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¹°·Ð ¸ðµç ÀÏÀÌ ´Ù ÁÁÀº ÀÏÀº ¾Æ´Ï´Ù. ³ë¿¹Á¦µµ, ¹«ºÐº°ÇÑ ³ë¿¹ ¹× ¾Æµ¿³ëµ¿ÀÇ ²ûÂïÇÑ À¯»êÀ» ¸ñ°ÝÇϰí, ÀÎÁ¾°ú ¼ºÂ÷º°À» °ßµ®³»°í, ¿À´Ã³¯ À§ÇèÇϰí ÂøÃëÀûÀÌ¸ç ³«´ãÇÑ ÀÏÀ» ¸ñ°ÝÇÑ´Ù. ±×·³¿¡µµ ºÒ±¸Çϰí 20¼¼±âÀÇ °æÁ¦ ¿ª»ç´Â °ÇÀüÇÑ ³ëµ¿ ½ÃÀåÀÌ ÀüüÀûÀ¸·Î´Â ¾Æ´ÏÁö¸¸ °øµ¿ ¹ø¿µÀÇ ±âÃʰ¡ µÉ ¼ö ÀÖÀ½À» º¸¿©ÁØ´Ù.

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Ç» ¸®¼­Ä¡ ¼¾ÅÍ (Pew Research Center)´Â 2018³â¿¡ ¼±Áø±¹¿¡¼­ ¼³¹® Á¶»ç¿¡ Âü¿©ÇÑ »ç¶÷µéÀÇ 65 ~ 90 %°¡ ·Îº¿°ú ÄÄÇ»ÅͰ¡ ÇöÀç Àΰ£ÀÌ ¼öÇàÇÏ´Â ¸¹Àº ÀÛ¾÷À» Àμö ÇÒ °ÍÀ̶ó°í È®½ÅÇÑ´Ù. 3 ÀÌ ±â¼úÀÌ ´õ ³ôÀº »ýȰ ¼öÁØÀ» Á¦°øÇÑ´Ù¸é ±â°è°¡ ÀÏÀÚ¸®¸¦ Á¦°Å ÇÒ °¡´É¼ºÀº ³ª»Û ¼Ò½ÄÀÌ ¾Æ´Ï´Ù. 4 ±×·¯³ª Ç» (Pew) Á¶»ç¿¡ µû¸£¸é »ç¶÷µéÀº ÇýÅÃÀ» ±â´ëÇÏÁö ¾Ê´Â´Ù. ´ëºÎºÐÀÇ »ç¶÷µéÀº ÀÚµ¿È­°¡ ºÎÀÚ¿Í °¡³­ÇÑ »ç¶÷ »çÀÌÀÇ ºÒÆòµîÀ» ½ÉÈ­½Ã۰í ÀÏÀÚ¸®¸¦ ã±â°¡ ´õ ¾î·Á¿ï °ÍÀ̶ó°í »ý°¢ÇÑ´Ù. ¼³¹®¿¡ ÀÀÇÑ »ç¶÷µéÀÇ 3ºÐÀÇ 1¹Ì¸¸Àº »õ·Ó°í º¸¼ö°¡ ÁÁÀº ÀÏÀÚ¸®°¡ ³ªÅ¸³¯ °ÍÀ̶ó°í »ý°¢ÇÑ´Ù. 5 ¿Ö 10³â µ¿¾È °í¿ëÀÌ Áõ°¡ÇÑ ÈÄ¿¡ »ç¶÷µéÀÌ Á÷¾÷ Àü¸Á¿¡ ´ëÇØ ºñ°üÀûÀΰ¡? ÇÑ °¡Áö °¡´É¼ºÀº °æº¸ ÀÛ¾÷ ¡°Á¾·á¡± ½Å¹® ±â»ç, ¼­Àû ¹× Àü¹®°¡ º¸°í¼­ÀÇ ´«»çŰ¡ »ç½ÇÀ» ¾Ðµµ Çß´Ù. ¾Æ¸¶µµ ÀÌÄÚ³ë¹Ì½ºÆ®ÀÇ ¸»¿¡ µû¸£¸é,¡°ÀÚÀÌ¾ðÆ® ÁÖÀÇÀÚ´Â µ¥ÀÌÅÍ¿Í ¿¬¶ôÀ» ÀÒ¾ú´Ù.¡±

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°æÁ¦ ¿ª»ç´Â ÀÌ Á¤¼­¿¡ ´ëÇÑ Á¤º¸°¡ Ʋ¸®°Å³ª À߸ø ¾È³»µÇÁö ¾Ê¾ÒÀ½À» È®ÀÎÇÑ´Ù. ±â¼ú ¹ßÀüÀÌ ´ë·® ³ëµ¿Àα¸¿¡ ´ëÇÑ °í¿ë ¹× ¼ÒµæÀü¸ÁÀ» °³¼± ¶Ç´Â ħ½Ä ½ÃųÁö¿¡ ´ëÇØ ¿ì·Á ÇÒ¸¸ÇÑ ÃæºÐÇÑ ÀÌÀ¯°¡ ÀÖ´Ù. 6½ÅÈï ±â¼úÀº ÃÑüÀûÀÎ °æÁ¦ »ý»ê·®À» ³ôÀÌ°í ±¹°¡ÀÇ ºÎ¸¦ Áõ´ë½ÃŲ´Ù. µû¶ó¼­ »ç¶÷µéÀÌ ´õ ³ôÀº »ýȰ ¼öÁØ, ´õ ³ªÀº ±Ù¹« Á¶°Ç, ´õ Å« °æÁ¦ ¾Èº¸ ¹× °Ç°­°ú Àå¼ö¸¦ ½ÇÇöÇÒ ¼ö ÀÖ´Â ÀáÀç·ÂÀ» Á¦°øÇÑ´Ù. ±×·¯³ª ±¹°¡¿Í ±× Àα¸°¡ ÀÌ·¯ÇÑ ÀáÀç·ÂÀ» ½ÇÇöÇÒ ¼ö ÀÖ´ÂÁö ¿©ºÎ´Â °Å¹ö³Í½º ºÎ¸¦ ºÒÆòµîÀÌ ¾Æ´Ñ º¸´Ù Å« °øµ¿ ¹ø¿µÀ¸·Î ¹Ù²Ù´Â °Å¹ö³Í½º ±â°ü, »çȸ ÅõÀÚ, ±³À°, ¹ý·ü, °ø°ø ¹× ¹Î°£ ¸®´õ½Ê¿¡ ´Þ·Á ÀÖ´Ù. ¹Ì±¹ ±¹¹Î¿¡ ´ëÇÑ ´ë´ãÇÑ Á¶Ä¡¸¦ ÃëÇϰí Çõ½ÅÀ» À̲ø¸ç ±Ù·ÎÀÚ¸¦ º¸È£Çϰí È®´ëÇÔÀ¸·Î½á ÀÌ ¿ª»çÀûÀÎ ±âȸ¸¦ ÅëÇØ Æø ³ÐÀº °øÀ¯ ¹ø¿µÀ» âÃâ ÇÒ ¼ö ÀÖ´Ù.

 

¿ì¸®ÀÇ ³í°ÅÀÇ ±âÃÊ´Â ¾Æ·¡¿¡¼­ ÀÔÁõ µÈ ³× °³ÀÇ °æÇèÀû ±âµÕ¿¡ ±Ù°ÅÇÑ´Ù.

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3. Ä¡¸íÁÖÀÇ¿¡ ´ëÇÑ »ç·Ê: »ý»ê¼º Çâ»ó¿¡µµ ºÒ±¸ÇÏ°í ¹Ì±¹ ³ëµ¿ ½ÃÀåÀÌ ±¤¹üÀ§ÇÏ°Ô °øÀ¯µÇ´Â ÀÌÀÍÀ» ¾ò´Â µ¥ ½ÇÆÐÇß´Ù°í ÇØ¼­ ÇöÀç ±â¼úÀ̳ª ÀÚÀ¯ ½ÃÀåÀÇ ºÎ»ê¹°ÀÌ ºÒ°¡ÇÇÇÑ °ÍÀº ¾Æ´Ï¾ú´Ù. ±¹°¡´Â ±³À°½Ã½ºÅÛ, ³ëµ¿½ÃÀå ±ÔÁ¦, ´Üü±³¼· üÁ¦, ±ÝÀ¶½ÃÀå, °ø°øÅõÀÚ, ¼¼±Ý ¹× ÀÌÀü Á¤Ã¥À» ÅëÇØ »ý»ê¼º ¼ºÀå°ú ¼ÒµæºÐ¹èÀÇ ±Ëµµ¸¦ Çü¼ºÇÑ´Ù. µ¶ÀÏ, ij³ª´Ù, ÀϺ», Çѱ¹ ¹× ¿µ±¹À» Æ÷ÇÔÇÑ ¹Ì±¹ÀÌ °æÁ¦ ¼ºÀåÀ» Èñ»ýÇϰųª °¨¼Ò½ÃŰÁö ¾ÊÀ¸¸é¼­ »ý»ê¼ºÀ» ¹Ì±¹º¸´Ù ÈξÀ ´õ ¸¹ÀÌ ºÐ¹èÇÔÀ¸·Î½á ¾òÀ» ¼ö ÀÖ´Â ±â¼ú ¹× °Å·¡ ±âȸ¿¡ Á¢±Ù ÇÒ ¼ö ÀÖ´Â ¼±Áø±¹ ¾ÆÀ̵éÀÌ ³Õ¸¶¿¡¼­ ºÎ·Î ¿Ã¶ó°¥ È®·ü .7

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±×·¯³ª ÀÌ·¯ÇÑ Áøº¸´Â »ý»ê¼ºÀÇ Áö¼ÓÀûÀÎ ¼ºÀå ¾øÀÌ´Â ºÒ°¡´ÉÇßÀ» °ÍÀÌ´Ù9. 1940³â¿¡¼­ 1980³â »çÀÌ¿¡ ¹Ì±¹ °æÁ¦ÀÇ »ý»ê¼º ¼ºÀåÀº ¸Å³â Æò±Õ 2%·Î ¹Ì±¹ ¿ª»ç»ó Áö¼ÓµÇ´Â ±â°£ µ¿¾È °¡Àå °¡ÆÄ¸¥ ¼ºÀå·üÀ» ³ªÅ¸³Â´Ù.

ÀÌ »ý»ê¼ºÀº ¾îµð¿¡¼­ ¿ÔÀ»±î? MIT ÀÌÄÚ³ë¹Ì½ºÆ®¿Í ³ëº§»ó ¼ö»óÀÚ Robert Solow´Â ±â¼ú, Á¶Á÷Àû °üÇàÀÇ °³¼±À¸·Î ±â¾÷, °¡Á¤ ¹× Á¤ºÎ°¡ ´õ ¸¹Àº ÀÛ¾÷À» ¼öÇà ÇÒ ¼ö ÀÖ°Ô µÈ °ÍÀÌ °ÅÀÇ ÀüÀûÀ¸·Î ±â¼ú ¹ßÀü¿¡ ÀÇÇÑ °ÍÀ̶ó°í ¹àÇû´Ù.

±×·¯³ª »ý»ê¼º Çâ»óÀº ±¤¹üÀ§ÇÏ°Ô °øÀ¯µÇ´Â °æÁ¦Àû ÀÌÀÍÀ» À§ÇØ ÇʼöÀûÀÌÁö¸¸ ÃæºÐÇÏÁö ¾ÊÀº ÈûÀÌ´Ù. ÀÌ ±â°£ µ¿¾È »ý»ê¼º°ú º¸»óÀÇ º´Çà ¿îµ¿Àº ÀÓ±Ý ¿¬°è¿¡¼­ ´Üü ±³¼·ÀÇ ¼º°øÀÌ ºÎºÐÀûÀ¸·Î °æÁ¦ÀÇ ºÎÈïÀ¸·Î Áõ°¡ ÇÔÀ» ¹Ý¿µÇß´Ù12.

40³â µ¿¾ÈÀÇ ¹Ì±¹ °æÁ¦ ¿ª»ç´Â °í¹«ÀûÀÎ À̾߱⸦ ÇÑ´Ù. ±â¼ú Áøº¸´Â »ý»ê¼º Çâ»óÀÇ ¹°°á, ¸ðµç °æÁ¦ º¸Æ®¸¦ µé¾î ¿Ã¸®´Â ¹°°áÀÌ´Ù. »ý»ê¼ºÀÇ Áõ°¡·Î »ýȰ ¼öÁØÀÌ ³ô¾ÆÁö°í ÀÚµ¿È­°¡ »ý»ê¼º¿¡ ¿µÇâÀ» ¹ÌÄ¡´Â °æ¿ì, ÀÌ ¼± ¼øÈ¯À» ÃËÁøÇÏ´Â »õ·Î¿î ±â¼úÀ» ȯ¿µÇؼ­´Â ¾È µÇ´Â°¡?

 

2 .2 ¿ì·Á »ç·Ê

Çö´ëÀÇ ¿ì·Á´Â 1980³âºÎÅÍ ¼ö½Ê ³â¿¡ ½ÃÀ۵Ǿú´Ù. ÀÌÀü ±â°£°ú ºñ±³ÇÏ¿© Áö³­ 40³â°£ÀÇ ¼öÀÔ Áõ°¡´Â ´À¸®°í »ê¹ßÀûÀÌ¸ç ºÒÆòµîÇß´Ù. ±×¸² 1Àº 1980³â¿¡¼­ 2017³â »çÀÌ¿¡ °¡Àå ±³À° ¼öÁØÀÌ ³ôÀº ¼ºÀÎ, ´ëÇÐ ¹× ´ëÇÐ ÈÄ ÇÐÀ§¸¦ °¡Áø ¼ºÀÎµé »çÀÌ¿¡¼­ ½ÇÁ¦ ¼öÀÔÀÌ Å©°Ô Áõ°¡ÇßÀ½À» º¸¿©ÁØ´Ù. ±×·¯³ª °°Àº ±â°£¿¡ ´ëÇÐ ÇÐÀ§°¡ ¾ø´Â ¼ºÀÎÀÇ ¼öÀÔÀº ±Þ°ÝÈ÷ ¶³¾îÁ³´Ù. ´õ ³ª»Û °ÍÀº Ç® ŸÀÓÀ¸·Î ÀÏÇÏ´Â ´ëÇÐ ÇÐÀ§°¡ ¾ø´Â ³²¼ºµé »çÀÌ¿¡¼­ 2018³âÀÇ ½ÇÁ¦ ÁÖ ¼öÀÔÀº ½ÇÁ¦·Î 40³â ÀüÀÎ 1980³âÀÇ ¼öÁغ¸´Ù 10~20% ³·¾Ò´Ù. 13ÀÌ·¯ÇÑ ¼ÒµæÀÇ Á¤Ã¼´Â ƯÈ÷ ¼Ò¼ö ³ëµ¿ÀÚµéÀ» °­Å¸Çß´Ù. 1980³â¿¡¼­ 2015³â »çÀÌ¿¡ ÈæÀΰú ¹éÀÎ ³ëµ¿ÀÚÀÇ ¼Òµæ °ÝÂ÷ (1980³â 27%)´Â 1%±îÁö ÁÙ¾îµéÁö ¸øÇß´Ù. ÇÑÆí, È÷½ºÆÐ´Ð°ú ¹éÀÎ ¼ÒµæÀÇ °ÝÂ÷´Â 1980³â 29%¿¡¼­ 1990³â 31%·Î È®´ëµÇ¾ú´Ù. ¸ðµç ÀÎÁ¾°ú ¹ÎÁ·ÀÇ ¿©¼º ¼öÀÔÀº ÀÌ ±â°£ µ¿¾È ¹éÀÎ ³²¼º°ú ºñ½ÁÇØÁ³Áö¸¸, ¹éÀÎ ¿©¼º¿¡°Ô´Â ÈæÀÎÀ̳ª È÷½ºÆÐ´Ð ¿©¼ºº¸´Ù ´õ Å« ÀÌÀÍÀÌ ÀÖ¾ú´Ù. 14ºÒÆòµîÀº ¿©·¯ Áö¿ª¿¡¼­ ¹ß»ýÇß´Ù. ¹Ì±¹Àº °¡ÆÄ¸¥ ¼öÀÔ Áõ°¡¸¦ º¸¾Ò´Ù. Áö³­ 30³â µ¿¾È ´º¿å, »÷ÇÁ¶õ½Ã½ºÄÚ, ·Î½º¾ØÁ©·¹½º¿Í °°Àº ½´ÆÛ½ºÅ¸ µµ½Ã¿¡¼­ ¹ø¿µ°ú ¹ø¿µÀ» ´©·È´Ù. °í¿ë±âȸ¿Í ³ôÀº ÀÓ±ÝÀ¸·Î ÀÎÇØ °íµî ±³À°À» ¹ÞÀº ±Ù·ÎÀÚ°¡ ÀÌ·¯ÇÑ Áö½Ä ¼¾ÅÍ¿¡ ²ø¸°´Ù. ½ÇÁ¦·Î, ÀÎÅÍ³Ý ¹× Åë½Å ±â¼ú·Î ÀÎÇÑ "»ç¸Á °Å¸®"¿¡ ´ëÇÑ ¿¹Ãø°ú ´Þ¸®, µµ½Ã Áö¿ªÀº Á¡Á¡ ¸Å·ÂÀûÀÌÁö ¾Ê°í µµ½Ã Áö¿ª°ú ³óÃÌ Áö¿ª°ú ÀþÀº Áö¿ª°ú ³ëÀÎ Áö¿ªÀÇ °æÁ¦Àû ºÎÀÇ Áõ°¡·Î À̾îÁ³´Ù. ĵÀÚ½º ½ÃƼ, ÄÝ·³¹ö½º, ¼£·µ ¹× ³»½¬ºô°ú °°Àº ÀϺΠÁß¼Ò µµ½Ãµéµµ »ó´ëÀûÀ¸·Î °æÁ¦¼ºÀ» Ȱ¿ëÇϸ鼭 Áö½Ä °æÁ¦ÀÇ ÀÌÁ¡À» ´©·È´Ù. 15ÀÌ µµ½Ãµé°ú ºñ½ÁÇÑ µµ½ÃµéÀÌ È£È²À» ´©¸®´õ¶óµµ, ºñ ±³À°À» ¹ÞÀº ±Ù·ÎÀÚµéÀÌ ÀÌ Áö¿ª¿¡¼­ Áñ±â´Â µµ½Ã ÀÓ±Ý ÇÁ¸®¹Ì¾öÀÌ ±Þ°ÝÈ÷ ¶³¾îÁ³´Ù. ¹Ì±¹ µµ½Ã´Â ¸ðµç ¹è°æÀÇ ±Ù·ÎÀÚ¿¡°Ô °æÁ¦ÀûÀÎ ¿¡½ºÄ÷¹ÀÌÅ͸¦ Á¦°øÇß´Ù. ±³À° ¼öÁØÀÌ ³·Àº ±Ù·ÎÀÚÀÇ °æ¿ì ÀÌ ¿¡½ºÄ÷¹ÀÌÅͰ¡ ¿©ÀüÈ÷ ÀÛµ¿ÇÏ´ÂÁö ´õ ÀÌ»ó ¸íÈ®ÇÏÁö ¾Ê´Ù.

