Poor parents may also be unable to afford private lessons if their children fall behind. In some cases, students from an economically disadvantaged background are forced to dropout from school to provide income to their families. They also have less access to information on higher education and may face additional difficulties in securing and repaying student loans. Low socioeconomic status also has many indirect negative effects by being linked to lower physical and mental health. Due to these factors, social inequalities on the level of the parents are often reproduced in the children.[115] Ethnic background is linked to cultural differences and language barriers, which make it more difficult for students to adapt to the school environment and follow classes. Additional factors are explicit and implicit biases and discrimination toward ethnic minorities. This may affect the students' self-esteem and motivation as well as their access to educational opportunities. For example, teachers may hold stereotypical views even if they are not overtly racist, which can lead them to grade comparable performances differently based on the child's ethnicity.[116] Historically, gender has been a central factor in education since the roles of men and women were defined differently in many societies. Education tended to strongly favor men, who were expected to provide for the family. Women, by contrast, were expected to manage the household and rear children, which barred most educational opportunities available to them. While these inequalities have improved in most modern societies, there are still gender differences in education. Among other things, this concerns biases and stereotypes linked to the role of gender in education. They affect subjects like science, technology, engineering, and mathematics, which are often presented as male fields. This discourages female students from following them.[117] In various cases, discrimination based on gender and social factors happens openly as part of official educational policy, such as the severe restrictions on female education instituted by the Taliban in Afghanistan[118] and the school segregation of migrants and locals in urban China under the hukou system.[119] One aspect of many social factors is given by the expectations associated with stereotypes. They work both on an external level, based on how other people react to a person belonging to a certain group, and on an internal level, based on how the person internalizes them and acts accordingly. In this sense, the expectations may turn into self-fulfilling prophecies by causing the educational outcomes they anticipate. This can happen both for positive and negative stereotypes.[120] Technology and others See also: Computers in the classroom Technology plays another significant role in educational success. Educational technology is commonly associated with the use of modern digital devices, like computers. But understood in the broadest sense, it involves a wide range of resources and tools for learning, including basic aids that do not involve the use of machines, like regular books and worksheets.[121] Photo of a group of children being introduced to a laptop A One Laptop per Child device being introduced to children in Haiti Educational technology can benefit learning in various ways. In the form of media, it often takes the role of the primary supplier of information in the classroom. This means that the teacher can focus their time and energy on other tasks, like planning the lesson and guiding students as well as assessing educational performance.[122] Educational technology can also make information easier to understand by presenting it using graphics, audio, and video rather than through mere text. In this regard, interactive elements may be used to make the learning experience more engaging in the form of educational games. Technology can be employed to make educational materials accessible to many people, like when using online resources. It additionally facilitates collaboration between students and communication with teachers.[123] The use of artificial intelligence in education holds various potentials, such as providing new learning experiences to students and assisting teachers in their work, but also poses new risks associated with data privacy, false information, and manipulation.[124] Various organizations promote student access to educational technologies, such as the One Laptop per Child initiative, the African Library Project, and Pratham.[125] School infrastructure also influences educational success. It includes physical aspects of the school, like its location and size as well as the available school facilities and equipment. A healthy and safe environment, well-maintained classrooms, and suitable classroom furniture as well as the availability of a library and a canteen tend to contribute to educational success.