in the developed
world shift from industrial manufacturing to
knowledge work and service delivery, innova-
tion’s terrain is expanding. Its objectives are
no longer just physical products; they are new
sorts of processes, services, IT-powered inter-
actions, entertainments, and ways of commu-
nicating and collaboratingexactly the kinds
of human-centered activities in which design
thinkin
terrain, hunting.
TERMINATOR 2 - Rev. 9/10/90 2
4 The SOUND of ROARING TURBINES. Searchlights blaze down as a 4
formation of flying HK (Hunter-Killer) patrol machines passes
overhead. PAN WITH THEM toward the jagged horizon, beyond which
we see flashes, and hear the distant thunder of a pitched battle in
progress.
5 ext. battlefield - night 5
THE BATTLE. Human troops in desperate combat with the
terrain, the tiny fields of cultivation, strands of sound are woven through the main titles, borne on the wind, images from the life we are seeking:
British: "Who the hell is he?!", lower class British: "I dont know, sir." . . . "My name is Gandhi. Mohandas K. Gandhi." . . . A womans voice, tender, soft: "You are my best friend, my highest guru . . . and my sovereign lord." . . . A man (Gandhi):
knowledge. So close is he to the flames that a lock of his wild hair sizzles alight. He slaps at the fire as if it were an annoying insect. He wears a cloak of black trimmed with silver. It is Merlin. The wizard weaves a path through the burning forest, dodging the combatants, searching.
MERLIN
Lord Uther! Lord Uther!
The forest around him weeps softly with the sounds that follow slaughter. Patch
Ⅰ. 서론
태초의 평생교육의 모습과 21세기의 평생학습의 모습은 분명 다를 것이다. 평생교육은 개념적 쟁송지대(contested terrain)일 뿐 아니라 성장, 진화하는 개념이다. 평생교육은 살아 있는 유기체와 같다. 평생교육 자체가 사회변동과 환경의 산물이다. 평생교육의 특성 중에 하나가 뛰어난 ‘적응성