°¡Àå ºÎÀ¯ÇÑ ¹Ì±¹ µµ½Ã¿¡¼­µµ ³ëµ¿ Àα¸´Â Á¡Á¡ ´õ ºÐ±âµÇ°í ÀÖ´Ù. ÇÑÆí, °íÀÓ±Ý Àü¹®°¡µéÀº ¹ø¼ºÇÏ´Â µµ½Ã Áö¿ªÀÌ Á¦°ø ÇÒ ¼ö ÀÖ´Â ÆíÀÇ ½Ã¼³À» Áñ±ä´Ù. ´Ù¸¥ ÇÑÆíÀ¸·Î, ±³À° ¼öÁØÀÌ ³·Àº ¼­ºñ½º ±Ù·ÎÀÚÀÇ ÇÏÀ§ °èÃþÀº º¸´Ù dzÁ·ÇÑ »ç¶÷µéÀÇ º¸»ìÇË, ¾È¶ôÇÔ ¹× ÆíÀÇ¿¡ Âü¼®Çϸ鼭 ±¸¸Å·ÂÀ» ÁÙÀÓÀ¸·Î½á ¾òÀ» ¼ö ÀÖ´Ù. 16ÀÌ·¯ÇÑ ¹®Á¦´Â ¹Ì±¹¿¡¼­ °¡Àå ÁÁÀº °÷À» ±«·ÓÈù´Ù.

´Ù¸¥ °÷¿¡¼­´Â ¹Ì½Ã½ÃÇÇ¿¡¼­ ¹Ì½Ã°£±îÁö ÁÖ¿¡¼­ ¹ø¼ºÇÏ´Â ¸¹Àº ´ëµµ½Ã Áö¿ª¿¡¼­ »óȲÀÌ ´õ¿í ¾î·Á¿öÁö°í ÀÖ´Ù. ¿ì¸®´Â °æÁ¦ ħü, ÁÖ¿ä ±Ù·Î ¿¬·ÉÀÇ ¼ºÀÎ °í¿ë°¨¼Ò ¹× ³ôÀº ½Åü Àå¾ÖÀ²À» º»´Ù. ÀÌ °÷¿¡¼­ ¾ÆÆí À¯»ç Á¦ ³²¿ë°ú ±â´ë¼ö¸í °¨¼Ò´Â ½É°¢ÇÑ °æÁ¦Àû, »çȸÀû °íÅëÀ» °Þ°í ÀÖ´Â Áö¿ª »çȸÀÇ ÁöÇ¥ ÀÏ»ÓÀÌ´Ù.17

 

ÀÌ·¯ÇÑ ¹®Á¦¿¡µµ ºÒ±¸Çϰí, ¹Ì±¹Àº ÇöÀç ¿ª»ç»ó °¡Àå ¿À·§µ¿¾È Áö¼Ó µÈ °æÁ¦ È®ÀåÀ» ÀÌ·ç°í ÀÖÀ¸¸ç, 10³âÀÌ ´Ù°¡¿À°í ÀÖ´Ù. ±×·³¿¡µµ ºÒ±¸Çϰí, ÀÏÀÚ¸® ¼öÀÇ Áö¼ÓÀûÀÎ Áõ°¡´Â ´ë´Ù¼ö ±Ù·ÎÀÚÀÇ ÀÏÀÚ¸® ÁúÀûÀ¸·Î µ¿µîÇÑ Áõ°¡¿Í »ó°ü °ü°è°¡ ¾ø¾ú´Ù.18

¹Ì±¹°ú ¼±Áø±¹¿¡¼­ °í¿ëÀº ¾ç±ØÈ­µÇ°í ÀÖ´Ù. ÃÖ°í ±³À° ¼öÁØÀÇ °íÀÓ±Ý Á÷¾÷Àº °æ·Â Àü¸ÁÀÌ ³ô°í Æò»ý ¼ÒµæÀÌ Áõ°¡ÇÑ´Ù. ´Ù¸¥ ÇÑÆíÀ¸·Î, Àú±³À°, ÀúÀÓ±Ý Á÷¾÷Àº °æÁ¦ ¾Èº¸°¡ Àû°í °æ·Â¼Òµæ Áõ°¡°¡ Á¦ÇÑÀûÀÌ´Ù.19 ±× °á°ú, ´ëÇÐ ÇÐÀ§°¡ ¾ø´Â ±Ù·ÎÀÚ¸¦ À§ÇÑ °æÁ¦ÀûÀ¸·Î ¾ÈÁ¤µÇ°í ¾ÈÀüÇÑ Á÷¾÷À¸·Î °¡´Â ±æÀº Á¡Á¡ Á¼¾ÆÁö°í ´õ À§Å·οöÁö°í ÀÖ´Ù. °£´ÜÈ÷ ¸»ÇØ: ¿ì¸®´Â °íµî ±³À°À» ¹ÞÀº ±Ù·ÎÀÚ¿¡°Ô ÁÁÀº Á÷¾÷ÀÌ ºÎÁ·ÇÏÁö ¾Ê´Ù´Â °ÍÀ» ¾Ë ¼ö ÀÖ´Ù. ±×¸®°í ¿ì¸®´Â ±³À° ¼öÁØÀÌ ³·Àº ±Ù·ÎÀڵ鿡°Ô ÀÏÀÚ¸®°¡ ºÎÁ·ÇÏÁö ¾Ê´Ù°í »ý°¢ÇÑ´Ù. ±×·¯³ª ¿ì¸®´Â °­·ÂÇÑ ±â¼ú ¶Ç´Â Á÷¾÷ ÈÆ·Ã, ÀÚ°Ý ÀÎÁõ ºÐ¾ßÀÇ ÁØ Çлç ÇÐÀ§ ÀÎÁõ, ¶Ç´Â ÀüÅëÀûÀÎ 4³âÁ¦ ´ëÇÐ ¶Ç´Â ´ëÇпø ÇÐÀ§ Ãëµæ°ú °°Àº »ó´çÇÑ °íµî ±³À°À» ¹ÞÁö ¾ÊÀº ±Ù·ÎÀÚ¸¦ À§ÇÑ ÁÁÀº °æ·ÂÀÌ ºÎÁ·ÇÏ´Ù´Â °ÍÀ» ¾Ë°Ô µÇ¾ú´Ù.

¿Ö ´ë´Ù¼öÀÇ ³ëµ¿Àڵ鿡°Ô °¡Àå ÃÖ±ÙÀÇ 40³âÀÇ °æÁ¦ ¿ª»ç°¡ ÀÌÀü 4¸íÀÇ ¾à¼ÓÀ» ÁöŰÁö ¸øÇÑ ÀÌÀ¯´Â ¹«¾ùÀϱî?

ÇÑ °¡Áö °¡´ÉÇÑ ¼³¸íÀº ÃÖ±ÙÀÇ »ý»ê¼º Çâ»óÀÌ ´Ü¼øÈ÷ ¼ö½Ê ³â Àüº¸´Ù ª¾ÆÁ®¼­ »ýȰ ¼öÁØÀÇ Áö¼ÓÀûÀÎ Áõ°¡ÀÇ ¿©Áö°¡ °ÅÀÇ ¾ø´Ù´Â °ÍÀÌ´Ù. ±×¸² 2´Â 1970³â´ë Áß¹Ý ÀÌÈÄ ³ëµ¿ »ý»ê¼º Áõ°¡°¡ µÐÈ­µÇ°í ÀÖÀ½À» º¸¿©ÁØ´Ù (¾Æ·¡·Î µÇµ¹¾Æ°¡´Â ½ÃÁ¡). ±×·¯³ª ÀÏ¹Ý ±Ù·ÎÀÚÀÇ ¼ÒµæÁõ°¡¿Í »ý»ê¼º Áõ°¡ »çÀÌÀÇ ´ÜÀýÀÌ Ä¿Áö°í ÀÖ´Ù´Â Á¡ÀÌ ´õ ±ØÀûÀÌ´Ù.

Á¦2Â÷ ¼¼°è ´ëÀüÀÌ ³¡³ª°í 1973³â±îÁö ÀÏ¹Ý ³ëµ¿ÀÚÀÇ ¼öÀÔÀº »ý»ê¼º¿¡ µû¶ó Å©°Ô »ó½ÂÇßÀ¸¸ç, ÀÌ µÎ °¡Áö ¸ðµÎ 30³â µ¿¾È °ÅÀÇ µÎ ¹è°¡µÇ¾ú´Ù. ±× ÈÄ ±×µéÀº °¥¶óÁ³´Ù. 1973³â°ú 2016³â »çÀÌ¿¡ ³ëµ¿ »ý»ê¼ºÀº 75% Áõ°¡ÇßÁö¸¸ ±Ù·ÎÀÚ º¸»óÀº 12% Áõ°¡ÇßÀ¸¸ç Áß°£ ±Ù·ÎÀÚ º¸»óÀº 11% Áõ°¡Çß´Ù.21

 

¿ì¸®´Â °íµî ±³À°À» ¹ÞÀº ±Ù·ÎÀÚ¿¡°Ô ÁÁÀº Á÷¾÷ÀÌ ºÎÁ·ÇÏÁö ¾Ê´Ù°í »ý°¢ÇÑ´Ù. ±×¸®°í ¿ì¸®´Â ±³À° ¼öÁØÀÌ ³·Àº ±Ù·ÎÀڵ鿡°Ô ÀÏÀÚ¸®°¡ ºÎÁ·ÇÏÁö ¾Ê´Ù°í »ý°¢ÇÑ´Ù. ±×·¯³ª »ó´çÇÑ °íµî ±³À°À» ¹ÞÁö ¾ÊÀº ±Ù·ÎÀÚ¿¡°Ô´Â ÁÁÀº °æ·ÂÀÌ ºÎÁ·ÇÏ´Ù´Â °ÍÀ» ¾Ë°Ô µÇ¾ú´Ù.

 

µµÇ¥ 2: ³ëµ¿ »ý»ê¼º ¹× º¸»óÀÇ º¯È­, 1948–2016

±â»çº»¹® À̹ÌÁö

ÀÌ »ý»ê¼º Áõ°¡°¡ ¿Ö ÀÏ¹Ý ±Ù·ÎÀÚÀÇ ÀÓ±Ý Áõ°¡·Î ÇØ¼®µÇÁö ¾Ê¾ÒÀ»±î? ½ÇÁ¦·Î ±Ù·ÎÀÚµéÀº »ý»ê¼º Çâ»ó¿¡ Æò±ÕÀûÀ¸·Î ±â¿©Çß´Ù. ±×·¯³ª Æò±Õ ÁÖÀ§ÀÇ ÀÌÀÍ ºÐ¹è´Â ³Ê¹« ºÒ±ÕÇüÇÏ¿© ÃÖ°í¸¦ ÇâÇØ ±â¿ï¾îÁ³±â ¶§¹®¿¡ Áß°£ ÀÛ¾÷ÀÚ°¡ Çö»ó±ÝÀ» °ÅÀÇ º¸Áö ¸øÇß´Ù.

¿©·¯ °¡Áö ÈûÀÌ ÀÌ ¿Ö°î¿¡ ±â¿©Çß´Ù. ÄÄÇ»ÅÍ¿Í ÀÎÅͳÝÀ¸·Î µðÁöÅÐÈ­ µÇ¾ú´Ù. °íµî ±³À°À» ¹ÞÀº ±Ù·ÎÀÚÀÇ »ý»ê¼ºÀ» ³ôÀÌ°í ±³À° ¼öÁØÀÌ ³·Àº ±Ù·ÎÀÚ¸¦ ±â°è·Î ½±°Ô ±³Ã¼ ÇÒ ¼ö ÀÖ´Â ÀÛ¾÷ 22 ¹«¿ªÀº ¶ÇÇÑ Áß¿äÇÑ ¿ªÇÒÀ» ¼öÇàÇß´Ù. Áß±¹ÀÇ ¹Ì±¹ ¼öÀÔ ±ÞÁõ°ú ¹Ì±¹¿¡ ´ëÇÑ ¹Ì±¹ »ý»ê ÀÛ¾÷ÀÇ ½Å¼ÓÇÑ ¾Æ¿ô ¼Ò½Ì, ºí·çÄ®¶ó Á¦Á¶ ¹Ì±¹ÀÇ °í¿ëÀº 1999³â¿¡¼­ 2010³â »çÀÌ 3ºÐÀÇ 1·Î °¨¼ÒÇÏ¿© ±Þ°ÝÈ÷ °¨¼ÒÇß´Ù .23 ³ëµ¿ Á¶ÇÕ °¡ÀÔ·üÀÌ ±Þ¶ôÇÏ°í ½ÇÁú ¿¬¹æ ÃÖÀú ÀÓ±Ý ¼öÁØÀÌ Ç϶ôÇÔ¿¡ µû¶ó °è±Þ ¹× ÆÄÀÏ ±Ù·ÎÀÚ´Â »ý»ê¼º Áõ°¡¿¡ ¸ÂÃç ÀÓ±Ý ÀλóÀ» Çù»ó ÇÒ ¼ö ¾ø¾ú´Ù .24

¿ì¸®´Â 1940³â¿¡ ž 10¸íÀÇ ¾î¸°ÀÌ Áß 9¸í ÀÌ»óÀÌ ¼ºÀÎÀÇ ºÎ¸ðÀÇ ¼öÀÔÀ» ´É°¡Çß´Ù°í ¾ð±ÞÇß´Ù. 40³â ÈÄÀÎ 1980³â¿¡ ž ¾ÆÀ̵é ÁßÀÌ ºñÀ²Àº 10¸í Áß 5¸í¿¡ ºÒ°úÇÏ´Ù.

°æÁ¦ ¼ºÀåÀÌ 1980³â´ë¿Í 2010³â »çÀÌ¿¡ ¼¼´ë °£ À̵¿¼º¿¡ ´ëÇÑ ÀÌ·¯ÇÑ Á¤Ã¼ÀÇ ´ëºÎºÐÀÌ ¹ÝÀüµÇ¾úÀ» ¶§ (1980³â´ë ÀÌÈÄÀÇ °æÁ¦ ¼ºÀå·üÀÌ ´À¸®´õ¶óµµ) 1980³â´ë¿Í 2010³â »çÀÌ¿¡ °í¸£°Ô ºÐÆ÷µÇ¾î ÀÖ¾ú´Ù. 25 ±â¼ú ¹ßÀüÀ¸·Î Áö³­ 40³â µ¿¾È »ý»ê¼ºÀÌ Çâ»óµÇ¾ú´Ù. ±×·¯³ª »ý»ê¼º Áõ°¡´Â °øµ¿ ¹ø¿µÀÌ ¾Æ´Ï¶ó °í¿ë ¾ç±ØÈ­¿Í ºÒÆòµî ½ÉÈ­·Î À̾îÁ³´Ù.

 

Áö³­ 40³â µ¿¾È ¹Ì±¹ ³ëµ¿ ½ÃÀåÀÌ »ý»ê¼º Çâ»ó¿¡µµ ºÒ±¸ÇÏ°í ³Î¸® °øÀ¯ µÈ ¹ø¿µÀ» Á¦°øÇÏÁö ¸øÇÑ °ÍÀÌ ÇöÀç ±â¼úÀ̳ª ÀÚÀ¯ ½ÃÀåÀÇ ºÎ»ê¹°ÀÌ µÉ ¼ö ÀÖ´Â °ÍÀº ¾Æ´Ï´Ù.

 

±Ù·ÎÀÇ ¹Ì·¡¿¡ ´ëÇÑ ´ëÁßÀÇ °ü½ÉÀº Á¤º¸°¡ Ʋ¸®°Å³ª À߸ø ¾È³»µÇÁö ¾Ê´Â´Ù. Áö³­ 40³â°£ÀÇ °æÁ¦ ¿ª»ç´Â ±â¼ú Áøº¸°¡ »ý»ê¼º Çâ»óÀ» °¡Á®¿Ã °¡´É¼ºÀÌ ÀÖÁö¸¸ ÀÌ Çö»ó±ÝÀÇ °á°ú°¡ ÀüÇüÀûÀÎ ³ëµ¿ÀÚ¿¡°Ô µµ´Þ ÇÒ °ÍÀ̶ó´Â È®½ÅÀº ¾ø´Ù. ¿©¼º°ú ¼Ò¼ö ¹ÎÁ·¿¡°Ô´Â ¿©ÀüÈ÷ ºÒÈ®½Ç¼ºÀÌ ´õ Å©´Ù.

 

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Áö³­ 40³â µ¿¾È ¹Ì±¹ ³ëµ¿ ½ÃÀåÀÌ »ý»ê¼º Çâ»ó¿¡µµ ºÒ±¸ÇÏ°í ³Î¸® °øÀ¯ µÈ ¹ø¿µÀ» Á¦°øÇÏÁö ¸øÇÑ °ÍÀÌ ÇöÀç ±â¼úÀ̳ª ÀÚÀ¯ ½ÃÀåÀÇ ºÎ»ê¹°ÀÌ µÉ ¼ö ÀÖ´Â °ÍÀº ¾Æ´Ï´Ù. ±â¼ú°ú ½ÃÀ常À¸·Î´Â ºÒÆòµîÀ̳ª °æÁ¦Àû À̵¿¼ºÀ» °áÁ¤ÇÏÁö ¾Ê´Â´Ù. °ø¸³ ¹× »ç¸³±â°ü ¸ðµÎ ±³À°½Ã½ºÅÛ, ³ëµ¿½ÃÀå ±ÔÁ¤, ´Üü ±³¼·Á¦µµ, ±ÝÀ¶½ÃÀå, °ø°øÅõÀÚ, ¼¼±Ý ¹× ÀÌÀü Á¤Ã¥ µî Áß¿äÇÑ ¿ªÇÒÀ» ÇÑ´Ù.

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¿ì¸®¿Í °ü·ÃµÈ Áú¹®Àº ´ÙÀ½°ú °°´Ù. ÀÌ·¯ÇÑ Á÷¾÷ º¯È­´Â ±â¼ú°ú ÀÚ¿øÀÌ ´Ù¸¥ ±Ù·ÎÀÚÀÇ °í¿ë Àü¸Á, ¼öÀÔ ¹× °æ·Â ±ËÀû¿¡ ¾î¶² ¿µÇâÀ» ¹ÌÄ¥±î? ±×¸®°í: ÀÛ¾÷ ±âȸ¸¦ ±¤¹üÀ§ÇÏ°Ô °³¼±Çϱâ À§ÇØ ÀÌ ÇÁ·Î¼¼½º¸¦ ¾î¶»°Ô °ü¸®ÇØ¾ß ÇÒ±î?

ÀáÀçÀûÀ¸·Î ¿µÇâÀ» ¹Þ´Â ÀÛ¾÷À» °è»êÇÏ´Â µ¥ ´Ü¼øÇÑ ÃÊÁ¡À» ³Ñ¾î¼­±â À§Çؼ­´Â À¯¿ëÇÑ ½ÃÀÛÁ¡À¸·Î ÀÚµ¿È­°¡ »ç¶÷ÀÇ ÀÛ¾÷À» º¯°æÇÏ´Â °íÀ¯ÇÑ ¸ÞÄ¿´ÏÁòÀ» ¸é¹ÐÈ÷ °ËÅäÇØ¾ß ÇÑ´Ù. ÀÌ °úÁ¤Àº ´ëü, »óº¸¼º, »õ·Î¿î ÀÛ¾÷ »ý¼º. ÀÌ ¼¼ °¡Áö Áß¿¡¼­ ù ¹øÂ° (´ëü)¸¸ÀÌ ÀϹÝÀûÀ¸·Î ´ëÁßÀûÀÎ Åä·Ð¿¡¼­ ÀÎÁ¤µÇ¸ç, ÀÌ´Â ¿ì¸®°¡ °úµµÇÑ ºñ°ü·ÐÀ» ÃÊ·¡ÇÑ´Ù°í »ý°¢ÇÑ´Ù.