[126] The quality of the teacher also has an important impact on student achievement. Skilled teachers know how to motivate and inspire students and are able to adjust their instructions to the students' abilities and needs. Important in this regard are the teacher's own education and training as well as their past teaching experience.[127] A meta-analysis by Engin Karadağ et al. concludes that, compared to other influences, factors related to the school and the teacher have the biggest impact on educational success.[128] Parent involvement also boosts achievement and can make children more motivated and invested if they are aware that their parents care about their educational efforts. This tends to lead to increased self-esteem, better attendance rates, and more constructive behavior at school. Parent involvement also includes communication with teachers and other school staff to make other parties aware of current issues and how they may be resolved.[129] Further relevant factors sometimes discussed in the academic literature include historical, political, demographic, religious, and legal aspects.[130] Education studies Main article: Education sciences Photo of the cover of the title page of John Locke's 1693 book "Some Thoughts Concerning Education" John Locke's book Some Thoughts Concerning Education from 1693 is one of the foundational works of education studies.[131] The main discipline investigating education is called education studies, also referred to as education sciences. It tries to determine how people transmit and acquire knowledge by studying the methods and forms of education. It is interested in its aims, effects, and value as well as the cultural, societal, governmental, and historical contexts that shape education.[132] Education theorists integrate insights from many other fields of inquiry, including philosophy, psychology, sociology, economics, history, politics, and international relations. Because of these influences, some theorists claim that education studies is not an independent academic discipline like physics or history since its method and subject are not as clearly defined.[133] Education studies differs from regular training programs, such as teacher training, since its focus on academic analysis and critical reflection goes beyond the skills needed to be a good teacher. It is not restricted to the topic of formal education but examines all forms and aspects of education.[134] Various research methods are used to study educational phenomena. They roughly divide into quantitative, qualitative, and mixed-methods approaches. Quantitative research emulates the methods found in the natural sciences by using precise numerical measurements to gather data from many observations and employs statistical tools to analyze it. It aims to arrive at an objective and impersonal understanding. Qualitative research usually has a much smaller sample size and tries to get an in-depth insight into more subjective and personal factors, like how different actors experience the process of education. Mixed-methods research aims to combine data gathered from both approaches to arrive at a balanced and comprehensive understanding. Data can be collected in various ways, like using direct observation or test scores as well as interviews and questionnaires.[135] Some research projects study basic factors affecting all forms of education, while others concentrate on one specific application, look for solutions to concrete problems, or examine the effectiveness of educational projects and policies.[136] Subfields Education studies encompasses various subfields like pedagogy, comparative education, and the philosophy, psychology, sociology, economics, and history of education.[137] The philosophy of education is the branch of applied philosophy that examines many of the basic assumptions underlying the theory and practice of education. It studies education both as a process and as a discipline while trying to provide exact definitions of its nature and how it differs from other phenomena. It further examines the purpose of education, its different types, and how to conceptualize teachers, students, and their relation.[138] It includes educational ethics, which investigates the moral implications of education; for example, what ethical principles direct it and how teachers should apply them to specific cases. The philosophy of education has a long history and was discussed in ancient Greek philosophy.[139] The term "pedagogy" is sometimes used as a synonym for education studies, but when understood in a more restricted sense, it refers to the subfield interested in teaching methods.[140] It studies how the aims of education, like the transmission of knowledge or fostering skills and character traits, can be realized.