 

°¡Àå ±âº»ÀûÀÎ ¼öÁØÀÇ ÀÚµ¿È­´Â ±Ù·ÎÀÚ°¡ ¹°¸®ÀûÀ¸·Î ±î´Ù·Ó°í ¹Ýº¹ÀûÀÌ¸ç ºÎÆÐÇÑ È°µ¿ (¿¹: µµ¶û ÆÄ´Â »ç¶÷¿¡°Ô ±â°è½Ä ±¼»è±â ÀåÂø)À» ¼öÇàÇÏ´Â ÀÛ¾÷À» ¼öÇàÇÏ´Â ÀÛ¾÷À» ´ëüÇÏ´Â ¿ªÇÒÀ» ÇÑ´Ù. ÀÌ ÇÁ·Î¼¼½º´Â »ý»ê¼ºÀ» ³ôÀ̰í ÀϹÝÀûÀ¸·Î ±Ù·ÎÀÚ¸¦ º¸´Ù ¾ÈÀüÇϰí Èï¹Ì·Î¿î Á÷¾÷À¸·Î ¸¸µç´Ù. ±×·¯³ª º¯À§´Â ¹«ÇØÇÏÁö ¾Ê´Ù. 19¼¼±â ¿µ±¹ÀÇ »ê¾÷ ¹æÁ÷±â°è°¡ ½Ã°ñ ¹æÀû°ø, ·¹À̽º ³ëµ¿ÀÚ ¹× ¼ÕÀâÀÌ Á÷Á¶±â¸¦ ´ëüÇßÀ» ¶§, »ý»ê¼º°ú ¼ÒºñÀÚ¿¡°Ô´Â Å« º¯È­°¡ µÇ¾úÁö¸¸ ³óÃÌ ¹æÁ÷ ³ëµ¿ÀÚ¿¡°Ô´Â ½É°¢Çϰí Áö¼ÓÀûÀÎ ¾î·Á¿òÀÌ ÀÖ¾ú´Ù.42

±×·¯³ª ´ëü´Â À̾߱âÀÇ Àý¹Ý¿¡ ¹ÌÄ¡Áö ¸øÇÑ´Ù (±×¸®°í ½ÇÁ¦·Î ±â°è´Â Àΰ£ ³ëµ¿ÀÚ¸¦ ÀÏ´ëÀÏ·Î ´ëüÇÏ´Â °æ¿ì°¡ °ÅÀÇ ¾ø´Ù) .43 ÀÚµ¿È­´Â Á¾Á¾ ³ëµ¿ÀÚÀÇ ÀÎÁöÀûÀ̰í âÁ¶ÀûÀÎ ´É·ÂÀ» º¸¿ÏÇÑ´Ù. ¿¹¸¦ µé¾î, CAD (Computer Aided Design) ¼ÒÇÁÆ®¿þ¾î¸¦ »ç¿ëÇÏ´Â ¼³°èÀÚ´Â Á¾ÀÌ ±×¸®±âº¸´Ù ´õ º¹ÀâÇÑ °Ç¹°À» ´õ ºü¸£°Ô ¼³°è ÇÒ ¼ö ÀÖ´Ù. ±â°è´Â º¹ÀâÇÑ »ý»ê°øÁ¤À» °³¹ßÇϰí ÁöµµÇÏ´Â µ¥ ÀÖ¾î Àΰ£ÀÇ Àü¹® Áö½ÄÀÇ °¡Ä¡¸¦ ³ôÀÌ°í »ç¶÷µéÀÌ ¾ÆÀ̵ð¾î¸¦ Á¦Ç°°ú ¼­ºñ½º·Î Àüȯ ÇÒ ¼ö ÀÖ´Â µµ±¸¸¦ Á¦°øÇÑ´Ù .44 ÀÚµ¿È­´Â °³³ä¿¡¼­ ½ÇÇö±îÁöÀÇ °Å¸®¸¦ ÁÙ¿© ¾ÆÀ̵ð¾îÀÇ ÈûÀ» È®´ëÇÑ´Ù. ½Ã°£ÀÌ Áö³²¿¡ µû¶ó ÀÚµ¿È­´Â ÀÎÀû ³ëµ¿ÀÇ ºñ±³ ¿ìÀ§¸¦ ¹°¸®Àû ¿µ¿ª¿¡¼­ ÀÎÁöÀû ¿µ¿ªÀ¸·Î Å©°Ô À̵¿ ½ÃÄ×À¸¸ç, ÀÌ´Â ´ëºÎºÐÀÇ Á÷¹«¿¡ ´ëÇÑ °ø½ÄÀûÀÎ Ãß·Ð ¿ä±¸¿Í ±³À°Àû ¿ä±¸¸¦ Á¡ÁøÀûÀ¸·Î Áõ°¡½ÃÄ×´Ù .45

ÀÛ¾÷ÀÌ Á¤ÀûÀÎ °æ¿ì À̾߱âÀÇ ³¡ÀÌ µÉ °ÍÀÌ´Ù. ±×·¯³ª ½Å±â¼úÀº Á¾Á¾ Àΰ£ÀÇ Àü¹®Áö½Ä, ÆÇ´Ü ¹× âÀǼºÀ» ¿ä±¸ÇÏ´Â »õ·Î¿î ¾÷¹«¸¦ °¡´ÉÇÏ°Ô Çϰųª ¿ä±¸ÇÑ´Ù.46 19¼¼±â, ¿¹¸¦ µé¾î, ±Ý¼Ó °¡°øÀÇ ¹ßÀü°ú Àü±â º¸±ÞÀÇ È®»êÀ¸·Î Àü½ÅÀÛ¾÷ÀÚ, °ü¸®ÀÚ ¹× Àü±â±â¼úÀÚ¿¡ ´ëÇÑ »õ·Î¿î ¼ö¿ä°¡ âÃâµÇ¾ú´Ù.47 20¼¼±â¿¡´Â ³ó¾÷ ±â°è°¡ ³óÀå ³ëµ¿ÀÚ¸¦ ´ëü ÇÒ ¶§µµ ±â°èÈ­·Î ÀÎÇÑ º¯È­¿Í ¼öÀÔ Áõ°¡·Î ÀÎÇØ »õ·Î¿î °í¿ëÀÌ ¹ß»ýÇß´Ù. 21¼¼±â ÄÄÇ»ÅÍ¿Í ¼ÒÇÁÆ®¿þ¾î°¡ ¹Ýº¹ÀûÀÎ ÀÛ¾÷À» ¼öÇàÇÏ´Â ±Ù·ÎÀÚ¸¦ ´ëüÇÔ¿¡ µû¶ó, Á¤±³ÇÑ ±â°èÀÇ ¼³°è, ÇÁ·Î±×·¡¹Ö ¹× À¯Áö °ü¸®, ºÐ¼®°ú °°Àº ÀÎÁöÀû Áý¾àÀûÀÎ »õ·Î¿î ÀÛ¾÷¿¡¼­ µ¿½Ã¿¡ »õ·Î¿î ±âȸ¸¦ âÃâÇß´Ù. .49

ÃÖ±Ù ·Îº¿°øÇÐ, ÀΰøÁö´É ¹× ±â°èÇнÀÀÇ ±Þ¼ÓÇÑ ¹ßÀüÀÌ µðÁöÅÐ ½Ã´ëÀÇ »óº¸¼º, ´ëü ¹× »õ·Î¿î °úÁ¦ âÃâÀÇ °æ·Î¸¦ Çü¼ºÇÏ´Â ¹æ¹ýÀº ¼½¼Ç 5ÀÇ ÁÖÁ¦ÀÌ´Ù. Áö³­ 40³â ÀüÀÇ 4³â°ú´Â ³Ê¹« ´Þ¶ú´Ù.

 

½Å±â¼úÀº Á¾Á¾ Àΰ£ÀÇ Àü¹®Áö½Ä, ÆÇ´Ü ¹× âÀǼºÀ» ¿ä±¸ÇÏ´Â »õ·Î¿î ÀÛ¾÷À» °¡´ÉÇÏ°Ô Çϰųª ¿ä±¸ÇÑ´Ù.

 

4. À̹ø ½Ã°£Àº ´Ù¸¥°¡?

ÀÌÀü¿¡´Â ±â°èÈ­¿Í ÀÚµ¿È­·Î ÀÎÇØ ¹Ù¶÷Á÷ÇÏÁö ¾ÊÀº ÀÛ¾÷ÀÌ ¸¹ÀÌ Á¦°ÅµÇ¾úÁö¸¸ ½ÇÁúÀûÀÌ°í »õ·Ó°í ´õ ¹Ù¶÷Á÷ÇÑ ÀÛ¾÷°ú µ¿½Ã¿¡ »ý»ê¼ºÀ» ³ôÀÌ°í ´õ ³ôÀº »ýȰ ¼öÁØÀ» °¡´ÉÇÏ°Ô ÇÑ´Ù. ¿ì¸®ÀÇ Æò°¡¿¡¼­, ÇöÀçÀÇ ½Ã´ë´Â °í¿ë ¾ç±ØÈ­¿Í 'so-so'±â¼úÀÇ µÎ °¡Áö Ãø¸é¿¡¼­ ´Ù¸£´Ù .52

 

4 .1 °í¿ë ¾ç±ØÈ­

°ú°Å¿Í ÇöÀçÀÇ Ã¹ ¹øÂ° Â÷ÀÌÁ¡Àº µðÁöÅÐ ±â¼úÀÌ »ç¶÷°ú ±â°è »çÀÌÀÇ ³ëµ¿ ºÐ¾÷À» ¾î¶»°Ô À籸¼ºÇÏ´ÂÁö¿¡ ÀÖ½À´Ï´Ù.

´ë·® »ý»êÀÇ ½Ã´ë´Â °øÀå°ú »ç¾÷ ºÐ¾ßÀÇ ºí·çÄ®¶ó ±Ù·ÎÀÚ¿¡°Ô ¸·´ëÇÑ »õ·Î¿î ¼öÀÔ±âȸ¸¦ âÃâÇÏ´Â µ¿½Ã¿¡ È­ÀÌÆ®Ä®¶ó ÀÛ¾÷°ú Á÷¾÷ÀÇ ¼÷·Ã µÈ ±Ù·ÎÀÚ¸¦ À§ÇÑ »õ·Î¿î Àü¸ÁÀ» ¿­¾ú´Ù. ÀÌÀüÀÇ ÀÚµ¿È­ ¹°°á°ú ¸¶Âù°¡Áö·Î, ÇöÀç µðÁöÅÐÈ­ ½Ã´ë´Â Àü¹®Áö½Ä, ÆÇ´Ü ¹× âÀÇ·ÂÀ» º¸À¯ÇÑ °íµµ·Î ±³À°¹ÞÀº ±Ù·ÎÀÚ¸¦ º¸¿ÏÇÑ´Ù.

±×·¯³ª Ãʱâ¿Í´Â ´Þ¸® µðÁöÅÐ ÀÚµ¿È­´Â ¿µ¾÷, »ç¹«½Ç ¹× °ü¸®Áö¿ø, »ý»ê, °ø¿¹ ¹× ¼ö¸® Á÷Á¾°ú °°Àº ÀÏ»óÀûÀÎ Á¶Á¤ °¡´ÉÇÑ ÀÛ¾÷À» ¼öÇàÇÏ´Â Áß°£±â¼ú ±Ù·ÎÀÚ¸¦ ´ëüÇÏ´Â °æÇâÀÌ ÀÖ´Ù. ±×¸² 5´Â 1970³â¿¡ ÀÌ Áß°£±â¼ú Á÷Á¾ÀÌ °í¿ëÀÇ 3ºÐÀÇ1 (38%)À» Â÷ÁöÇÔÀ» º¸¿©ÁØ´Ù. 2016³â±îÁö ÀÌ ºñÀ²Àº °í¿ëÀÇ 1/4(23%) ¹Ì¸¸À¸·Î ¶³¾îÁ³´Ù. ±¹Á¦ ¹«¿ªÀÌ ½ÇÁúÀûÀ¸·Î 2000³â´ë Áß±Þ±â¼ú »ý»ê ¹× ÀÛ¾÷ ÀÏÀÚ¸®ÀÇ À̵¿¿¡ ½ÇÁúÀûÀ¸·Î Ãß°¡ µÇ¾ú±â ¶§¹®¿¡ ÀÌ·¯ÇÑ °¨¼Ò°¡ µðÁöÅÐÈ­¿¡¸¸ ±âÀÎÇÑ °ÍÀº ¾Æ´Ï´Ù .53

¾ÆÀÌ·¯´ÏÇϰԵµ, µðÁöÅÐÈ­´Â ÀúÀÓ±Ý ¼öµ¿ ¹× ¼­ºñ½º ÀÛ¾÷¿¡¼­ ±Ù·ÎÀÚÀÇ ÀÛ¾÷¿¡ °¡Àå ÀÛÀº ¿µÇâÀ» ¹ÌÃÆ´Ù. ÀÌ·¯ÇÑ Á÷Ã¥Àº ½ÅüÀû ¼ÕÀçÁÖ, ½Ã°¢Àû ÀνÄ, ´ë¸é Ä¿¹Â´ÏÄÉÀÌ¼Ç ¹× »óȲ¿¡ µû¸¥ ÀûÀÀ¼ºÀ» ¿ä±¸ÇÑ´Ù. ÀÌ·¯ÇÑ ´É·ÂÀº ÇöÀç Çϵå¿þ¾î ¹× ¼ÒÇÁÆ®¿þ¾îÀÇ ¹üÀ§¸¦ ¹þ¾î³­ »óÅ·ΠÀ¯ÁöµÇÁö¸¸ Áßµî ¼öÁØÀÇ ±³À°À» ¹ÞÀº ¼ºÀÎÀÌ ½±°Ô ´Þ¼º ÇÒ ¼ö ÀÖ´Ù.54 Áß±ÞÁ÷Á¾ÀÌ °¨¼ÒÇÔ¿¡ µû¶ó ¼öµ¿ ¹× ¼­ºñ½º Á÷Á¾Àº °íµîÇб³ ¶Ç´Â ÀϹÝÁ÷ÀÇ Á÷¾÷ ¹üÁÖ°¡ µÇ¾î°¡°í ÀÖ´Ù.

µû¶ó¼­, ÀÌÀüÀÇ °øÆòÇÑ ¼ºÀå½Ã´ë¿Í ´Þ¸®, µðÁöÅÐ ½Ã´ë´Â ³ëµ¿½ÃÀå ¾ç±ØÈ­¸¦ ÃËÁø ½ÃÄ×´Ù. Áï, Áß°£ ±â¼úÀ» Èñ»ý½ÃŰ¸é¼­ °í±³À°, °íÀÓ±Ý ¹× Àú±³À°, ÀúÀÓ±Ý ÀÏÀÚ¸®ÀÇ µ¿½Ã ¼ºÀåÀÌ´Ù Á÷¾÷. (±×¸² 3) .55ÀÌ ÀϹæÀûÀÎ ¼ºÀåÀº °¡Àå Àü¹®ÀûÀÌ°í °íµµ·Î ±³À°¹ÞÀº ±Ù·ÎÀÚµé »çÀÌ¿¡¼­ ³ëµ¿ ½ÃÀå º¸»óÀ» ÁýÁß½ÃŰ´Â ÇÑÆí ³²¾ÆÀÖ´Â ºñÀü¹®È­ ÀÛ¾÷ÀÇ »ó´ç ºÎºÐÀ» Æò°¡ ÀýÇÏÇÑ´Ù. ÀÌ·¯ÇÑ ºÒ±ÕÇüÀº ÃÖ±Ù ¼ö½Ê ³â µ¿¾È ´ëÇÐ ¹× ºñ ´ëÇп¡¼­ ±³À°À» ¹ÞÀº ±Ù·ÎÀÚ »çÀÌ¿¡ ¸·´ëÇÑ ¼öÀÔ Â÷ÀÌ¿¡ ±â¿©ÇÑ´Ù (±×¸² 1).

 

µµÇ¥ 5: Á÷¾÷ °í¿ë Á¡À¯À² 1970-2016³âÀÇ º¯È­

±â»çº»¹® À̹ÌÁö

µðÁöÅÐ ½Ã´ë´Â ³ëµ¿½ÃÀå ¾ç±ØÈ­¸¦ ÃËÁø½ÃÄ×À¸¸ç, ÀÌ´Â Áß±ÞÁ÷Á¾À» Èñ»ý½ÃŰ¸é¼­ °í±³À° °íÀӱݰú Àú±³À° / ÀúÀÓ±Ý ÀÏÀÚ¸®ÀÇ µ¿½Ã¼ºÀåÀÌ´Ù.

 

4 .2 'So-So'񃬣

µðÁöÅÐÈ­ ½Ã´ë¿Í Ãʱâ½Ã´ëÀÇ µÎ ¹øÂ° ÁÖ¿ä Â÷ÀÌÁ¡Àº µðÁöÅÐÈ­°¡ µ¿ÀÏÇÑ »ý»ê¼º Çâ»óÀ» ´Þ¼ºÇÏÁö ¸øÇß´Ù´Â °ÍÀÌ´Ù. 1975³â°ú 2005³â »çÀÌ¿¡ Á¦ 2Â÷ ¼¼°è ´ëÀü ÈÄ Ã³À½ 30³â µ¿¾È »ý»ê¼º ¼ºÀåÀÌ ºü¸£Áö´Â ¾Ê¾ÒÁö¸¸, ÀÌ´Â ÀüÀüÀÇ À¯Çà°ú ÀÏÄ¡Çß´Ù. ´ëÁ¶ÀûÀ¸·Î, ¹Ì±¹°ú À¯·´ ¿¬ÇÕ ¸ðµÎ 2000³â´ë Áß¹Ý ÀÌÈÄ ÇöÀúÇÏ°Ô ´À·ÁÁ³´Ù .57

¿ì¸®´Â ÁÖº¯ÀÇ ´«ºÎ½Å ½Å±â¼ú·Î ÀÌ ºÒ¿ÏÀüÇÑ ¼ºÀåÀ» ¾î¶»°Ô Á¶È­½Ãų ¼ö ÀÖÀ»±î? 58 ±×¸®°í ¾î¶»°Ô µ¿ÀÏÇÑ Çõ½ÅÀÇ ÆÄ±«ÀûÀÎ ³ëµ¿ ¿µÇâÀ¸·Î ÀÌ·¯ÇÑ ºÎÁøÇÑ »ý»ê¼º ¼öÄ¡¸¦ Á¦°ö ÇÒ ¼ö ÀÖÀ»±î? °è»ê¿ø, ÆÐ½ºÆ®Çªµå ¿ä¸®»ç, ±â°è¿î¿µÀÚ, ¹ý¹«Àå°ü ¹× ÇàÁ¤º¸Á¶¿ø µî ¸¹Àº Á¾·ùÀÇ ±Ù·ÎÀÚ°¡ »ý»ê¼ºÀ» Å©°Ô Çâ»ó½ÃŰ´Â µ¿ÀÏÇÑ Á÷¹« °¨Ãà ¾øÀÌ ¾÷¹«¸¦ ÀÒ¾î¹ö¸° ±â¼ú·Î ÀÏÀÚ¸®¸¦ ÀÒ°Ô µÉ °ÍÀ̶ó´Â ¹Ý Á÷°üÀûÀÎ ´À³¦ÀÌ µé¾ú´Ù .59

ÀÌ ¿ª¼³À» ÀÌÇØÇϱâ À§ÇØ ÀÚµ¿È­°¡ Àΰ£ÀÇ ÀÛ¾÷À» ¹Ù²Ù´Â ¸ÞÄ¿´ÏÁò, ƯÈ÷ ´ëü ¹× º¸¿ÏÀÇ È¿°ú·Î µ¹¾Æ°¡´Â ¸ÞÄ¿´ÏÁò¿¡ ´ëÇØ ³íÀÇÇÑ´Ù. ½Å±â¼úÀº ÀÛ¾÷ÀÚ°¡ ÀÌÀü¿¡ ¼öÇàÇÑ ÀÏ·ÃÀÇ ÀÛ¾÷À» ÀÚµ¿È­ÇÏ¸ç ±â°è¸¦ ´ëüÇÑ´Ù. »ç¶÷µéÀ» À§ÇØ ÀÌ ÇÁ·Î¼¼½º´Â ±â°è¸¦ ÀÌÀü¿¡ ¼öÇàÇÑ ÀÛ¾÷ÀÚº¸´Ù Àú·ÅÇÏ°í ºü¸£°Å³ª ´õ ³ªÀº ¼öÁØÀ¸·Î Àüü »ý»ê¼ºÀ» Çâ»ó½ÃŲ´Ù. ¸¹Àº ¿¹: ÀÚµ¿È­ µÈ À¯·á ÀüÈ­¿ä±ÝÀº ¿ä±Ý ¡¼öÀÚ¸¦ ´ë½ÅÇÏ¿© ±³Åë ¼Óµµ¸¦ ³ôÀÌ°í ¿À¿°À» ÁÙÀδÙ. ÄÄÇ»ÅÍ½Ä Á¶ÆÇ ¼ÒÇÁÆ®¿þ¾î´Â ¹°¸®Àû Á¶ÆÇÀ» ´ë½ÅÇÏ¿© ´õ ºü¸£°í Àú·ÅÇÑ Àμ⠷¹À̾ƿôÀ» °¡´ÉÇÏ°Ô ÇÑ´Ù. ¼¼±Ý Áغñ ¼ÒÇÁÆ®¿þ¾î´Â ÈÆ·Ã µÈ ¼¼¹«»ç¸¦ ´ë½ÅÇÏ¿© ¼ÒºñÀÚ°¡ °³ÀÎ ÄÄÇ»ÅÍ¿¡¼­ ¼¼±ÝÀ» Àú·ÅÇÏ°Ô ½Å°í ÇÒ ¼ö ÀÖµµ·Ï ÇÑ´Ù.