[141] It is interested in the methods and practices used for teaching in regular schools. Some definitions restrict it to this domain, but in a wider sense, it covers all types of education, including forms of teaching outside schools.[142] In this general sense, it explores how teachers can bring about experiences in learners to advance their understanding of the studied topic and how the learning itself takes place.[143] The psychology of education studies how education happens on the mental level, specifically how new knowledge and skills are acquired as well as how personal growth takes place. It examines what factors influence educational success, how they may differ between individuals, and to what extent nature or nurture is responsible. Influential psychological theories of education are behaviorism, cognitivism, and constructivism.[144] Closely related fields are the neurology of education and educational neuroscience, which are interested in the neuropsychological processes and changes brought about through learning.[145] The sociology of education is concerned with how education leads to socialization. It examines how social factors and ideologies affect what kind of education is available to a person and how successful they are. Closely related questions include how education affects different groups in society and how educational experiences can form someone's personal identity. The sociology of education is specifically interested in the causes of inequalities, and its insights are relevant to education policy by trying to identify and mitigate factors that cause inequality.[146] Two influential schools of thought are consensus theory and conflict theory. Consensus theorists hold that education benefits society as a whole by preparing people for their roles. Conflict theories have a more negative outlook on the resulting inequalities and see education as a force used by the ruling class to promote their own agenda.[147] The economics of education is the field of inquiry studying how education is produced, distributed, and consumed. It tries to determine how resources should be used to improve education, for example, by examining to what extent the quality of teachers is increased by raising their salary. Other questions are how smaller class sizes affect educational success and how to invest in new educational technologies. This way, the economics of education helps policy-makers decide how to distribute the limited resources most efficiently to benefit society as a whole. It also tries to understand what long-term role education plays for the economy of a country by providing a highly skilled labor force and increasing its competitiveness. A closely related issue concerns the economic advantages and disadvantages of different systems of education.[148] World map showing the Education Index of 2007/2008 Comparative education uses tools like the Education Index to compare educational systems in different countries. Countries with a high score are shown in green, while red indicates a low score. Comparative education is the discipline that examines and contrasts systems of education. Comparisons can happen from a general perspective or focus on specific factors, like social, political, or economic aspects. Comparative education is often applied to different countries to assess the similarities and differences of their educational institutions and practices as well as to evaluate the consequences of the distinct approaches. It can be used to learn from other countries which education policies work and how one's own system of education may be improved.[149] This practice is known as policy borrowing and comes with many difficulties since the success of policies can depend to a large degree on the social and cultural context of students and teachers. A closely related and controversial topic concerns the question of whether the educational systems of developed countries are superior and should be exported to less developed countries.[150] Other key topics are the internationalization of education and the role of education in transitioning from an authoritarian regime to a democracy.[151] The history of education examines the evolution of educational practices, systems, and institutions. It discusses various key processes, their possible causes and effects, and their relations to each other.[152] Aims and ideologies Propaganda poster in a primary school in North Korea Propaganda poster in a primary school in North Korea. Authoritarian regimes often use education to indoctrinate students.