³ëµ¿ÀÚ¸¦ À§ÇÑ ±â°èÀÇ ´ëü´Â ½ÂÀÚ¿Í ÆÐÀÚ¸¦ ¸¸µç´Ù. ÀÌÀÍÀº ÀϹÝÀûÀ¸·Î ´õ ³ôÀº ÀÌÀ±À» ÅëÇØ ȸ»ç¿¡, ´õ ³·Àº °¡°ÝÀ» ÅëÇØ °í°´¿¡°Ô È帥´Ù. ±×·¯³ª ºñ¿ëÀº ÀϹÝÀûÀ¸·Î ½ÇÁ÷ ±Ù·ÎÀÚ, °¡Á· ¹× Áö¿ª »çȸ´Â ¹°·Ð ÀϹÝÀÎÀÌ ÀÏÀÚ¸®¸¦ ÀÒÀ» ¶§ ÀÇÁ¸ÇÏ´Â »çȸ º¹Áö ÇÁ·Î±×·¥À» ÅëÇØ ºÎ´ãÇÑ´Ù .60

±×·¯³ª ÀÚµ¿È­´Â ¶ÇÇÑ ±Ù·ÎÀÚ¸¦ º¸¿Ï ÇÒ ¼öµµ ÀÖ´Ù. ½Å±â¼úÀº Á¾Á¾ ±Ù·ÎÀÚ¸¦ ±×·¯ÇÑ ÀÛ¾÷¿¡¼­ ¹þ¾î³ª±â º¸´Ù´Â ÇöÀç ÀÛ¾÷¿¡¼­ »ý»ê¼ºÀ» Çâ»ó½ÃŲ´Ù. ¿¹¸¦ µé¾î °Ç¼³ ³ëµ¿ÀÚ¿¡°Ô ´õ ªÀº ½Ã°£¿¡ ´õ ¸¹Àº ¼º°ú¸¦ ´Þ¼º ÇÒ ¼ö ÀÖ´Â Àüµ¿ °ø±¸°¡ Æ÷ÇԵȴÙ. °ÇÃà°¡°¡ ¾î·Á¿î Á¦µµ ÀÛ¾÷ ¾øÀÌ ¼³°è ¿É¼ÇÀ» ½Å¼ÓÇÏ°Ô Å½»ö ÇÒ ¼ö ÀÖ´Â CAD (Computer Aided Design) ¼ÒÇÁÆ®¿þ¾î; ÀÇ·á Àü¹®°¡°¡ ȯÀÚ¸¦ Áø´ÜÇÏ´Â ¼Óµµ¿Í Á¤È®¼ºÀ» ³ôÀÌ´Â ÀÇ·á À̹Ì¡ µµ±¸. ³ëµ¿´ëü ±â¼ú°ú ¸¶Âù°¡Áö·Î ÀÌ·¯ÇÑ ³ëµ¿º¸¿Ï ±â¼úµµ »ý»ê¼ºÀ» Çâ»ó½ÃŲ´Ù. ±×·¯³ª ³ëµ¿´ëü ±â¼ú°ú´Â ´Þ¸® º¸¿Ï±â¼úÀº ±Ù·ÎÀÚ°¡ ±âÁ¸ÀÇ Á÷¹«¿¡º¸´Ù È¿°úÀûÀ¸·Î Âü¿©Çϱ⠶§¹®¿¡ ¼öÀÔÀ» ´Ã¸®´Â °æÇâÀÌ ÀÖ´Ù. ¶ÇÇÑ ÀÛ¾÷ÀÇ ¼º°ÝÀ» ÀÚÁÖ ¹Ù²Ù°í »õ·Î¿î ±â´ÉÀ» °¡´ÉÇÏ°Ô ÇÑ´Ù. »ý»ê¼º Çâ»óÀº Á¾Á¾ °¡°ÝÀÎÇÏ, ǰÁú°³¼± ¶Ç´Â ÆíÀǼº Áõ´ë·Î ÀÎÇØ ÀÌ·¯ÇÑ ÀÛ¾÷À» ¼öÇàÇÏ´Â ±Ù·ÎÀÚÀÇ °í¿ëÀÌ Áõ°¡ ÇÒ ¼ö ÀÖ´Ù. ¿¹¸¦ µé¾î, Uber¿Í Lyft°¡ ¼Ò°³ µÈ ÈÄ ¿îÀü»ç³ª Åýà ¿îÀü»ç·Î ÀÏÇÏ´Â ¹Ì±¹ ¼ºÀÎÀÇ ºñÀ²Àº °ÅÀÇ 3¹è°¡ µÇ¾ú´Ù .61

 

´ëºÎºÐÀÇ ÀÛ¾÷Àå ±â¼úÀº ´ÙÀ½ µÎ °¡Áö¸¦ ¸ðµÎ ¼öÇàÇÑ´Ù. ÇÑ ÀÛ¾÷ ¼¼Æ® ´ë½Å ´Ù¸¥ ÀÛ¾÷À» º¸¿ÏÇÑ´Ù.62 Àüµ¿ °ø±¸´Â À°Ã¼ ³ëµ¿ÀÚ¸¦ ´ëüÇÏÁö¸¸ ´É¼÷ÇÏ°Ô °í¿ë ÇÒ ¼ö ÀÖ´Â ÀÛ¾÷ÀÚ¸¦ º¸¿ÏÇÑ´Ù. CAD ¼ÒÇÁÆ®¿þ¾î´Â ÃʾÈÀ» ´ë½ÅÇÏÁö¸¸ °ÇÃà°¡¸¦ º¸¿ÏÇÑ´Ù. À̹Ì¡ µµ±¸´Â ±â¼úÀÚ¸¦ ´ë½ÅÇÏÁö¸¸ Àü¹®°¡¸¦ º¸¿ÏÇÑ´Ù.

´ëºÎºÐÀÇ ½Å±â¼úÀº ´ëü ¹× º¸¿ÏÀÇ È¥ÇÕÀ» Á¦°øÇÏÁö¸¸, »ý»ê¼º¿¡ ¿µÇâÀ» ¹ÌÄ¡´Â °Íó·³ È¥ÇÕÀº ±â¼ú ¹× Á¶Á÷¸¶´Ù Å©°Ô ´Ù¸£´Ù. ±×¸®°í ¿©±â¿¡ ¾à°£ÀÇ ÀÎÁ¤ µÈ °æÁ¦Çö½ÇÀÌ ÀÖ´Ù: »ý»ê¼ºÀ» ³ôÀÌ´Â ¸ðµç Çõ½ÅÀÌ ±Ù·ÎÀÚ¸¦ ´ëüÇÏÁö´Â ¾ÊÀ¸¸ç, ³ëµ¿ÀÚ¸¦ ´ëüÇÏ´Â ¸ðµç Çõ½ÅÀÌ ½ÇÁúÀûÀ¸·Î »ý»ê¼ºÀ» ³ôÀÌ´Â °ÍÀº ¾Æ´Ï´Ù.

»ý»ê¼ºÀ» ³ôÀÌ´Â ¸ðµç Çõ½ÅÀÌ ±Ù·ÎÀÚ¸¦ ´ëüÇÏ´Â °ÍÀº ¾Æ´Ï¸ç ±Ù·ÎÀÚ¸¦ ´ëüÇÏ´Â ¸ðµç Çõ½ÅÀÌ ½ÇÁúÀûÀ¸·Î »ý»ê¼ºÀ» ³ôÀÌ´Â °ÍÀº ¾Æ´Ï´Ù.

19¼¼±â ÈĹÝÀÇ Àü±â Á¶¸í µµÀÔÀ» °í·ÁÇØº»´Ù. Àü±â Á¶¸íÀ» »ç¿ëÇÏ¸é »ê¾÷ Ç÷£Æ®¸¦ 24½Ã°£ ³»³» ±³´ë ±Ù¹«ÇÒ ¼ö ÀÖÀ¸¸ç Á÷¿øÀÌ À¯¿¬ ¹× È­Àç À§Çè¿¡ ³ëÃâµÇ´Â °ÍÀ» ÁÙÀ̰í ÀÛ¾÷ÀÚ°¡ ´õ ºü¸¥ ¼Óµµ¿Í Ãæ½Çµµ·Î Á¤¹ÐÇÑ ÀÛ¾÷À» ¼öÇà ÇÒ ¼ö ÀÖ¾ú´Ù. »ý»ê¼º°ú »õ·Î¿î ÀÏÀÚ¸®Ã¢Ãâ (¿¹: ¾ß°£ ±Ù¹«) .64 °¡½º Á¶¸í ºÎ¹®ÀÇ ÀϺΠ±Ù·ÎÀÚ´Â ºÎÁ¤ÀûÀÎ ¿µÇâÀ» ¹Þ¾ÒÁö¸¸, Áß°£ Á¤µµÀÇ ³ëµ¿ ÀÌÁÖ¿¡ ´ëÇÑ ±¤¹üÀ§ÇÏ°Ô ºÐ¹è µÈ »ý»ê¼º ÇýÅÃÀÇ ºñÀ²ÀÌ À¯¸®Çß´Ù.

ÀÌÁ¦ Ç×°ø»ç¿Í È£ÅÚ¿¡¼­ ±¸ÃàÇÑ Àü»êÈ­ µÈ ÀüÈ­»ó´ã¿ø°ú ´ëÇü ¼Ò¸ÅÁ¡¿¡¼­ Á¦°øÇÏ´Â ÀÚü üũ ¾Æ¿ô Ű¿À½ºÅ© µî ÃÖ±ÙÀÇ ÀϹÝÀûÀÎ µðÁöÅÐ ±â¼ú µÎ °¡Áö¸¦ »ìÆì º¸°Ú´Ù. µÎ ±â¼ú ¸ðµÎ ÀÛ¾÷ÀÚ°¡ ÀÌÀü¿¡ ¼öÇàÇÑ ÀÛ¾÷À» ¼öÇàÇÑ´Ù. ±×·¯³ª Á¦Ç°À̳ª ¼­ºñ½ºÀÇ Ç°ÁúÀ» Çâ»ó½Ãų ¼ö´Â ¾ø´Ù. Àü»êÈ­ µÈ ÀüÈ­»ó´ã¿øÀÌ °¡Àå ±âÃÊÀûÀÎ °Í ÀÌ¿ÜÀÇ ¸ðµç °ÍÀ» ¿ì¿¬È÷ ¹ß°ßÇÑ´Ù. Äõ¸®; ¼¿ÇÁ¼­ºñ½º Ű¿À½ºÅ©´Â ´Ü¼øÈ÷ °è»ê¿øÀ» ½Ç¹« Á÷¿ø¿¡¼­ ¾Æ¸¶Ãß¾î °í°´À¸·Î À̵¿½ÃŲ´Ù. ±â¾÷Àº ÀÌ·¯ÇÑ ±â¼úÀ» Ȱ¿ëÇÏ¿© ¼­ºñ½º¸¦ °³¼±Çϱ⠶§¹®ÀÌ ¾Æ´Ï¶ó °í°´ ºÒ¸¸ÀÇ Áõ°¡¸¦ Á¤´çÈ­Çϱ⿡ ÃæºÐÇÑ ÀΰǺñ Àý°¨ È¿°ú¸¦ Á¦°øÇÑ´Ù .65

°æÁ¦ÇÐÀÚÀÎ Daron Acemoglu¿Í Pascual Restrepo´Â ÀÌ·¯ÇÑ ÈÄÀÚÀÇ °æ¿ì¸¦ 'so-so'±â¼ú·Î ºÐ·ùÇÑ´Ù .66 ±×µéÀº »ý»ê¼ºÀ» Å©°Ô Çâ»ó½ÃŰÁö ¾ÊÀ¸¸é¼­ °í¿ëÀ» ¹æÇØÇÏ°í ±Ù·ÎÀÚ¸¦ ´ëüÇÑ´Ù. Àü»êÈ­ µÈ ÀüÈ­»ó´ã¿ø°ú ¼¿ÇÁ üũ¾Æ¿ô Ű¿À½ºÅ©´Â ¾î´À Á¤µµ »ý»ê¼ºÀ» Çâ»ó½ÃŰ°Å³ª ȸ»ç´Â ¾Æ¸¶µµ Àΰ£ ±Ù·ÎÀÚ¸¦ °í¼ö ÇÒ °ÍÀÌ´Ù. ±×·¯³ª ÀÌ·¯ÇÑ ¼Ò¼ÒÇÑ ±â¼úÀÇ ±Ù·ÎÀÚ º¯À§¿Í »ý»ê¼º ¼ºÀåÀÇ ºñÀ²Àº Àü±â Á¶¸í°ú °°Àº ³ëµ¿À» º¸¿ÏÇÏ´Â Çõ½Åº¸´Ù À¯¸®ÇÏÁö´Â ¾Ê´Ù .67

 

ÀϺΠµðÁöÅÐ Çõ½ÅÀÇ 'so-so'ÇÑ Æ¯¼ºÀ¸·Î ÀÎÇØ »ó´çÇÑ ³ëµ¿·Â À̵¿°ú ÇÔ²² »ý»ê¼ºÀÌ ´À¸®°Ô ¼ºÀåÇÏ´Â ¿ª¼³À» ¼³¸íÇÏ´Â µ¥ µµ¿òÀÌ µÉ ¼ö ÀÖ´Ù. »ó±â ¾ð±Þ µÈ ÀÇ·áÁø´Ü µµ±¸. ±×·¯³ª ÀÌ·¯ÇÑ Çõ½ÅÀº °íµî±³À°À» ¹ÞÀº Àü¹®°¡ÀÇ ³ëµ¿·ÂÀ» º¸¿ÏÇÏ´Â °æÇâÀÌ ÀÖ´Ù. ¹Ý´ë·Î, ÀÌ·¯ÇÑ ¿¤¸®Æ® Á÷Á¾ ÀÌ¿ÜÀÇ ±Ù·ÎÀÚ¿¡°Ô ¿µÇâÀ» ¹ÌÄ¡´Â µðÁöÅÐ ±â¼úÀº ºñÀü¹®Á÷ ±Ù·ÎÀÚ¸¦ »ç¹«Á÷, ¿µ¾÷, »ý»ê ¹× ¿î¿µ Á÷Á¾¿¡¼­ ´ëü ÇÒ ¼ö ÀÖÀ¸¸ç ÀϹÝÀûÀ¸·Î ÀÏ¹Ý ±â¼ú ¼¼Æ®°¡ ÇÊ¿äÇϰí ÀÓ±ÝÀÌ ³·Àº °³ÀÎ ¼­ºñ½º·Î ºÐ·ù ÇÒ ¼ö ÀÖ´Ù .69

 

4 .3 ´Ù¸£Áö¸¸ ¿ÏÀüÈ÷ ³ª¾ÆÁöÁö´Â ¾ÊÀ½

»ý»ê¼º ¼ºÀå µÐÈ­, °¡ÆÄ¸¥ Á÷¾÷ ¾ç±ØÈ­ ¹× ÀÓ±Ý ºÒÆòµî Áõ°¡ÀÇ ¹®Á¦´Â °øÅëµÈ ±â¿øÀ» °øÀ¯ ÇÒ ¼öÀÖ´Ù .70 °¡Àå ¼÷·ÃµÇ°í °íµµ·Î ±³À°¹ÞÀº ±Ù·ÎÀÚµé »çÀÌ¿¡¼­ ¼öÀÔ°ú °í¿ë¼ºÀåÀÌ °­·ÂÇÏ°Ô ÁýÁßµÈ ³ëµ¿ º¸¿Ï µðÁöÅÐ Çõ½Å; ´Ù¸¥ °÷¿¡¼­ µ¿µîÇÑ ±âȸ¸¦ ¾òÁö ¾Ê°í ºñ Á÷¾÷ ±Ù·ÎÀÚ¸¦ ÀüÅëÀûÀÎ »ç¹«½Ç°ú »ý»êÁ÷¿¡¼­ ´ëüÇÑ¡°¼Ò-¼Ò(so-so)¡±³ëµ¿ ´ëü µðÁöÅÐ Çõ½Å; 71) Á¤Ã¥°ú ±â°üÀÌ ÀÌ·¯ÇÑ ¿µÇâÀ» ¹«³Ê¶ß¸®Áö ¸øÇÔ.

µû¶ó¼­ µðÁöÅÐÈ­ÀÇ ½Ã´ë´Â ÀÌÀü ÀÚµ¿È­ÀÇ ¹°°á°ú ´Ù¸£´Ù. Áß°£À» Èñ»ýÇϸ鼭 °íÀÓ±Ý ¹× ÀúÀÓ±Ý ÀÏÀÚ¸®ÀÇ ¼ºÀåÀ» ÃËÁøÇß´Ù (³ëµ¿½ÃÀå ¾ç±ØÈ­). °¡Àå ±³À° ¼öÁØÀÌ ³ô°í ¼øÀ§°¡ ³ôÀº ±Ù·ÎÀÚµé »çÀÌ¿¡¼­ ¼öÀÔ Áõ°¡¸¦ ÁýÁß½ÃÄ×À¸¸ç, ´ë´Ù¼ö ±Ù·ÎÀÚÀÇ ¼Òµæ Áõ°¡´Â Áö¿¬ (ºÒÆòµî)Çß´Ù. ¶ÇÇÑ ÃÖ±Ù 10 ³â µ¿¾È »ý»ê¼ºÀÌ ¾à°£¸¸ Çâ»óµÇ¾úÀ¸¸ç, ƯÈ÷ °íµî ¶Ç´Â °íµî ±³À°À» ¹ÞÀº ±Ù·ÎÀÚ°¡ ¼öÇàÇÑ ÀÛ¾÷ (¼Ò¼Ò ±â¼ú)À» ´ëüÇÏ´Â ÀÛ¾÷ ¹üÁÖµµ ´ëüÇß´Ù.