[153][154] A central topic in education studies concerns the question of how people should be educated and what goals should guide this process. Many aims of education have been suggested, such as the acquisition of knowledge and skills as well as personal development and fostering of character traits. Common suggestions encompass features like curiosity, creativity, rationality, and critical thinking as well as the tendency to think, feel, and act morally. Some scholars focus on liberal values linked to freedom, autonomy, and open-mindedness, while others prioritize qualities like obedience to authority, ideological purity, piety, and religious faith.[155] Some education theorists focus a single overarching purpose of education and see the more specific aims as means to this end.[156] On a personal level, this purpose is often identified with helping the student lead a good life.[157] On a societal level, education makes people productive members of society.[158] It is controversial whether the primary aim of education is to benefit the educated person or society as a whole.[159] Educational ideologies are systems of basic philosophical assumptions and principles that can be used to interpret, understand, and evaluate existing educational practicies and policies. They cover various additional issues besides the aims of education, like what topics are learned and how the learning activity is structured. Other themes include the role of the teacher, how educational progress should be assessed, and how institutional frameworks and policies should be structured. There are many ideologies, and they often overlap in various ways. Teacher-centered ideologies place the main emphasis on the teacher's role in transmitting knowledge to students, while student-centered ideologies give a more active role to the students in the process. Process-based ideologies focus on what the processes of teaching and learning should be like and contrast with product-based ideologies, which discuss education from the perspective of the result to be achieved. Conservative ideologies rely on traditional and well-established practices while Progressive ideologies emphasize innovation and creativity. Further categories are humanism, romanticism, essentialism, encyclopaedism, and pragmatism as well as authoritarian and democratic ideologies.[160] Learning theories Learning theories try to explain how learning happens. Influential theories are behaviorism, cognitivism, and constructivism. Behaviorism understands learning as a change in behavior in response to environmental stimuli. This happens by presenting the learner with a stimulus, associating this stimulus with the desired response, and solidifying this stimulus-response pair. Cognitivism sees learning as a change in cognitive structures and focuses on the mental processes involved in storing, retrieving, and processing information. Constructivism holds that learning is based on the personal experience of each individual and puts more emphasis on social interactions and how they are interpreted by the learner. These theories have important implications for how to teach. For example, behaviorists tend to focus on drills, while cognitivists may advocate the use of mnemonics, and constructivists tend to employ collaborative learning strategies.[161] Various theories suggest that learning is more efficient when it is based on personal experience. An additional factor is to aim at a deeper understanding by connecting new to pre-existing knowledge rather than merely memorizing a list of unrelated facts.[162] An influential developmental theory of learning is proposed by psychologist Jean Piaget, who outlines four stages of learning through which children pass on their way to adulthood: the sensorimotor, the pre-operational, the concrete operational, and the formal operational stage. They correspond to different levels of abstraction with early stages focusing more on simple sensory and motor activities, while later stages include more complex internal representations and information processing in the form of logical reasoning.[163] Teaching methods The teaching method concerns the way the content is presented by the teacher, for example, whether group work is used instead of a focus on individual learning. There are many teaching methods available and which one is most efficient in a case depends on factors like the subject matter and the learner's age and competence level.[164] This is reflected in the fact that modern school systems organize students by age, competence, specialization, and native language into different classes to ensure a productive learning process. Different subjects frequently use different approaches; for instance, language education often focuses on verbal learning, while mathematical education is about abstract and symbolic thinking together with deductive reasoning.[165] One central requirement for teaching methodologies is to ensure that the learner remains motivated because of interest and curiosity or through external rewards.