¹Ì±¹ÀεéÀº °ÆÁ¤ÇÒ ±Ç¸®°¡ ÀÖ´Ù. ±â¼ú·ÂÀ» °®Ãá Á÷Àå º¯È­ÀÇ Â÷¼¼´ë ¹°°áÀÌ °æÁ¦ ¿ª»ç¸¦ ÀÌÇØÇÏÁö ¸øÇÏ´Â °Í¿¡¼­ ¸Ö¾îÁö°í ÀÖ´Â °Í¿¡ ´ëÇÑ ÇöÀçÀÇ ºñ°ü·ÐÀº ¿ì¸®°¡ Áö³­ 40³â°£ÀÇ ºÒÆíÇÑ ±³ÈÆÀ» ÆÄ¾ÇÇϰí ÀÖÀ½À» ½Ã»çÇÑ´Ù. À¯ºñÄõÅͽº ·Îº¿°ú ÀΰøÁö´ÉÀÇ ÃâÇöÀÌ ÃÖ±Ù °ú°Å¿Í °°Àº ´Ù¸¥ ½Ã´ë¸¦ ¿¹°íÇÑ´Ù¸é, ´ëÁßÀÇ °ü½É»ç´Â ÃæºÐÈ÷ Á¤´çÈ­ µÉ °ÍÀÌ´Ù.

ºÐ¸íÇÑ ´ÙÀ½ Áú¹®°ú ŽºÅ© Æ÷½ºÀÇ ÀÛ¾÷À» ¿òÁ÷ÀÌ´Â Áú¹®Àº ¹«¾ùÀ» ÇÒ ¼ö ÀÖÀ»±î? Áö³­ 40³â°£ÀÇ ³ÃÁ¤ÇÑ ±â·Ï¿¡µµ ºÒ±¸Çϰí, ¿ì¸®ÀÇ ¿¬±¸´Â Ä¡¸íÁÖÀÇ¿¡ ¹Ý´ëÇÏ°í ºÎµå·´°Ô ³«°ü·ÐÀ» ÁöÁöÇÑ´Ù°í ÁÖÀåÇÑ´Ù. ´õ ³ªÀº ÀÛ¾÷°ú ³Î¸® °øÀ¯ µÈ ¹ø¿µÀº º¸ÀåµÇÁö ¾ÊÁö¸¸ µÑ ´Ù ½ÇÇö °¡´ÉÇÏ°í ±â¼úÀû Áøº¸·Î ÀÎÇØ ´õ ¸¹Àº °ÍÀ» ´Þ¼º ÇÒ ¼ö ÀÖ´Ù.

´ÙÀ½ ¼½¼Ç¿¡¼­´Â ±×·¯ÇÑ ÅõÀÚ °úÁ¤¿¡ ¾î¶² ÅõÀÚ¿Í Á¤Ã¥ÀÌ ¿ì¸®¸¦ ½ÃÀÛ ½ÃųÁö ¹¯±â Àü¿¡ (¼½¼Ç 6), ŽºÅ© Æ÷½º°¡ ±â¼ú ºÐ¾ß¿¡ ´ëÇÑ ÀÌÇØ¿Í ¿ì¸®°¡ ¼öÆò¼±¿¡¼­ º¸°Ô µÉ º¯È­¿¡ ´ëÇØ ¼³¸íÇÑ´Ù.

 

5. ¹Ì·¡ÀÇ Á÷Àå: ÀÚµ¿È­, ·Îº¿ ¹× ÀΰøÁö´É

ÀΰøÁö´É, ±â°èÇнÀ (ML), ·Îº¿°øÇÐ ¹× ÀÚÀ²ÁÖÇà Â÷·®¿¡¼­ ÇöÀç ³Î¸® º¸°í µÈ ¹ßÀüÀº ¾î¶»°Ô Àû¿ëµÇ°í ÀÖÀ¸¸ç ¹Ì·¡ÀÇ ÀÛ¾÷¿¡ ¾î¶² ¿µÇâÀ» ¹ÌÄ¥±î? ¾ó¸¶³ª ¸¹Àº ´ëü¹°, ¾ó¸¶³ª ¸¹Àº »óº¸¼º ¹× ¾ó¸¶³ª ¸¹Àº »õ·Î¿î ÀÛ¾÷ »ý¼ºÀÌ ¿¹»óµÉ±î? ÀÌ ¹®Á¦¿Í °ü·Ã Áú¹®¿¡ ´äÇϱâ À§ÇØ Å½ºÅ© Æ÷½º´Â »ê¾÷¿¡¼­ ÀΰøÁö´É, ±â°èÇнÀ ¹× ·Îº¿°øÇÐÀÇ °³¹ß ¹× Àû¿ë¿¡ °üÇÑ ÀÏ·ÃÀÇ ¿¬±¸¸¦ ¼öÇàÇϰí ÀÖ´Ù.

ÀÌ ¼½¼Ç¿¡¼­´Â ¿À´Ã³¯ °ø±Þ¸Á, Á¦Á¶ ¹× Â÷·®°ú °°ÀÌ °íµµÀÇ ½Å±â¼ú äÅÃÀ» °æÇèÇÏ´Â 3°¡Áö »ê¾÷¿¡ ´ëÇÑ ¿¬±¸¸¦ ±â¹ÝÀ¸·Î ÇÑ ¿¹ºñ ÅëÂû, °üÂû ¹× °á·ÐÀ» ¿ä¾àÇÑ´Ù. ÀÌ ÀÛ¾÷Àº ÁøÇà ÁßÀÌ¸ç ¾ÕÀ¸·Î ´õ ¹ßÀüÇÑ´Ù.

 

5 .1 ·Îº¿Àº ¿À°í ÀÖÁö¸¸ õõÈ÷

¹®È­ ¾ÆÀÌÄÜÀ¸·Î¼­ ·Îº¿Àº Mary ShelleyÀÇ Frankenstein¿¡¼­ Çö´ë°ø»ó °úÇÐ ¾Ç´ç¿¡ À̸£±â±îÁö ÀΰøÀûÀÎ »î¿¡ ´ëÇÑ ¿À·£ µÎ·Á¿ò°ú ½ÅÈ­¸¦ Ȱ¿ëÇÑ´Ù. ½ÇÁ¦·Î ·Îº¿Àº Á¡Á¡ ´õ °­·ÂÇØÁø´Ù. ÄÄÇ»ÅÍ ±â¹ÝÀÇ ±â°è½Ä ½ÃÄö¼­, Á¶ÀÛ±â ¹× ¸ð¹ÙÀÏ Ç÷§ÆûÀÇ º¯ÇüÀº Á¡Á¡ ´õ °­·ÂÇÑ ÀÎ½Ä ¹× ¼ÒÇÁÆ®¿þ¾î ½Ã½ºÅÛÀ¸·Î °¡´ÉÇØÁ³´Ù. ·Îº¿Àº ±ØÇÑÀÇ È¯°æ (ÀüÀï ¹× ¿ìÁÖ ºñÇà°ú °°Àº)¿¡¼­ ¼ö½Ê ³â µ¿¾È °í¿ëµÇ¾î ¿ÔÁö¸¸, ´ë±Ô¸ð »ê¾÷ ÀÀ¿ë ºÐ¾ß´Â Á¦Á¶ (ÀÚµ¿Â÷ ¹× ÀüÀÚ »ê¾÷ÀÌ ¾ó¸® ¾î´äÅÍ ¿´À½)¿Í °ø±Þ¸Á ÀÚµ¿È­¿¡ °¡Àå Å« ¿µÇâÀ» ¹ÌÃÆ´Ù. ¿©·¯ »ê¾÷¿¡ °ÉÄ£ (¹èÆ÷, â°í, ¹°·ù). ÀΰøÁö´É Áö¿ø ¼ÒÇÁÆ®¿þ¾îÀÇ ¹üÀ§°¡ ³Ð°í À¯¿¬ÇØÁü¿¡ µû¶ó ·Îº¿Àº ½Äǰ ¼­ºñ½º¿¡¼­ ¼ö¼ú¿¡ À̸£±â±îÁö ´Ù¾çÇÑ »õ·Î¿î ȯ°æÀ¸·Î ³ª¾Æ°¡°í ÀÖ´Ù.

 

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¿ì¸®´Â ÀΰøÁö´É ½Ã½ºÅÛ¿¡¼­ ´º½º¸¦ Àаí Brexit ¶Ç´Â ¹«¿ª ºÐÀï°ú °°Àº ¿¹»óµÇ´Â »ç°Ç¿¡ ´ëÀÀÇÏ¿© °ø±Þ¸ÁÀ» Àç °èȹÇÏ°í »ý»êÀÛ¾÷À» »õ·Î¿î ºÎǰ ¹× Àç·á ¼Ò½º¿¡ Àû¿ë ÇÒ ¼ö ÀÖ´Â ¸Õ ±æÀÌ´Ù.

 

5 .2 ÀΰøÁö´É ¹× ±â°èÇнÀ: ½ÉÃþ °­Á¡, Á¼Àº ±â´É

ÀΰøÁö´ÉÀº ·Îº¿°øÇÐÀÇ ±¸¼º ¿ä¼ÒÀÌÁö¸¸ ¼ÒÇÁÆ®¿þ¾î Àü¿ë ÇüÅ·Π´õ ³ÐÀº ¹üÀ§¿¡ ÀÖ´Ù. ÀΰøÁö´ÉÀÇ ÇöÀç »óÅ´ ·Îº¿°øÇÐÀÇ ÇöÀç »óź¸´Ù È®½ÇÇÏÁö´Â ¾ÊÁö¸¸ ºñ½ÁÇÏ´Ù. ÁøÁ¤À¸·Î ÀΰøÀûÀÎ Àΰ£°ú °°Àº µÎ³ú¿¡ ´ëÇÑ ¾ÆÀ̵ð¾îÀÎ ÀΰøÀϹÝÁö´ÉÀº ¿©ÀüÈ÷ ¿¬±¸¿¡ ´ëÇÑ ±íÀº °ü½ÉÀÇ ÁÖÁ¦ÀÌÁö¸¸ Àü¹®°¡µéÀÌ µ¿ÀÇÇÏ´Â Æ÷ºÎ ¸ñÇ¥´Â ¾ÆÁ÷ ¸Ö´Ù. ŽºÅ© Æ÷½ºÀÇ ·Îµå´Ï ºê·è½º ±³¼ö¸¦ Æ÷ÇÔÇÑ ÀϺΠ»ç¶÷µéÀº ÀΰøÁö´É¿¡ ´ëÇÑ ÀüÅëÀûÀΡ°Æ©¸µ Å×½ºÆ®¡±°¡ ¾÷µ¥ÀÌÆ® µÇ¾î¾ß ÇÑ´Ù°í ÁÖÀåÇÑ´Ù. ÀΰøÀϹÝÁö´É¿¡ ´ëÇÑ »õ·Î¿î Ç¥ÁØÀº Ãë¾àÇÑ Àΰ£ÀÇ ½ÅüÀû µµ¿ò, ±×µéÀÇ Çൿ °üÂû, °¡Á· ¹× ÀÇ»ç¿ÍÀÇ ÀÇ»ç ¼ÒÅëÀ» Æ÷ÇÔÇÏ¿© °¡Á¤ °Ç°­º¸Á¶¿øÀÌ ¿ä±¸ÇÏ´Â °Í°ú °°Àº ¾÷¹« °úÁ¦¿©¾ß ÇÑ´Ù .76 ¾÷¹«¿¡ ´ëÇÑ »õ·Î¿î ÀÌÇØ´Â ¿ì¸®¸¦ À̲ø ¼öµµ ÀÖ´Ù. ¿À´Ã³¯ÀÇ ÀΰøÁö´É ÇüŸ¦ ÅëÇØ ±â¾÷Àº »õ·Î¿î ±â¼úÀ» ½ÇÇèÇÏ°í »õ·Î¿î ±â¼úÀ» °¡Àå Àß Ã¤ÅÃÇÏ¿© »ý»ê¼ºÀ» ³ôÀ̱â À§ÇØ ¿öÅ© Ç÷Î, ÀÛ¾÷ ÇÒ´ç ¹× ÀÛ¾÷ µðÀÚÀÎÀ» Àç ¼³°èÇÏ´Â ¹æ¹ýÀ» ½ÇÇèÇϰí ÀÖ´Ù. ±×·¯³ª äÅà ¼Óµµ´Â »ê¾÷ ±Ô¸ð¿Í ±Ô¸ð¿¡ µû¶ó ºÒ±ÕÀÏÇÏ°Ô ³ªÅ¸³­´Ù.

´ëºÎºÐÀÇ ÀΰøÁö´É ¼º°ø¿¡´Â ´ë±Ô¸ð µ¥ÀÌÅÍ ¼¼Æ®¸¦ »ç¿ëÇÒ ¼ö ÀÖ´Â ÀÀ¿ë ÇÁ·Î±×·¥¿¡¼­ ±â°èÇнÀ (ML) ½Ã½ºÅÛ ÇüŰ¡ Æ÷ÇԵȴÙ. ÀÌ·¯ÇÑ ±âº» ±â¼úÀº ¿À·§µ¿¾È »ç¿ëµÇ¾î ¿ÔÁö¸¸ Áö³­ 10³â µ¿¾È »õ·Î¿î ÄÄÇ»ÆÃ Çϵå¿þ¾î, ¼ÒÇÁÆ®¿þ¾î ¹× ´ë±Ô¸ð µ¥ÀÌÅÍ·Î ÀÎÇØ ±â°èÇнÀÀÌ ´õ¿í °­·ÂÇØÁ³´Ù.

±â°èÇнÀ ¾ÖÇø®ÄÉÀ̼ǿ¡´Â À̹ÌÁö ºÐ·ù, ¾ó±¼ ÀÎ½Ä ¹× ±â°è ¹ø¿ªÀÌ Æ÷ÇԵȴÙ. ¾Æ¸¶Á¸ ¾Ë·º»ç(Amazon Alexa), ½Ç½Ã°£ ½ºÆ÷Ã÷ ºÐ¼®, ¼Ò¼È ¹Ìµð¾îÀÇ ¾ó±¼ÀÎ½Ä ¹× °í°´ Ãßõ ¿£Áø°ú °°Àº ¾ÖÇø®ÄÉÀ̼ÇÀÇ ¼ÒºñÀÚ¿¡°Ô Ä£¼÷ÇÏ´Ù. µ¿µîÇÑ ¾ÖÇø®ÄÉÀÌ¼Ç ¹è¿­ÀÌ ¹®¼­ ºÐ¼®, °í°´ ¼­ºñ½º ¹× µ¥ÀÌÅÍ ¿¹ÃøÀ» Æ÷ÇÔÇÏ¿© ºñÁî´Ï½º¿¡¼­ ±â¹ÝÀ» ã´Â´Ù. Ŭ¶ó¿ìµå ±â¹Ý ÀΰøÁö´É ¼­ºñ½º¸¦ ÅëÇØ ÇÑ ¹ø¸¸ ¼÷·Ã µÈ ¸®¼Ò½º¸¦ °®Ãá ¼Ò±Ô¸ð ±â¾÷¿¡¼­µµ ¾Ë°í¸®ÁòÀ» »ç¿ëÇÒ ¼ö ÀÖ°Ô µÇ¹Ç·Î ÀÌ·¯ÇÑ ±â¼úÀ» ¹èÆ÷ÇÏ´Â µ¥ÀÖ¾î Àå¾Ö¹°ÀÌ ºü¸£°Ô »ç¶óÁö°í ÀÖ´Ù.

ÀÌ·¯ÇÑ ÀÀ¿ë ÇÁ·Î±×·¥Àº ±âÁ¸ ÀÛ¾÷ÀÇ ÀÛ¾÷°ú Ãø¸éÀ» ÀÌ¹Ì ´ëüÇϰí ÀÖ´Ù (¿¹: ±Ù·ÎÀÚ ·¹ÀÌºí µ¥ÀÌÅÍ, ¹ý·ü»ç¹«¼Ò¿¡¼­ ¹®¼­ °Ë»öÀ» ¼öÇàÇÏ´Â ¹ý·üº¸Á¶¿ø ¶Ç´Â °øÀå ¶óÀο¡¼­ ǰÁú °Ë»ç¸¦ ¼öÇàÇÏ´Â »ý»ê ±Ù·ÎÀÚ). ¶ÇÇÑ ÀΰøÁö´É ¹× ±â°èÇнÀ µµ±¸°¡ ¿¹¸¦ µé¾î ÄÝ ¼¾ÅÍ ÀÀ´äÀ» Áö¿øÇϰųª ¹®¼­ °Ë»ö ¹× ¿ä¾à ¼Óµµ¸¦ ³ô¿© ±âÁ¸ Á÷¿øÀÇ È¿À²¼ºÀ» ³ôÀÏ ¼ö ÀÖ´Ù. ¿£Áö´Ï¾î¸µÀÇ ÀϺΠÀÀ¿ë ÇÁ·Î±×·¥¿¡¼­´Â ÀΰøÁö´ÉÀ» »ç¿ëÇÏ¿© ½ÇÁ¦ ¸ðµ¨°ú µðÀÚÀÎ °ø°£À» °Ë»öÇÏ¿© Àΰ£ µðÀÚÀ̳ÊÀÇ ´ë¾ÈÀ» Á¦¾ÈÇÔÀ¸·Î½á »ç¶÷µéÀÌ ¿ÏÀüÈ÷ »õ·Î¿î µðÀÚÀÎÀ» ¸¸µé ¼ö ÀÖ´Ù. ¿äÄÁ´ë ÀΰøÁö´É°ú ±â°èÇнÀ ½Ã½ºÅÛÀº ¿ì¸®°¡ »ç¿ëÇÏ´Â µµ±¸°¡ ´õ¿í Áö´ÉÀûÀÌ°í ³Î¸® º¸±ÞµÊ¿¡ µû¶ó Á÷Àå¿¡ ±íÀº ¿µÇâÀ» ¹ÌÄ£´Ù. ÀÛ¾÷¿¡ ´ëÇÑ »õ·Î¿î ÀÌÇØ´Â ÀΰøÀϹÝÁö´É¿¡ ´ëÇÑ Å½±¸¸¦ ÀçÁ¤ÀÇÇϵµ·Ï À̲ø ¼öµµ ÀÖ´Ù.

 

±â°èÇнÀÀº ÀÌÀüÀÇ ÀÚµ¿È­ ¹°°á°ú´Â ´Þ¸® ±³À° ¼öÁØÀÌ ³ô°Å³ª ³·Àº Á÷¾÷¿¡ Àû¿ëµÇ¸ç ÇнÀ¿¡ µû¶ó ÇнÀ ÇÒ ¼ö ÀÖ´Â °¡´É¼ºÀÌ ÀÖ´Ù. ±×·³¿¡µµ ºÒ±¸ÇÏ°í ±â°èÇнÀÀº ÀÛ¾÷ ¼öÁØ (ÀÌ»óÀûÀ¸·Î ½±°Ô ÃøÁ¤ ÇÒ ¼ö ÀÖ´Â °á°ú°¡ ÀÖ´Â ÀÛ¾÷)¿¡ Àû¿ëµÇ¸ç, ¸ðµç Á÷Á¾¿¡ ³ëÃâÀÌ ÀÖÀ½¿¡µµ ºÒ±¸ÇÏ°í Æ¯Á¤ Á÷Á¾À» ¿ÏÀüÈ÷ ÀÚµ¿È­ÇÏÁö´Â ¾Ê´Â´Ù. ¿¹¸¦ µé¾î, ¹æ»ç¼± Àü¹®ÀÇÀÇ Áß¿äÇÑ ºÎºÐÀÎ x- ¼± À̹ÌÁöÀÇ ±â°èÇнÀ ÇØ¼®Àº Àü¹® ¹æ»ç¼± Àü¹®Àǰ¡ ¼öÇàÇÏ´Â ¼ö½Ê °¡Áö ÀÛ¾÷¿¡¸¸ ¿µÇâÀ» ¹ÌÄ£´Ù. ÀÌ È¿°ú´Â ¹æ»ç¼±°ú Àü¹®Àǰ¡ ½Åü °Ë»ç¸¦ ¼öÇàÇϰí Ä¡·á °èȹÀ» °³¹ßÇÏ´Â °Í°ú °°Àº ´Ù¸¥ ÀÛ¾÷À» º¸¿Ï ÇÒ ¼ö ÀÖ´Ù.