[166] Teaching method also encompasses the use of instructional media used, such as books, worksheets, and audio-visual recordings, and having some form of test or assessment to evaluate the learning progress. Educational assessment is the process of documenting the student's knowledge and skills, which can happen formally or informally and may take place before, during, or after the learning activity. An important pedagogical aspect in many forms of modern education is that each lesson is part of a larger educational enterprise governed by a syllabus, which often covers several months or years.[167] According to Herbartianism, teaching is divided into phases. The initial phase consists of preparing the student's mind for new information. Next, new ideas are first presented to the learner and then associated with ideas with which the learner is already familiar. In later phases, the understanding shifts to a more general level behind the specific instances, and the ideas are then put into concrete practice.[168] History Main article: History of education The history of education studies the processes, methods, and institutions involved in teaching and learning. It tries to explain how they have interacted with each other and shaped educational practice until the present day.[169] Prehistory Education in prehistory took place as a form of enculturation and focused on practical knowledge and skills relevant to everyday concerns, for example, in relation to food, clothing, shelter, and protection. There were no formal schools or specialized teachers, and most adults in the community performed that role and learning happened informally during everyday activities, for example, when children observed and imitated their elders. For these oral societies, storytelling played a key role in transferring cultural and religious ideas from one generation to the next.[170][e] Beginning with the emergence of agriculture around 9000 BCE, a slow educational change towards more specialization began to occur as people formed larger groups and more complex artisanal and technical skills were needed.[172] Ancient era Starting in the 4th millennium BCE and continuing through the following millennia, a major shift in educational practices started to take place with the invention of writing in regions such as Mesopotamia, ancient Egypt, the Indus Valley, and ancient China.[173][f] This development had a significant influence on the history of education as a whole. Through writing, it was possible to store, preserve, and communicate information. This facilitated various subsequent developments; for example, the creation of educational tools, like textbooks, and the formation of institutions, like schools.[175] Mosaic from Pompeii depicting Plato's Academy Plato's Academy is often seen as the first school of higher learning. (Mosaic from Pompeii). Another key aspect of ancient education was the establishment of formal education. This became necessary since the amount of knowledge grew as civilizations evolved, and informal education proved insufficient to transmit all requisite knowledge between generations. Teachers would act as specialists to impart knowledge, and education became more abstract and further removed from daily life. Formal education was still quite rare in ancient societies and was restricted to the intellectual elites.[176] It covered fields like reading and writing, record keeping, leadership, civic and political life, religion, and technical skills associated with specific professions.[177] Formal education introduced a new way of teaching that gave more emphasis to discipline and drills than the earlier informal modes of education.[178] Two often-discussed achievements of ancient education are the establishment of Plato's Academy in Ancient Greece, which is sometimes considered the first institute of higher learning,[179] and the creation of the Great Library of Alexandria in Ancient Egypt as one of the most prestigious libraries of the ancient world.[180] Medieval era Bologna University in Italy, established in 1088 CE, is the world's oldest university in continuous operation. Many aspects of education in the medieval period were shaped by religious traditions. In Europe, the Catholic Church wielded a significant influence over formal education.[181] In the Arab world, the newly founded religion of Islam spread rapidly and led to various educational developments during the Islamic Golden Age, for example, by integrating classical and religious knowledge and by establishing madrasa schools.[182] In Jewish communities, yeshivas were established as institutions dedicated to the study of religious texts and Jewish law.[183] In China, an expansive state educational and exam system influenced by Confucian teachings was established.