±â°èÇнÀÀº ÀÌÀüÀÇ ÀÚµ¿È­ ¹°°á°ú´Â ´Þ¸® ±³À° ¼öÁØÀÌ ³ô°Å³ª ³·Àº Á÷¾÷¿¡ Àû¿ëµÇ¸ç ÀÛµ¿Çϴ´ë·Î ÇнÀ ÇÒ °¡´É¼ºÀÌ ÀÖ´Ù´Â Á¡¿¡¼­ ´Ù¸£´Ù.

 

±â°èÇнÀÀ» »ç¿ëÇÏ´Â ÇнÀ

±â°èÇнÀÀÇ °­Á¡°ú ÇѰ踦 Ȱ¿ëÇÏ·Á¸é Á¶Á÷Àº ¾Æ¸¶Á¸ÀÌ Ã¢°í¿¡ ·Îº¿À» ¹èÄ¡ÇÑ °Í°ú À¯»çÇÑ ¹æ½ÄÀ¸·Î ¿öÅ© Ç÷θ¦ ´Ù½Ã ¼³°èÇϰí ÀÛ¾÷ÀÚ¿Í ±â°è »çÀÌÀÇ ÀÛ¾÷ ±¸ºÐÀ» Àç°íÇØ¾ß ÇÑ´Ù. °á°úÀûÀ¸·Î ÀÛ¾÷ ¼³°è°¡ º¯°æµÇ¸é ¸¹Àº ÀÛ¾÷ÀÇ Æ¯¼ºÀÌ º¯°æ µÉ ¼ö ÀÖ´Ù. ±×·¯³ª ƯÁ¤ ±â¼ú ±×·ì¿¡ ¹ÌÄ¡´Â ¿µÇâÀº ¾ÆÁ÷ È®½ÇÇÏÁö ¾ÊÀ¸¸ç ±â¼ú¿¡¸¸ ±¹ÇѵÇÁö ¾Ê°í °ü¸® ¹× Á¶Á÷ÀÇ ¼±Åÿ¡ ´Þ·Á ÀÖ´Ù. ±×·³¿¡µµ ºÒ±¸ÇÏ°í ±â°èÇнÀ ÀÀ¿ë ºÐ¾ß¿¡ °¡Àå ÀûÇÕÇÑ ±¤¹üÀ§ÇÑ ÀÛ¾÷ ¹üÁÖ¿¡ ´ëÇÑ ¼ö¿ä°¡ °¨¼Ò ÇÒ °ÍÀ¸·Î ¿¹»óµÈ´Ù. ¿©±â¿¡´Â ¹é¿ÀÇǽº ¹× ÀüÈ­Áö¿ø ¿î¿µ, Àü»ç ¹× ¹ø¿ª¼­ºñ½º, °í°´¼­ºñ½º, ½Å¿ë ¸ð´ÏÅ͸µ Ȱµ¿ ¹× ¸¹Àº À繫 °ü¸® Ȱµ¿ÀÌ Æ÷ÇԵȴ٠.78

±â°èÇнÀ ½Ã½ºÅÛÀº ¿©ÀüÈ÷ °ß°í¼º°ú ¼³¸í °¡´É¼º°ú °ü·ÃµÈ ¹®Á¦¿¡ Á÷¸éÇØ ÀÖ´Ù. ±â°èÇнÀÀ» »ç¿ëÇÏ´Â »ê¾÷Àº ±â°èÇнÀ ½Ã½ºÅÛÀ» ÈÆ·Ã½ÃŰ´Â µ¥ »ç¿ëµÇ´Â µ¥ÀÌÅͰ¡ ½Ã½ºÅÛ ÀÚü°¡ ÇÊ¿ä·Î ÇÏ´Â ¸¸Å­ Æí°ßÀÌ ¾ø°í ½Å·ÚÇÒ ¼ö ÀÖ¾î¾ß ÇÑ´Ù´Â Á¡À» ´À¸®°Ô ¾Ë°í ÀÖ´Ù. ÇØÅ· ¹× »çÀ̹ö ÀüÀï ½Ã´ëÀÇ Áß´ëÇÑ °úÁ¦ÀÌ´Ù. ¶ÇÇÑ ±â°èÇнÀ ½Ã½ºÅÛÀº ÀÇ»ç °áÁ¤ ¹æ¹ý¿¡ ´ëÇÑ ÅëÂû·ÂÀ» Á¦°øÇÏÁö ¾Ê´Â "ºí·¢ ¹Ú½º"ÀÎ °æÇâÀÌ ÀÖ´Ù. ±×·¯³ª ¼³¸íÀº ½ÇÆÐ¿¡ °­Çϰí Àΰ£°ú »óÈ£ ÀÛ¿ëÇÏ¸ç ¹ýÀû ¶Ç´Â »ý¸í¿¡ Áß¿äÇÑ ¿µÇâÀ» ¹ÌÄ¡´Â Áß´ëÇÑ °áÁ¤À» µµ¿Í¾ß ÇÏ´Â ½Ã½ºÅÛ¿¡ ÇʼöÀûÀÌ´Ù.

ÄÄÇ»ÅÍ¿Í µ¥ÀÌÅÍ °úÇÐÀÚ¿¡ ´ëÇÑ ¼ö¿ä°¡ Áõ°¡ÇÏ´Â °Í ¿Ü¿¡µµ ÀΰøÁö´ÉÀÌ Áö±Ý±îÁö ³ëµ¿ ½ÃÀå¿¡ Å« ¿µÇâÀ» ¹ÌÃÆÀ» °Í °°Áö´Â ¾ÊÁö¸¸, ÇöÀç±îÁö ÀÌ ÁÖÁ¦¿¡ ´ëÇÑ È®½ÇÇÑ Áõ°Å´Â ¾ø´Ù. ÀΰøÁö´ÉÀº È­ÀÌÆ®Ä®¶ó ÀÛ¾÷ÀÇ ´Ù¾çÇÑ ÀÛ¾÷¿¡ Àû¿ëµÇ°í ÀÖÀ¸¸ç, ÀÚµ¿È­ÀÇ Ãʱ⠴ܰ躸´Ù ¼÷·Ã µÈ ±â¼ú ¹× Àü¹® Àη¿¡°Ô ´õ Å« º¯À§ ¿µÇâÀ» ¹ÌÄ¥ °ÍÀ¸·Î ¿¹»óµÈ´Ù.

 

5 .3 ÀÚÀ²ÁÖÇàÂ÷·®: ÁÖ¿äÇÑ »ç¿ë »ç·Ê

·Îº¿°øÇаú ÀΰøÁö´ÉÀÌ Àΰ£¿¡°Ô ƯÈ÷ Áß´ëÇÑ ¿µÇâÀ» ¹ÌÄ¥ ¼ö ÀÖ´Â À̵¿¼ºº¸´Ù ´õ ¸¹Àº ÅõÀÚ, ÈïºÐ ¹× ºÒ¾ÈÀ» À¯¹ßÇÑ ±â¼ú Çõ½Å ºÐ¾ß´Â ¾øÀ» °ÍÀÌ´Ù »î°ú ÀÏ. ÀÚµ¿Â÷, Æ®·° ¶Ç´Â ¹ö½º µî ÀÚÀ²ÁÖÇàÂ÷·® (AV)Àº ±âº»ÀûÀ¸·Î Àΰ£ ȯ°æ¿¡¼­ °í¼ÓÀ¸·Î ÀÛµ¿ÇÏ´Â ¹ÙÄû°¡ ´Þ¸° ±â°èÇнÀ Áö¿ø »ê¾÷¿ë ·Îº¿ÀÌ´Ù. ±×µéÀº µðÆ®·ÎÀÌÆ®ÀÇ »ê¾÷ À¯»ê°ú ½Ç¸®Äܹ븮ÀÇ ¹Ð·¹´Ï¾ö ³«ÃµÁÖÀÇ/ºØ±«¸¦ °áÇÕÇÑ´Ù.  AV´Â ³ëµ¿¿¡ ´ëÇÑ ºÒÈ®½Ç¼ºÀ» Æ÷ÇÔÇÏ¿© ·Îº¿ ½Ã½ºÅÛÀÇ µµÀü °úÁ¦¸¦ º¸¿©ÁØ´Ù. Æ®·°¿îÀü»ç, ¹ö½º ¿îÀü»ç, ÅýÿîÀü»ç, ÀÚµ¿Â÷Á¤ºñ»ç ¹× º¸ÇèÁ¶Á¤ÀÚ´Â ¼Ò¼öÀÇ ±Ù·ÎÀÚ°¡ ´ëüµÇ°Å³ª º¸Ãæ µÉ °ÍÀ¸·Î ¿¹»óµÈ´Ù.

¾ÕÀ¸·Î ¼ö½Ê ³â µ¿¾È ¾î´À Á¤µµÀÇ ÀÚÀ²¼ºÀ» °®Ãá ´õ ¸¹Àº ÀÚµ¿Â÷¿Í Æ®·°ÀÌ º¸ÀÏ °ÍÀÌ´Ù. ÇöÀç ¹Ì±¹¿¡¼­ 3¹é¸¸ ¸íÀÌ ³Ñ´Â »ó¿ë Â÷·® ¿îÀüÀÚ°¡ ÀÏÇϰí Àֱ⠶§¹®¿¡ AVÀÇ ºü¸¥ ÃâÇöÀº ³ëµ¿Àڵ鿡°Ô Å« ÁöÀåÀ» ÁØ´Ù. ÀüȯÀÌ ´À¸®¸é ±Ù·ÎÀÚÀÇ ½Ã»çÁ¡À» Å©°Ô ¿ÏÈ­ÇÏ¿© ÇöÀç ¿îÀüÀÚ°¡ ÀºÅðÇϰí ÀþÀº ±Ù·ÎÀÚ°¡ »õ·Î ¸¸µç ¿ªÇÒÀ» ä¿ï ¼ö ÀÖ´Ù.

AV ¹èÆ÷ÀÇ °á°ú¸¦ °èȹÇÏ·Á¸é ÀüȯÀÇ ¼º°Ý°ú ŸÀֿ̹¡ ´ëÇÑ ±³À°ÀûÀÎ ÃßÃøÀÌ ÇÊ¿äÇÏ´Ù .80 ±×·¯³ª Â÷·® ÀÚÀ²¼ºÀ¸·Î ½Å¼ÓÇÏ°í ¿ÏÀüÇÏ°Ô Àüȯ ÇÒ °¡´É¼ºÀº °ÅÀÇ ¾ø´Ù. AV °³¹ßÀÚµéÀº ¹«ÀÎÀÚµ¿Â÷¿Í Æ®·°À» ¹èÄ¡ÇÏ·Á´Â Àû±ØÀûÀÎ ¾ß½ÉÀ» µÚ·ÎÇϰí ÀÖ´Ù. ÀϺδ ÀÌÁ¦ ¿îÀüÀÚ¸¦ ´ë½ÅÇÏ´Â ´ë½Å Áõ°­ÀÚµ¿Â÷¸¦ ¸¸µå´Â µ¥ ÁßÁ¡À» µÑ °ÍÀÌ´Ù. ´Ù¸¥ »ç¶÷µéÀº ÀÏÁ¤À» ¿¬ÀåÇϰųª ÀÚÀ²¼ºÀ» °íÁ¤ °æ·Î·Î Á¦ÇÑÇϰí ÀÖ´Ù. ½ÇÁ¦ ÁÖÇà Á¶°ÇÀÇ °¡º¯¼º°ú º¹À⼺¿¡´Â ÇöÀç ±â¼úÀÌ ¾ÆÁ÷ ¸¶½ºÅÍÇÏÁö ¾ÊÀº ¼öÁØÀÇ »óȲ ÀûÀÀ¼ºÀÌ ÇÊ¿äÇÏ´Ù. Boeing 737 MAX¸¦ µÑ·¯½Ñ ÃÖ±ÙÀÇ ºñ±Ø°ú ½ºÄµµé»Ó¸¸ ¾Æ´Ï¶ó °ø°ø µµ·Î¿¡¼­ÀÇ AV Å×½ºÆ®¿Í °ü·ÃµÈ »ç°í´Â »ý¸íÀÌ Áß¿äÇÑ »óȲ¿¡¼­ ¼ÒÇÁÆ®¿þ¾î ±â¹Ý ½Ã½ºÅÛ¿¡ ´ëÇÑ °ø°ø ¹× ±ÔÁ¦ ºÒÈ®½Ç¼ºÀ» Áõ°¡ ½ÃÄ×´Ù. AV°¡ ÀüÅëÀûÀÎ ÀÚµ¿Â÷¸¦ ´ëüÇϱâ Àü¿¡ ¸¹Àº Å×½ºÆ®, °ËÁõ ¹× Áõ¸íÀÌ ¿©ÀüÈ÷ ÇÊ¿äÇÏ´Ù. ¿À´Ã³¯ÀÇ ÀÚµ¿Â÷¿¡ ÀÌ¹Ì ³»Àå µÈ ¼ö¸¹Àº ÄÄÇ»ÅÍ ½Ã½ºÅÛ¿¡ ÀÇÇØ ÀÔÁõ µÈ ¹Ù¿Í °°ÀÌ, Àΰ£ ¿îÀüÀÚ¸¦ ¿ÏÀüÈ÷ ´ëüÇϱ⠺¸´Ù´Â º¸¿ÏÇÏ´Â ÀÚµ¿È­´Â ÀÌ·¯ÇÑ À庮À» ´õ ºü¸£°Ô ±Øº¹ ÇÒ °ÍÀÌ´Ù.

 

Â÷·® ÀÚÀ²¼ºÀ¸·Î ½Å¼ÓÇÏ°í ¿ÏÀüÇÏ°Ô Àüȯ ÇÒ °¡´É¼ºÀº °ÅÀÇ ¾ø´Ù. Àΰ£ ¿îÀüÀÚ¸¦ ¿ÏÀüÈ÷ ´ëüÇÏÁö ¾Ê°í º¸¿ÏÇÏ´Â ÀÚµ¿È­´Â ÀÌ·¯ÇÑ À庮À» º¸´Ù ºü¸£°Ô ±Øº¹ ÇÒ °ÍÀÌ´Ù.

 

ÀΰøÁö´É ½Ã½ºÅÛÀº ÀáÀçÀûÀ¸·Î ¿îÀüÀÚ°¡ Ãß°¡ ÀÛ¾÷À» ¼öÇàÇÏ°í º¸´Ù ¾ÈÀüÇÏ°Ô ¿îÀüÇϸç ÇöÀç °¡´ÉÇÑ °Íº¸´Ù ´õ ±¤¹üÀ§ÇÑ ¼­ºñ½º¸¦ Á¦°ø ÇÒ ¼ö ÀÖ°Ô ÇÑ´Ù. ÀÌ·¯ÇÑ °³¼±Àº ´õ ¸¹Àº Á¤Ã¼, Áõ°¡ µÈ ½ÂÂ÷ °øÀ¯, »õ·Î¿î µµ½Ã ±³Åë ¹× Áõ°¡ÇÏ´Â Àü±âÈ­ (¹× ÀáÀçÀûÀ¸·Î °øÁßÅýÃ)¸¦ Ư¡À¸·Î ÇÏ´Â »õ·Î¿î ȯ°æ¿¡¼­ ÀÌ·ç¾î Áø´Ù. ¼­·Î ´Ù¸¥ ȸ»ç°¡ Ãß±¸ÇÏ´Â °æ·Î´Â ±â¼ú ¿ª·®, ºñ¿ë, ¼ÒºñÀÚ ¼±È£µµ, ±ÔÁ¦ ¹× ½ÃÀå ÀáÀç·Â°ú °°Àº ´Ù¾çÇÑ ¿ä¼Ò¿¡ ´ëÀÀ ÇÑ´Ù. Á÷¹«¿Í ±â¼ú¿¡ ¹ÌÄ¡´Â ¿µÇâÀº ¿îÀü»Ó¸¸ ¾Æ´Ï¶ó Â÷·®Á¦Á¶ ¹× À¯Áöº¸¼ö, µµ·Î ÀÎÇÁ¶ó ¹× µ¥ÀÌÅÍ º¸¾È¿¡µµ Àû¿ëµÈ´Ù. »õ·Î¿î Á÷¾÷ÀÌ ÀÌ¹Ì ¶°¿À¸£°í ÀÖ´Ù. AV ȸ»ç´Â ¼ÒÇÁÆ®¿þ¾î ¿£Áö´Ï¾î¸¦ ¸ðÁýÇÏ´Â ÇÑÆí¡°¾ÈÀü ¿îÀüÀÚ¡±¿Í¡°ÇöÀå ÀÚÀ² ±â¼úÀÚ¡±— ÀÛ¾÷ÀÚ¸¦ ã°í ÀÖ´Ù. ¹°·ÐÀÌ ³ëµ¿ÀÚµéÀº ÁÖ·Î Àå°Å¸® Æ®·° ¿îÀü»çµé·ÎºÎÅÍ °í¿ëµÇÁö ¾Ê´Â´Ù. ´Ù¸¥ ÇÑÆíÀ¸·Î, ÀÚµ¿È­¿¡ ÀÇÇØ Á¦±â µÈ ³ëµ¿ ½ÃÀåÀÇ µµÀüÀº ¼ø °í¿ë °¨¼Ò°¡ ¾Æ´Ï¶ó ±âÁ¸ Á÷¾÷°ú °æ·ÂÀÇ È¥¶õ¿¡¼­ ºñ·ÔµÈ´Ù.

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6. ¹Ì·¡¸¦ À§ÇÑ ³ë·Â: ÅõÀÚ, Àμ¾Æ¼ºê ¹× ±â°ü

±â¼ú ¹× ½ÃÀ常À¸·Î´Â ºÒÆòµîÀ̳ª °æÁ¦Àû À̵¿¼ºÀ» °áÁ¤ÇÏÁö ¾Ê´Â´Ù. ±³À°±â°ü, ³ëµ¿½ÃÀå ±ÔÁ¤, ´Üü±³¼· üÁ¦, ±ÝÀ¶½ÃÀå, °ø°øÅõÀÚ ¹× ¼¼±Ý ¹× ÀÌÀü Á¤Ã¥Àº ¸ðµÎ Áß¿äÇÑ ¿ªÇÒÀ» ÇÑ´Ù.

À§¿¡¼­ °­Á¶ÇÑ ¹Ù¿Í °°ÀÌ, Áö³­ 40³â µ¿¾È ¹Ì±¹ ³ëµ¿ ½ÃÀåÀÇ ½ÇÆÐ°¡ »ý»ê¼º Áõ°¡¿¡µµ ºÒ±¸ÇÏ°í ³Î¸® °øÀ¯ µÈ ¹ø¿µÀ» Á¦°øÇÏ´Â °ÍÀÌ ÇöÀçÀÇ ±â¼úÀ̳ª ÀÚÀ¯ ½ÃÀåÀÇ ºÎ»ê¹°ÀÌ µÉ ¼ö ÀÖ´Â °ÍÀº ¾Æ´Ï´Ù.

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2. ±â¾÷ ÀÇ»ç °áÁ¤¿¡¼­ ¼ÒÀ¯ÀÚ ¹× ÁÖÁÖ¿Í ÇÔ²² ÀÌÇØ °ü°èÀڷμ­ÀÇ ±Ù·ÎÀÚ ¿ªÇÒ º¹¿ø;

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¹Ì±¹ ±³À° ½Ã½ºÅÛÀÇ ÇÙ½É °­Á¡ Áß Çϳª´Â À¯¿¬¼ºÀÌ´Ù. »ç¶÷µéÀº ÀλýÀÇ ´Ù¸¥ ÁöÁ¡¿¡¼­ ½Ã½ºÅÛÀ» ÃâÀÔÇϰųª »õ·Î¿î Áø·Î¸¦ ã±â À§ÇØ Çо÷ °úÁ¤À» ¹Ù²Ü ¼ö ÀÖ´Ù. ÀÌ ½Ã½ºÅÛÀº ¶ÇÇÑ ¼ö¿ä ¶Ç´Â ±âȸ°¡ ÀνĵǴ »õ·Î¿î ±³À° ¹× ÈÆ·Ã ÇÁ·Î±×·¥ ¹× ÆÄÆ®³Ê½ÊÀÇ °³¹ßÀ» Çã¿ëÇÑ´Ù. ÃÖ±Ù ¸î ³â µ¿¾È Áß¿äÇÑ °ÍÀ¸·Î º¸ÀδÙ. °íµî ±³À° ³» ½ÇÇè. ¸¹Àº Ä¿¹Â´ÏƼ Ä®¸®Áö¿¡¼­ 4³âÁ¦¸¦ Á¦°øÇϰí ÀÖ´Ù. 2 ³âÁ¦ ÇÐÀ§°¡ ¾Æ´Ñ ÇÐÀ§ ¶Ç´Â 4³âÁ¦ ±â°ü°ú ±ä¹ÐÈ÷ Çù·ÂÇÏ¿© ÆíÀÔ»ýÀÇ ÀüȯÀ» ¿øÈ°ÇÏ°Ô ÇÏ´Â ÄÚ½º¿Í ÇÐÁ¡À» Á¦°øÇϰí ÀÖ´Ù .104 ¸¶Âù°¡Áö·Î, Ä¿¹Â´ÏƼ Ä®¸®Áö´Â °íµîÇб³ Çлýµé°ú ¿¬°áÇÏ¿© Çлýµé¿¡°Ô ´ëÇÐ ÇÐÁ¡À» Á¦°øÇÑ´Ù °íµîÇб³ Á¹¾÷. ÀÌ´Â ´ëÇÐÀÇ °æÁ¦¼ºÀ» ´Ù·ç°í ³ëµ¿ ½ÃÀå¿¡ ÀûÇÕÇÑ ±â¼úÀ» ±¸ÃàÇϱâ À§ÇÑ Áß¿äÇÑ ³ë·ÂÀ̸ç, ½Ã°£ÀÌ Áö³²¿¡ µû¶ó ±× È¿°ú¸¦ ¸ð´ÏÅ͸µ ÇØ¾ß ÇÑ´Ù.

µ¿½Ã¿¡, ±â¼úÀ» Á¦°øÇϱâ À§ÇÑ »õ·Î¿î ½Ã½ºÅÛÀÌ »ó´ëÀûÀ¸·Î ¾Ë·ÁÁöÁö ¾ÊÀº ½Ã½ºÅÛ¿¡ µîÀåÇϰí ÀÖ´Ù. ºñÇÐÀ§ ºÎ¿©¸¦ À§ÇÑ ´Ù¾çÇÑ »õ·Î¿î ºÎÆ® Ä·ÇÁ, ¹èÁö ¹× ±âŸ ¸ðµ¨ ÀÚ°ÝÁõ¸íÀº Áö³­ ¸î ³â µ¿¾È ½ÃÀ۵Ǿú´Ù. ½ÇÁ¦·Î, ÃÖ±ÙÀÇ ¿¬±¸¿¡ µû¸£¸é ¹Ì±¹ÀÇ ´Ù¸¥ °íµî±³À°±â°ü ÀÚ°ÝÁõ¸íÀÇ ¼ö´Â ¾à 50¸¸ ¸íÀ¸·Î ÃßÁ¤µÈ´Ù .105 ÀÌ·¯ÇÑ ¿É¼ÇÀÇ È®»êÀº 4³â ÇÐÀ§°¡ ¸ðµç ÇнÀÀÚ¿¡°Ô ÀûÇÕÇÏÁö ¾Ê´Ù´Â Àǹ̿¡¼­ ºñ·ÔµÈ´Ù. ÀϺΠÁ÷Á¾¿¡ ºÎ´ãÀÌ µÇ°í Çлý ºÎ´ãÀ» ÁÙ ¼ö ÀÖ´Ù .106 ¸ðµç ºñ ´ëÇÐ ±³À° Àå¼Ò°¡ ¸ðµç ÇнÀÀÚ¿¡°Ô ÀûÇÕÇÑ °ÍÀº ¾Æ´Ï´Ù. ¿¹¸¦ µé¾î, ÄÚµå ¾ÆÄ«µ¥¹Ì¿Í °°Àº ¸¹Àº ´ë»ó ±â¼ú ÈÆ·Ã ÀÌ´Ï¼ÅÆ¼ºê´Â ±âÁ¸ÀÇ ±â¼ú°ú ´É·ÂÀÌ ºñ±³Àû °­ÇÑ ºñÇо÷ ¼ºÀÎÀ» À§ÇØ ¸ÂÃãÈ­µÇ¾ú´Ù. ÀÌ·¯ÇÑ ¸ðµ¨ÀÌ ±âÁ¸ÀÇ 2³â ÇÐÀ§¿Í ºñ±³ÇÏ¿© ´õ ¸¹Àº Àα¸¿¡°Ô ÀûÇÕÇϰí Àå±âÀûÀÎ ÅõÀÚ ¼öÀÍ·üÀ» Á¦°ø ÇÒ ¼ö ÀÖ´ÂÁö ¿©ºÎ¸¦ ½ÅÁßÇÏ°Ô Æò°¡ÇØ¾ß ÇÑ´Ù.

MITÀÇ Jameel Poverty Action Lab (J-PAL North America)Àº ÀÌ·¯ÇÑ Æò°¡¸¦ ´õ¿í °­È­ÇÏ°í Æ¯È÷ ºñÀü¹®°¡ ±³À°À» ¹ÞÀº ±Ù·ÎÀÚ¿¡°Ô ±â¼úÀ» Á¦°øÇÏ°í °æ·Â Àü¸ÁÀ» Çâ»ó½ÃŰ´Â µ¥ °¡Àå È¿°úÀûÀÎ ÇÁ·Î±×·¥ ¹× Àü·« À¯Çü¿¡ ´ëÇÑ Áö½Ä ±â¹ÝÀ» ±¸ÃàÇϱâ À§ÇØ )Àº ŽºÅ© Æ÷½ºÀÇ ÅëÇÕ ÀÛ¾÷À» º¸¿ÏÇϱâ À§ÇØ ¼ö¹é¸¸ ´Þ·¯¿¡ À̸£´Â ¼ö³â°£ ¿¬±¸ ³ë·ÂÀ» ±â¿ïÀ̰í ÀÖ´Ù. 2018³â¿¡ ½ÃÀÛµÈ ÀÌ ÀÌ´Ï¼ÅÆ¼ºê´Â ÇöÀç Çõ½ÅÀûÀÎ ÇÁ·Î±×·¥¿¡ ÀÚ±ÝÀ» Áö¿øÇÏ°í ¾ö°ÝÇÏ°Ô Æò°¡ÇÏ°í ¹«ÀÛÀ§ ÇöÀå ½ÇÇè (»çȸ °úÇÐÀÇ È²±Ý Ç¥ÁØ)À» Áö¿øÇϰí ÀÖ´Ù. ¿ì¸®ÀÇ ÃÖÁ¾ º¸°í¼­´Â J-PAL ¹Ì·¡ ÀÌ´Ï¼ÅÆ¼ºê ÀÛ¾÷¿¡¼­ ºñ·ÔµÈ ÀϺΠ½ÇÇèÀÇ °á°ú¿Í ºñ ÇÐÀ§ ÀÚ°ÝÁõ¸í ÇÁ·Î±×·¥¿¡ ´ëÇÑ ÁúÀû ¿¬±¸¸¦ Æ÷ÇÔÇÑ´Ù .107

 

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¿ª»çÀûÀ¸·Î ³ëµ¿Á¶ÇÕÀº ±â¾÷µéÀÌ ¹Ì±¹¿¡¼­ ÀÌ·¯ÇÑ ¿ÜºÎ ºñ¿ëÀ» ÀνÄÇϵµ·Ï ÇÏ´Â ¿ªÇÒÀ» Çß´Ù. ½ÇÁ¦·Î ÀüÈÄ ½Ã´ë¿¡´Â ¹Ì±¹ ³ëµ¿Á¶ÇÕÀÌ ÀÖ´ø ½Ã±â°¡ ÀÖ¾ú´Ù. À¯¿¬¼ºÀ» Á¦ÇÑÇÏ°í ºñ¿ëÀ» Áõ°¡½ÃŰ¸ç »ý»ê¼º Çâ»óÀ» À§ÇÑ °ú°¨ÇÑ Àμ¾Æ¼ºê´Â ³Ê¹«³ª °­·ÂÇß´Ù .113 ±×·¯³ª Áö³­ 40³â µ¿¾È ÁÖÁÖ ¿ìÀ§ ¸ðµ¨Àº ÁöÀû ÅëÈ­¸¦ ¾ò¾úÀ¸¸ç, ÃÖ¼ÒÇÑ °ø°øºÎ¹® ÀÌ¿ÜÀÇ Áö¿ª¿¡¼­´Â ³ëÁ¶°¡ À§ÃàµÇ¾ú´Ù. À̰ÍÀº »ó´çÇÑ »çȸÀû ºñ¿ëÀÌ ÀÖ¾ú´Ù. Çϳª´Â ÀÌ º¸°í¼­ÀÇ ¾ÕºÎºÐ¿¡¼­ ³íÀÇÇÑ ¹Ù¿Í °°ÀÌ, Áö³­ 40³â µ¿¾È Á÷±Þ ¹× ÆÄÀÏ ±Ù·ÎÀÚ´Â ÀϹÝÀûÀ¸·Î »ý»ê¼º Çâ»óÀÇ ÇýÅÃÀ» ¹ÞÁö ¸øÇß´Ù´Â °ÍÀÌ´Ù. ´Ù¸¥ ¼±Áø±¹°ú ºñ±³ÇßÀ» ¶§ ÀÚµ¿È­ÀÇ ¾Ç¿µÇâ¿¡ ´ëÇÑ ¹Ì±¹ ³ëµ¿ÀÚµéÀÇ ºÒ¾ÈÀº ·Îº¿°øÇÐ, ÀΰøÁö´É ¹× ±â°èÇнÀÀÇ »ý»ê¼º ÀÌÁ¡À» °øÀ¯ ÇÒ ¼ö ÀÖ´Ù°í º¸ÀåÇÏÁö ¾Ê±â ¶§¹®¿¡ ´Ù¸¥ ºñ¿ë ÀÏ °ÍÀÌ´Ù .114 À̰ÍÀº ÃÖ±Ù ¸î ³â°£ »õ·Î¿î ÇüÅÂÀÇ ±Ù·ÎÀÚ ¿ËÈ£ (¿Â¶óÀΠû¿ø, »ê¾÷ ±â¹Ý ȸ¿ø ´Üü, ±Ù·ÎÀÚ ¼¾ÅÍ ÇüÅÂ)ÀÇ Áõ°¡¿Í ȸ»ç ³»¿¡¼­ ¸ñ¼Ò¸®¿Í ¿µÇâ·ÂÀ» È®´ëÇÏ´Â µ¥ ´ëÇÑ ±Ù·ÎÀÚÀÇ °ü½ÉÀÌ Áõ°¡Çϰí ÀÖÀ½À» ¼³¸í ÇÒ ¼ö ÀÖ´Ù. 115

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1 See Wilson, William Julius. When Work Disappears: The World of the New Urban Poor. New York: Knopf, 1996;  and Radcliff, Benjamin. 2001. ¡°Politics, Markets, and Life Satisfaction: The Political Economy of Human Happiness.¡± American Political Science Review 95 (4): 939–52. https://doi.org/10.1017/S0003055400400110.

2 Here, we are paraphrasing a recent editorial by policy scholar Oren Cass: Cass, Oren, ¡°The Communal Power of a Real Job.¡± New York Times, 8/3/2019, https://www.nytimes.com/2019/08/03/opinion/sunday/workers- conservatives.html

3 Richard Wike and Bruce Stokes. ¡°In Advanced and Emerging Economies Alike, Worries About Job Automation.¡± Pew Research Center¡¯s Global Attitudes Project, September 13, 2018 https://www.pewresearch.org/ global/2018/09/13/in-advanced-and-emerging-economies-alike-worries-about-job-automation/.

4 Aristotle predicted in Politics: Book I that ¡°If¡¦ the shuttle would weave and the plectrum touch the lyre without  a hand to guide them, chief workmen would not want servants, nor masters slaves.¡±

5 Optimism is highest among Canadians, 47 percent of whom believe that these such jobs will emerge. Optimism is second-lowest among Americans at 25 percent, and lowest among Italians at 24 percent.

6 The consequences of technological change are almost always outside the control of the people most affected by them. New technologies are typically developed by industry, government, and academia. Workers whose skills are variously complemented or substituted by these technologies typically have no hand in their design, no voice in whether they are adopted by their employers, and no ownership stake that would potentially offset their employment losses with capital gains.

7 We join Robert Samuelson and others in rejecting the thesis of Arthur Okun¡¯s influential 1975 book, Equality and Efficiency: The Big Tradeoff. Washington, D.C: Brookings Institution Press. See Samuelson, Robert J. 2015. ¡°Poof Goes the Big Tradeoff.¡± Washington Post, May 10, 2015, sec. Opinions.

8 Raj Chetty et al., ¡°The Fading American Dream: Trends in Absolute Income Mobility since 1940,¡± Science 356,  no. 6336 (April 28, 2017): 398–406.

9 Formally, we are referring to growth in Total Factor Productivity, equal to the growth of real output net of the growth of real inputs.

10 Data from Figure 16-5 of Robert J. Gordon, The Rise and Fall of American Growth: The U.S. Standard of Living since  the Civil War, The Princeton Economic History of the Western World (Princeton: Princeton University Press, 2016).

11 Robert M. Solow, ¡°Technical Change and the Aggregate Production Function,¡± The Review of Economics and Statistics 39, no. 3 (August 1957): 312, https://doi.org/10.2307/1926047.

12 Frank Levy and Thomas Kochan, ¡°Addressing the Problem of Stagnant Wages,¡± Comparative Economic Studies,  54 (4), October 2012, 739-764.

13 While the real wage growth was less adverse among non-college women, there was a 15-plus year period between 1981 and 1997 when women with high school or lower education earned less than their counterparts in 1980.

14 Patten, Eileen, 2016. ¡°Racial, Gender Wage Gaps Persist in U.S. Despite Some Progress.¡± Pew Research Center: Fact Tank, July 1.

15 Kotkin, Joel. 2018. ¡°The Midwest Is Booming—Just Not Where You Think.¡± The Daily Beast, April 28, 2018, sec. us-news. https://www.thedailybeast.com/the-midwest-is-boomingjust-not-where-you-think. All of these cities are experiencing employment and population growth: Kansas City, Minneapolis, Indianapolis, Columbus, Grand Rapids, Des Moines, Charlotte, Raleigh, Austin, Nashville.

16 David H. Autor, ¡°Work of the Past, Work of the Future,¡± AEA Papers and Proceedings 109 (May 2019): 1–32, https:// doi.org/10.1257/pandp.20191110.

17 See Christine J. Walley, Exit Zero: Family and Class in Postindustrial Chicago (Chicago; London: University of Chicago  Press, 2013), Benjamin Austin, Edward Glaeser, and Lawrence Summers, ¡°Jobs for the Heartland: Place-Based Policies

 in 21st Century America,¡± Brookings Papers on Economic Activity, no. Spring (2018): 151–240, https://doi.org/10.3386/ w24548, Frank Morgan R. et al., ¡°Small Cities Face Greater Impact from Automation,¡± Journal of The Royal Society Interface 15, no. 139 (February 28, 2018): 20170946, https://doi.org/10.1098/rsif.2017.0946, Jonathan Gruber and  Simon Johnson, Jumpstarting America: How Breakthrough Science Can Revive Economic Growth and the AmericanDream (New York, NY: Public Affairs, 2019). 2019, Case, Anne, and Angus Deaton. 2017. ¡°Mortality and Morbidity in the 21st Century.¡± Brookings Papers on Economic Activity, 397–467, and David H. Autor, ¡°Work of the Past, Work of the Future,¡± AEA Papers and Proceedings 109 (May 2019): 1–32, https://doi.org/10.1257/pandp.20191110. Austin et al. define the eastern heartland as the set of states extending geographically from Mississippi to Michigan, generally lying east of the Mississippi River, excluding the Atlantic Coast.

18 https://www.nber.org/cycles/cyclesmain.html

19 David H. Autor, ¡°Work of the Past, Work of the Future,¡± AEA Papers and Proceedings 109 (May 2019): 1–32, https:// doi.org/10.1257/pandp.20191110.

20 Figure source: Anna M Stansbury and Lawrence H Summers, ¡°Productivity and Pay: Is the Link Broken?,¡± NBER Working Paper #24165, December 2017. See also Erik Brynjolfsson and Andrew McAfee, The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies (New York: W.W. Norton & Company, 2014).

21 Meanwhile, average worker compensation largely tracked labor productivity until 2000, after which time average compensation grew slower than labor productivity. This disjuncture indicates a fall in labor¡¯s share of national income, which poses an important (further) puzzle that is the subject of much recent research. Data are from Stansbury and Summers (2017).

22 Daron Acemoglu and David H. Autor, ¡°Skills, Tasks and Technologies: Implications for Employment and Earnings,¡± Handbook of Labor Economics 4B (2011): 1043–1171, https://doi.org/10.1016/S0169-7218(11)02407-5.

23 David H Autor, David Dorn, and Gordon H Hanson, ¡°The China Shock: Learning from Labor Market Adjustment to Large Changes in Trade,¡± Annual Review of Economics 8, no. 1 (September 2016): 205–240, https://doi.org/10.1146/ annurev-economics-080315-015041. U.S. manufacturing employment fell from 17.4 million in January of 1999 to 14.0 million in January 2007 to a trough of 11.5 million in January of 2010. By July of 2019, it had risen to 12.9 million.  (U.S. Bureau of Labor Statistics, All Employees: Manufacturing [MANEMP], retrieved from FRED, Federal Reserve Bank of St. Louis; https://fred.stlouisfed.org/series/MANEMP, August 22, 2019)

24 Card, David. ¡°The Effect of Unions on the Structure of Wages: A Longitudinal Analysis.¡± Econometrica 64, no. 4 (July 1996): 957. https://doi.org/10.2307/2171852. Card, Lemieux, and Riddell, ¡°Unions and Wage Inequality.¡±. Thomas Kochan and William Kimball, ¡°Unions, Worker Voice, and Management Practices: Implications for a High Productivity-High Wage Economy. Forthcoming, Russell Sage Foundation Journal of the Social Sciences.

25 Raj Chetty et al., ¡°The Fading American Dream: Trends in Absolute Income Mobility since 1940,¡± Science 356,  no. 6336 (April 28, 2017): 398–406.

26 Gilbert Cette, Yusuf Kocoglu, and Jacques Mairesse, ¡°Productivity Growth and Levels in France, Japan, the United Kingdom and the United States in the Twentieth Century,¡± Working Paper (National Bureau of Economic Research, December 2009), https://doi.org/10.3386/w15577.

27 See Facundo Alvaredo et al., ¡°The Top 1 Percent in International and Historical Perspective,¡± Journal of Economic Perspectives 27, no. 3 (August 2013): 3–20, https://doi.org/10.1257/jep.27.3.3; Stijn Broecke, Glenda Quintini, and Marieke Vandeweyer, ¡°Wage Inequality and Cognitive Skills: Reopening the Debate,¡± Education, Skills, and Technical  Change: Implications for Future U.S. GDP Growth, January 26, 2018, 251–86. It bears note that there are also other large market economies that have been less successful than the United States in adapting to similar circumstances.