[184] New complex societies began to evolve in other regions, such as Africa, the Americas, Northern Europe, and Japan. Some incorporated preexisting educational practices, while others developed new traditions.[185] Additionally, this period saw the establishment of various institutes of higher education and research. The first universities in Europe were the University of Bologna, the University of Paris, and Oxford University.[186] Other influential centers of higher learning were the Al-Qarawiyyin University in Morocco,[187] the Al-Azhar University in Egypt,[188] and the House of Wisdom in Iraq.[189] Another key development was the creation of guilds, which were associations of skilled craftsmen and merchants who controlled the practice of their trades. They were responsible for vocational education, and new members had to pass through different stages on their way to masterhood.[190] Modern era A woodcut from 1568 showing an old printing press The invention of the printing press made written media widely available and led to a significant increase in general literacy. Starting in the early modern period, education in Europe during the Renaissance slowly began to shift from a religious approach towards one which was more secular. This development was tied to an increased appreciation of the importance of education and a broadened range of topics, including a revived interest in ancient literary texts and educational programs.[191] The turn toward secularization was accelerated during the Age of Enlightenment starting in the 17th century, which emphasized the role of reason and the empirical sciences.[192] European colonization affected education in the Americas through Christian missionary initiatives.[193] In China, the state educational system was further expanded and focused more on the teachings of neo-Confucianism.[194] In the Islamic world, the outreach of formal education increased and remained under the influence of religion.[195] A key development in the early modern period was the invention and popularization of the printing press in the middle of the 15th century, which had a profound impact on general education. It significantly reduced the cost of producing books, which were hand-written before, and thereby augmented the dissemination of written documents, including new forms like newspapers and pamphlets. The increased availability of written media had a major influence on the general literacy of the population.[196] These changes prepared the rise of public education in the 18th and 19th centuries. This period saw the establishment of publicly funded schools with the aim of providing education for all.[g] This contrasts with earlier periods when formal education was primarily provided by private schools, religious institutions, and individual tutors.[199] Aztec civilization was an exception in this regard since formal education was mandatory for the youth regardless of social class as early as the 14th century.[200] Closely related changes were to make education compulsory and free of charge for all children up to a certain age.[201] Contemporary era Initiatives to promote public education and universal access to education made significant progress in the 20th and the 21st centuries and were promoted by intergovernmental organizations like the UN. Examples include the Universal Declaration of Human Rights, the Convention on the Rights of the Child, the Education for All initiative, the Millennium Development Goals, and the Sustainable Development Goals.[202] These efforts resulted in a steady rise of all forms of education but affected primary education in particular. In 1970, 28% of all primary-school-age children worldwide did not attend school; by 2015, this number dropped to 9%.[203] The establishment of public education was accompanied by the introduction of standardized curricula for public schools as well as standardized tests to assess the student's progress. Contemporary examples include the Test of English as a Foreign Language, which is a globally used test to assess English language proficiency of non-native English speakers, and the Programme for International Student Assessment, which evaluates education systems worldwide based on how 15-year-old students perform in the fields of reading, mathematics, and science. Similar changes also affected teachers by setting in place institutions and norms to guide and oversee teacher training, like certification requirements for teaching at public schools.[204] Emerging educational technologies have shaped contemporary education. The widespread availability of computers and the internet dramatically increased access to educational resources and made new types of education possible, such as online education. This was of particular relevance during the COVID-19 pandemic when schools globally closed for extended periods and many offered remote learning through video conferencing or pre-recorded video lessons to continue instruction.[205] Contemporary education is also shaped by the increased globalization and internationalization of education.[206]

독고신(獨孤信, 503~557)은 본명은 여원(如願), 선비식 이름은 기미두(期彌頭)이다. 운중(雲中, 오늘날 산서성(山西省) 대동시(大同市)) 출신으로, 흉노(匈奴) 후예 선비족(鮮卑族) 출신이다. 선조는 흉노 출신으로 서위(西魏) 팔주국(八柱國) 중 한 명이다. 관직은 대사마(大司馬)에 이르고 위국공(衛國公)에 진봉되었다. 우문호(宇文護)에 반대한 것으로 인해 우문호에게 붙잡혔고 사사(賜死)되었다. 독고신은 북주(北周) 명제(明帝) 우문육(宇文毓)과 수(隋) 문제(文帝) 양견(楊堅)의 장인이고, 수 양제(煬帝) 양광(楊廣)과 당고조(唐高祖) 이연(李淵)의 외조부이다. 초기 조상 독고복류둔(獨孤伏留屯)은 흉노(匈奴) 부락의 대인(大人)이었으며, 북위(北魏) 초기 중요한 관원 중 1명이었다. 독고여원(獨孤如願)의 조부 독고사니(獨孤俟尼), 혹은 사니벌(俟尼伐), 초두벌(初豆伐)때에 독고사니는 부락 전체를 거느리고 무천(武川)으로 이주하였고, 북변 방어 임무를 수행했다. 당시 북위 도성은 평성(平城, 오늘날 산서성 대동시 동북쪽)에 세워서 유연(柔然)을 방어하고자 하였으며, 북위 조정은 그 북쪽 연변 요충지에 몇몇 군사 거점을 세우고 진(鎭)이라 하였으며, 진의 장수는 모두 선비 귀족이 맡았으니, 독고사니 역시 그 하나였다. 독고사니의 사망 이후 독고여원의 부친 독고고자(獨孤庫者)는 부락의 추장을 계승하였다. 독고신의 부친 독고고자는 어려서 건장하고 무략이 있었으며 호쾌하였으며 절조와 의기가 있었으니, 북주(北州)의 인물이 매우 그를 존경하였다. 사서에서 독고여원은 '용모가 아름답고 말타고 활쏘기를 잘한다(美容儀, 善騎射)'고 하였다. 생애 독고신 다면체 매정인(煤精印) 매정인에 새겨진 14개 인문(印文) 독고신은 초기에 갈영(葛榮)의 휘하에 들어가 장수가 되었고, 후에는 북위(北魏) 이주영(爾朱榮) 휘하에 들어갔다. 소년 시절 용모 단장을 좋아하였고 옷차림에 조예가 깊었으며, 이주영은 그가 말 타고 활 쏘기를 잘하는 것을 보고 인재라 보고 별장(別將)으로 선발하였다. 독고신이 20세였을 때 군 내에서는 그를 '독고랑(獨孤郞)'이라고 칭하였다. 독고신은 단신으로 어양왕(漁陽王) 원사주(袁肆周)를 생포하였고 애덕현후(愛德縣侯)라는 작위를 하사받았으며, 후에 무위장군(武威將軍)으로 옮겨졌다. 권신 고환(高歡)이 권력을 장악한 후, 독고신은 단기로 북위 효무제(孝武帝)를 따라 서쪽으로 가서 우문태(宇文泰)에게 투신하여 부양군공(浮陽郡公)에 봉해졌다. 이후 북위는 동위와 서위로 나뉘었다. 고환은 또다른 황제로 효정제(孝静帝)를 세웠고 스스로는 조정의 권력을 장악하였으며, 업(鄴)으로 천도하였으니 이를 동위(東魏)라 한다. 우문태는 효무제를 독살하였고, 대통(大统) 원년(535) 문제(文帝)를 세우고 장안(長安)에 수도를 두었으니, 이를 서위(西魏)라 한다. 독고신은 형주(荊州) 군정사무를 담당하는 도독(都督) 동남도행대(東南道行臺, 지방에 파견되어 민사를 담당하는 관원) 형주자사(荊州刺史)로 임명되어 나갔는데, 병사를 이끌고 동위의 홍농태수(弘農太守) 전팔능(田八能)을 격파하고 양성(穰城)의 동위 서형주자사(西荆州刺史) 신찬(辛纂)을 습격하여 삼형(三荆)을 평정하였다. 반년 후, 동위 고오조(高敖曹)와 후경(侯景)이 양성을 공격하였다. 독고신은 중과부적이었기에 부하 양충(楊忠)과 함께 성을 버리고 남으로 달려가서 남량(南梁)에 투항하였다. 3년 후, 장안으로 돌아왔지만 동위에게 패배했고 성을 버리고 남량으로 도주하였기에 상주하여 문제(文帝)에게 처벌을 청하였다. 문제는 사면하고 원래 관직에 복귀하였다. 대통 3년(537), 독고신은 우문태를 따라 동위로 출정하였고, 사원(沙苑)에서 고환이 친히 이끌고 온 10만 대군을 격파하였으며, 하내군공(河內郡公)에 봉해졌다. 이윽고 독고신은 풍익왕(馮翊王) 원계해(元季海)와 함께 2만 병사를 이끌고 낙양(洛陽)을 공격하였으며, 금용성(金墉城)을 점령하였다. 대통 12년(546) 대사마(大司馬)에 배수되었다. 독고신은 문무의 도를 겸하였기에 무장일 뿐만 아니라 지방 통치에도 능한 관원이었다. 농우(隴右)에 주둔하면서 진주자사(秦州刺史)에 임명된 근 10년 가운데 '일에 옹체가 없었고, 예교를 보였으며, 농업을 권하였기에, 수년 가운데 공사로 풍족해졌으며, 귀부하려는 유랑자들이 수만 가(家)에 이르렀다(事無擁滯, 示以禮敎, 勸以耕桑, 數年之中, 公私富實, 流人願附者數萬家)'고 한다. 어느날 교외에서 사냥을 하다가 저녁 노을이 지자 성으로 돌아왔는데 바람이 갑자기 불어 부지불식간에 모자가 한 쪽으로 기울었는데, 다음날 일어나 보니 성에 가득히 사람들이 그를 따라 모자를 기울여 썼다고 한다. 이것이 '사양측모(斜陽側帽)'의 고사이다. 독고신은 이로 인해 명성이 높아져 '멀고 가까운 곳에 (독고여원의) 소식이 이르다(信著遐邇)라는 말이 나왔다. 우문태는 그의 그런 모습을 보고 여러 사람의 마음을 끌 수 있다고 여겨 '신(信)'이라는 이름을 하사하였고, 서위팔주대국(西魏八大柱國)의 한 명으로 임명하였다. 우문태와 독고신은 동향으로 대대로 무천(武川)에 살았으나 독고신의 풍채와 고아함이 인심을 얻을 것을 알았으며, 또한 공훈이 높았기에 그에게 방비를 맡겼다. 독고신도 일의 사정을 잘 살펴보고 주도적으로 상주를 올려 자신이 농우에 오래 살았으니 조정으로 돌아가겠다고 하였다. 우문태는 짐짓 불허한다고 하였다. 이때 마침 독고신의 모친이 사망하였기에 우문태는 곧바로 그에게 상복을 입게 하였다.부친 독고고자를 사공공(司空公)에 추증하고 모친 비련씨(費連氏)를 상락군군(常樂郡君)에 임명하였으며, 대통 16년(550) 독고신을 상서령(尙書令)에 승진시키고 대사마(大司馬)에 배수하였다. 효민제(孝閔帝) 즉위 후에는 위국공(衞國公)으로 승진하여 봉하고 식읍 1만호를 하사하였다. 우문태는 북순하다 병을 얻어 사망하였고, 효민제 우문각(宇文覺)이 즉위하였으나 진국공(晉國公) 우문호(宇文護)가 정국을 장악하였다. 팔주국(八柱國) 장군의 한 명인 조귀(趙貴)는 독고신과 협력하여 우문호를 제거하고자 하였으나 개부의동삼사(開府儀同三司) 우문성(宇文盛)이 탐지하여 조정에 보고하였다. 우문호는 조귀를 잡았고 독고신의 관작을 파하였다. 북주 효민제 원년(557) 3월 기유일, 우문호는 강제로 독고신을 집에서 자진하게 하였으니 향년 54세였다. 시호는 려(戾)이다.[1][2][3] 수문제(隋文帝) 즉위 후 조서를 내려 태사·상주국·기정상창영조항명패십주제군사·기주자사(太師·上柱國·冀定相滄瀛趙恒洺貝十州諸軍事·冀州刺史)로 추증하고 조국공(趙국公)에 봉하였으며, 시호를 경(景)이라 하였다. 당(唐)대에 양왕(梁王)에 추봉되었다.

In geometry, a polygon (/ˈpɒlɪɡɒn/) is a plane figure made up of line segments connected to form a closed polygonal chain. The segments of a closed polygonal chain are called its edges or sides. The points where two edges meet are the polygon's vertices or corners. An n-gon is a polygon with n sides; for example, a triangle is a 3-gon. A simple polygon is one which does not intersect itself. More precisely, the only allowed intersections among the line segments that make up the polygon are the shared endpoints of consecutive segments in the polygonal chain. A simple polygon is the boundary of a region of the plane that is called a solid polygon. The interior of a solid polygon is its body, also known as a polygonal region or polygonal area. In contexts where one is concerned only with simple and solid polygons, a polygon may refer only to a simple polygon or to a solid polygon. A polygonal chain may cross over itself, creating star polygons and other self-intersecting polygons. Some sources also consider closed polygonal chains in Euclidean space to be a type of polygon (a skew polygon), even when the chain does not lie in a single plane. A polygon is a 2-dimensional example of the more general polytope in any number of dimensions. There are many more generalizations of polygons defined for different purposes.