28 The corresponding figures for the UK and Denmark are 9 percent and 11.7 percent. Raj Chetty et al., ¡°Where Is the Land of Opportunity? The Geography of Intergenerational Mobility in the United States,¡± The Quarterly Journal of Economics 129, no. 4 (November 1, 2014): 1553–1623, https://doi.org/10.1093/qje/qju022.

29 Long, Jason, and Joseph Ferrie. 2013. ¡°Intergenerational Occupational Mobility in Great Britain and the United States Since 1850.¡± American Economic Review 103 (4): 1109–37. https://doi.org/10.1257/aer.103.4.1109.

30 Claudia Goldin and Lawrence F Katz, The Race Between Education and Technology (Cambridge, Mass.: Belknap, 2008).

31 As the high school movement reached its conclusion, postsecondary education became increasingly indispensable to the growing occupations of medicine, law, engineering, science, and management. In 1940, only six percent of Americans had completed a four-year college degree. From the end of the Second World War to the early 1980s, the ranks of college-educated workers rose robustly and steadily, with each cohort of workers entering the labor market boasting a proportionately higher rate of college education than the cohort that preceded it. From 1963 through 1982, the fraction of all U.S. hours worked that were supplied by college graduates rose by almost one percentage point per year, a remarkably rapid increase. A large body of economic research documents that the slowing entry of new college graduates into the U.S. labor market after 1980 contributed to the rapid rise in the college premium and attendant increase in wage inequality over the subsequent decades. David Card and Thomas Lemieux, ¡°Can Falling Supply Explain the Rising Return to College for Younger Men? A Cohort-Based Analysis,¡± The Quarterly Journal of Economics 116, no. 2 (May 1, 2001): 705–46, https://doi.org/10.1162/00335530151144140.

32 For additional detail, see Hal Varian, ¡°Automation vs. Procreation¡± https://www.bradford-delong.com/2018/09/ hal-varian-_bots-vs-tots_.html, January 2018 and Daron Acemoglu and Pascual Restrepo, ¡°Demographics and Automation,¡± NBER Working Paper No. 24421, March 2019, https://doi.org/10.3386/w24421.

33 In 2019, 40 countries had shrinking working-age populations, defined as 15- to 64-year-olds, up from 9 countries  in the late 1980s. Some of the large countries most affected include China, Japan, Germany, Italy, and Russia. While working population growth has slowed in the U.S., it is not currently anticipated to shrink in absolute terms. ¡°Many Countries Suffer from Shrinking Working-Age Populations,¡± The Economist, May 5, 2018, https://www.economist. com/international/2018/05/05/many-countries-suffer-from-shrinking-working-age-populations. 

34 U.S. Bureau of Labor Statistics, Employment Projections. Table 3.1: Civilian labor force, by age, sex, race, and ethnicity,  1996, 2006, 2016, and projected 2026, https://www.bls.gov/emp/tables/civilian-labor-force-summary.htm

35 These data indicate that that the ratio of adults ages 65 and over to working-age adults ages 25 through 64 will rise from 0.24 in 2000 to 0.33 in 2020 to 0.44 in 2040.

36 Between 2007 and 2017, the share of U.S. adults ages 25 to 29 with a high school diploma rose from 87.0 to 92.5 percent, the share with an associates degree or higher rose from 38.6 to 46.1 percent, while the share with a four-year  college degree or higher rose from 29.6 to 35.7 percent. U.S. National Center for Education Statistics, Digest of Education Statistics 2017, Table 104.20: Percentage of persons 25 to 29 years old with selected levels of educational attainment, by race/ethnicity and sex: Selected years, 1920 through 2017, https://nces.ed.gov/programs/digest/ d17/tables/dt17_104.20.asp

37 A preview of the labor market pressures this will create cay be glimpsed by studying the state of Maine, which  has the highest median age (44.6) among all U.S. states. US Census Bureau, ¡°The Nation¡¯s Older Population Is  Still Growing, Census Bureau Reports,¡± The United States Census Bureau, accessed August 17, 2019, https://www. census.gov/newsroom/press-releases/2017/cb17-100.html. Jeff Stein, ¡°¡®This Will Be Catastrophic¡¯: Maine Families Face Elder Boom, Worker Shortage in Preview of Nation¡¯s Future,¡± Washington Post, August 14, 2019, sec. Business, https://www.washingtonpost.com/business/economy/this-will-be-catastrophic-maine-families-face-elder-boomworker-shortage-in-preview-of-nations-future/2019/08/14/7cecafc6-bec1-11e9-b873-63ace636af08_story.html. These demographic forces will also spur greater automation. See Daron Acemoglu and Pascual Restrepo,  ¡°Demographics and Automation,¡± March 2019, https://doi.org/10.3386/w24421.

38 See Daron Acemoglu and Pascual Restrepo, ¡°Demographics and Automation,¡± NBER Working Paper No. 24421, March 2019, https://doi.org/10.3386/w24421. These forces are already playing out in Japan.

39 ¡°The Challenges of Japan¡¯s Demography - The Economist Explains.¡± The Economist, November 26, 2018.  https:// www.economist.com/the-economist-explains/2018/11/26/the-challenges-of-japans-demography.

40 Amy Sue Bix, Inventing Ourselves Out of Jobs?: America¡¯s Debate Over Technological Unemployment, 1929–1981 (Johns Hopkins University Press, 2002).

41 See most prominently Carl Benedikt Frey and Michael A. Osborne, ¡°The Future of Employment: How Susceptible Are Jobs to Computerisation?,¡± Technological Forecasting and Social Change 114 (2016): 254–280, https://doi. org/10.1016/j.techfore.2016.08.019.

42 Mokyr, Joel. ¡°A review essay of Carl Benedikt Frey, The Technology Trap: Capital Labor, and Power in the Age  of Automation.¡± September 2019, Journal Of Economic History, forthcoming.

43 David A. Mindell, Our Robots, Ourselves: Robotics and the Myths of Autonomy (Viking Penguin, 2015).

44 David H Autor, Frank Levy, and Richard J Murnane, ¡°The Skill Content of Recent Technological Change:  An Empirical Exploration,¡± The Quarterly Journal of Economics 118, no. 4 (2003): 1279–1333.

45 Claudia Goldin and Lawrence F Katz, The Race Between Education and Technology (Cambridge, Mass.: Belknap, 2008).

46 Daron Acemoglu and Pascual Restrepo, ¡°Automation and New Tasks: How Technology Displaces and Reinstates Labor,¡± Journal of Economic Perspectives 33, no. 2 (May 2019): 3–30, https://doi.org/10.1257/jep.33.2.3. Quoting from their article, ¡°The history of technology is not only about the displacement of human labor by automation technologies. If it were, we would be confined to a shrinking set of old tasks and jobs, with a steadily declining labor  share in national income. Instead, the displacement effect of automation has been counterbalanced by technologies  that create new tasks in which labor has a comparative advantage. Such new tasks generate not only a positive productivity effect, but also a reinstatement effect—they reinstate labor into a broader range of tasks and thus change the task content of production in favor of labor.¡±

47 See Joel Mokyr, The Lever of Riches: Technological Creativity and Economic Progress (Oxford University Press, 1992).  Jr. Chandler, Alfred D., The Visible Hand: The Managerial Revolution in American Business (Harvard University Press,  1977) and Daron Acemoglu and Pascual Restrepo, ¡°Automation and New Tasks: How Technology Displaces and Reinstates Labor,¡± Journal of Economic Perspectives 33, no. 2 (May 2019): 3–30, https://doi.org/10.1257/jep.33.2.3. Quoting from their article, ¡°The history of technology is not only about the displacement of human labor by automation technologies. If it were, we would be confined to a shrinking set of old tasks and jobs, with a steadily declining labor share in national income. Instead, the displacement effect of automation has been counterbalanced by technologies that create new tasks in which labor has a comparative advantage. Such new tasks generate not only a positive productivity effect, but also a reinstatement effect—they reinstate labor into a broader range of tasks and thus change the task content of production in favor of labor.¡±

48 Guy Michaels, ¡°The Division of Labour, Coordination, and the Demand for Information Processing,¡± SSRN Scholarly Paper (Rochester, NY: Social Science Research Network, June 1, 2007), https://papers.ssrn.com/abstract=1136684. Claudia Goldin and Lawrence F Katz, The Race Between Education and Technology (Cambridge, Mass.: Belknap, 2008).

49 Mindell, Our Robots, Ourselves. Jeffrey Lin, ¡°Technological Adaptation, Cities, and New Work,¡± The Review of  Economics and Statistics 93, no. 2 (2011): 554–74.

50 See especially Robert J. Gordon, The Rise and Fall of American Growth: The U.S. Standard of Living since the  Civil War, The Princeton Economic History of the Western World (Princeton: Princeton University Press, 2016).

51 We use the term digital technologies to denote the vast set of technologies made possible by symbolic processing, including computers, mobile telephony, the Internet, global positioning systems, artificial intelligence, robotics, and many others.

52 In fact, each time is different, but each differently so.

53 David H Autor, David Dorn, and Gordon H Hanson, ¡°The China Shock: Learning from Labor Market Adjustment to Large Changes in Trade,¡± Annual Review of Economics 8, no. 1 (September 2016): 205–240, https://doi.org/10.1146/ annurev-economics-080315-015041.

54 David H. Autor, ¡°Why Are There Still So Many Jobs? The History and Future of Workplace Automation,¡± Journal  of Economic Perspectives 29, no. 3 (August 2015): 3–30, https://doi.org/10.1257/jep.29.3.3.

55 On the demand for blue-collar workers in 20th century industry, see Claudia Goldin and Lawrence F. Katz, ¡°The Origins of Technology-Skill Complementarity,¡± The Quarterly Journal of Economics 113, no. 3 (August 1, 1998): 693–732, https://doi.org/10.1162/003355398555720.

56 David H. Autor, ¡°Skills, Education, and the Rise of Earnings Inequality Among the ¡®Other 99 Percent,¡¯¡± Science 344, no. 6186 (May 23, 2014): 99, https://doi.org/10.1126/science.1251868.

57 See Robert J. Gordon, The Rise and Fall of American Growth: The U.S. Standard of Living since the Civil War,  The Princeton Economic History of the Western World (Princeton: Princeton University Press, 2016). and Erik  Brynjolfsson, Daniel Rock, and Chad Syverson, ¡°Artificial Intelligence and the Modern Productivity Paradox: A Clash of Expectations and Statistics,¡± Working Paper (National Bureau of Economic Research, November 2017), https://doi.org/10.3386/w24001.

58 While it is tempting to dismiss this puzzle as a failure of government statistical agencies to capture the technological  bounty all around us, careful research rejects this explanation. See David M. Byrne, John G. Fernald, and Marshall B. Reinsdorf, ¡°Does the United States Have a Productivity Slowdown or a Measurement Problem?,¡± Brookings Papers  on Economic Activity, no. Spring (2016), https://www.brookings.edu/bpea-articles/does-the-united-states-have-aproductivity-slowdown-or-a-measurement-problem/ and Chad Syverson, J Baum, and Harris Professor, ¡°Challenges to Mismeasurement Explanations for the US Productivity Slowdown,¡± Journal of Economic Perspectives 31, no. 2— Spring (2017): 165–186, https://doi.org/10.1257/jep.31.2.165.

59 https://www.bls.gov/emp/tables/occupations-largest-job-declines.htm

60 A large literature documents the substantial burden of displacement for affected workers, prolonged earnings and employment losses, impaired mental health, and premature mortality. L.S. Jacobson, R.J. LaLonde, and D.G. Sullivan, ¡°Earnings Losses of Displaced Workers,¡± The American Economic Review, 1993, 685–709; Daniel Sullivan and Till von Wachter, ¡°Job Displacement and Mortality: An Analysis Using Administrative Data,¡± Quarterly Journal of Economics 124, no. August (2009): 1265–1306, https://doi.org/10.1162/qjec.2009.124.3.1265; Steven J. Davis and Till von Wachter, ¡°Recessions and the Costs of Job Loss,¡± Brookings Papers on Economic Activity 2011, no. 2 (2011): 1–72, https://doi.org/10.1353/eca.2011.0016.

61 Alison Kopf and Dan Griswold. ¡°The Number of American Taxi Drivers Has Tripled in a Decade.¡± Quartz. Accessed August 28, 2019. https://qz.com/1647247/more-americans-are-driving-taxis-thanks-to-uber-and-lyft/.

62 A classic example is the deployment of Automated Teller Machines (ATMs) starting in the 1970s. ATMS served to reduce the number of bank tellers per branch by about a third between 1988 and 2004. By reducing staffing costs, however, ATMS also led banks to open more small urban bank branches, generating a modest net rise in teller employment. Finally, ATMs profoundly changed the job tasks of tellers. Instead of serving primarily as checkout clerks for cash, tellers increasingly functioned as salespersons, forging relationships with customers and offering additional bank services such as credit cards, loans, and investment products. James Bessen, ¡°Toil and Technology,¡± Finance and Development, no. March (2015): 16–19.

63 See https://en.wikipedia.org/wiki/Productivity_improving_technologies#Lighting_efficiency

64 Nordhaus (1996) estimates that the real cost of 1,000 lumen-hours of light fell from 52.5¢ to 0.124¢ between  1827 and 1992, a more than four-hundred-fold reduction.  William D Nordhaus, ¡°Do Real-Output and Real-Wage Measures Capture Reality? The History of Lighting Suggests Not,¡± in The Economics of New Goods (University  of Chicago Press, 1996), 27–70.

65 To be clear, this is not necessarily bad for customers. Given the choice between using a self-checkout kiosk or paying extra for a human clerk, many customers might choose the kiosk.

66 Daron Acemoglu and Pascual Restrepo, ¡°Automation and New Tasks: How Technology Displaces and Reinstates Labor,¡± Journal of Economic Perspectives 33, no. 2 (May 2019): 3–30, https://doi.org/10.1257/jep.33.2.3.

67 Note that a technology slightly degrades the quality of a product or service but reduces its price more than  proportionately represents a productivity improvement. For example, Walmart greatly improved productivity  in retailing by offering lower quality goods with limited customer service at extremely low prices.  

68 We stress that this is not the only possible explanation. Brynjolfsson et al. (2018) hypothesize that the gains  from new workplace innovations are temporarily masked by the high fixed costs of deploying and integrating them into workplaces; once firms ascend this steep and costly learning curve, large measured productivity  gains will follow. Erik Brynjolfsson, Daniel Rock, and Chad Syverson, ¡°The Productivity J-Curve: How Intangibles Complement General Purpose Technologies,¡± Working Paper (National Bureau of Economic Research, October 2018), https://doi.org/10.3386/w25148.

69 David H. Autor, ¡°Work of the Past, Work of the Future,¡± AEA Papers and Proceedings 109 (May 2019): 1–32,  https://doi.org/10.1257/pandp.20191110.

70 We qualify the phrase ¡°may share¡± because we cannot measure the root causes of popular sentiment. For a related argument on the role of popular dissatisfaction with the direction of technological change in history, see Carl Benedikt Frey, The Technology Trap: Capital, Labor, and Power in the Age of Automation. 2019, Princeton University Press.

71 This scenario has historical precedent. An oft-discussed epoch in the history of automation is the period between  1800 and 1840 known as Engel¡¯s pause, during which British working-class wages stagnated despite rapid technological progress and rising GDP, with a similar phenomenon occurring in the U.S. between 1830 and 1870. (Robert C. Allen, ¡°Engels¡¯ Pause: Technical Change, Capital Accumulation, and Inequality in the British Industrial  Revolution,¡± Explorations in Economic History 46, no. 4 (October 1, 2009): 418–35, https://doi.org/10.1016/j. eeh.2009.04.004.). Mechanization in this period was highly disruptive. Mechanization of textiles and the rise  of mass production devalued the skills of highly-trained artisans and raised demand for relatively unskilled laborers—often children—who toiled for long hours tending machines. Factories in this era were cramped, dirty, disease-ridden, and often dangerous. Output rose but workers did not share in the benefits for decades. Engel¡¯s pause eventually gave way to an era of broadly shared gains, which lasted from approximately the mid-nineteenth century through the mid-1970s. In that time, the acceleration of mass production enabled workers with modest levels of formal education to be highly productive in factories and, for those with somewhat higher education,  offices. Mass production has been central to the economic development of many high- and middle-income  countries precisely because it seems to catalyze rapid growth from modest human capital inputs.

72 Daron Acemoglu and Pascual Restrepo, ¡°Robots and Jobs: Evidence from US Labor Markets,¡± Journal of Political Economy, forthcoming, https://doi.org/10.3386/w23285; Asha Bharadwaj and Maximiliano A. Dvorkin, ¡° The Rise of Automation: How Robots May Impact the U.S. Labor Market¡± Federal Reserve Bank of St. Louis, 2nd quarter, 2019. https://www.stlouisfed.org/publications/regional-economist/second-quarter-2019/rise-automation-robots

73 Recent research by MIT Professor Julie Shah has shown how robots can help nurses make critical time-sensitive decisions on an obstetrics ward. See Matthew Gombolay, Xi Jessie-Yang, et,al, ¡°Robotic Assistance in Coordination of Patient Care,¡± International Journal of Robotics Research, June 22, 2018.

74 Daron Acemoglu and Pascual Restrepo, ¡°Demographics and Automation,¡± NBER Working Paper No. 24421, March 2019, https://doi.org/10.3386/w24421.

75 Susan Helper, Robert Seamans, and Raphael Martins, ¡°Complements or Substitutes? Firm Level Management of Labor and Technology¡±; Presented at NBER Summer Institute, 2019.

76 Mindell, David. n.d. ¡°Are Home Health Aides The New Turing Test For AI?¡± Forbes. Accessed August 30, 2019. https://www.forbes.com/sites/davidmindell/2019/01/03/are-home-health-aids-the-new-turing-test-for-ai/.

77 Brynjolfsson, Erik, and Tom Mitchell. 2017. ¡°What Can Machine Learning Do? Workforce Implications.¡± Science 358 (6370): 1530–1534. https://doi.org/10.1126/science.aap8062.

78 Brynjolfsson, Erik, and Tom Mitchell. 2017. ¡°What Can Machine Learning Do? Workforce Implications.¡± Science 358 (6370): 1530–1534. https://doi.org/10.1126/science.aap8062.

79 Webb, Michael. ¡°The Impact of Artificial Intelligence on the Labor Market.¡± Stanford University Working Paper, July 2019.

80 In a recent study, the fastest adoption of autonomous trucks and cars suggested the peak of job displacement would occur around approximately 2045, allowing several decades for the labor market to adjust. See Erica Groshen, Susan  Helper, et. al, ¡°America¡¯s Workforce and the Self-Driving Future: Realizing Productivity Gains and Spurring Economic  Growth¡±, SAFE, June, 2018. https://avworkforce.secureenergy.org/wp-content/uploads/2018/06/Americas-Workforceand-the-Self-Driving-Future_Realizing-Productivity-Gains-and-Spurring-Economic-Growth.pdf

81 Our discussion draws in part on Autor, David, Anran Li, and Matthew Notowidigdo. 2019. ¡°Preparing for the Work of the Future: A Research Agenda.¡± J-PAL: North America.

82 Since labor market prospects for non-college workers in the U.S. have been stagnant or deteriorating for the better part of four decades (Figure 1), it is far from bold to predict that these trends will continue. But this continuity  nevertheless underscores a core theme of this interim report: widespread anxiety about the work of the future likely stems in part from the discouraging reality of recent economic history for the majority of workers.

83 Thomas Kochan, David Finegold and Paul Osterman, ¡°Who Can Fix the Middle Skills Gap?¡± Harvard Business  Review, December 2012 https://hbr.org/2012/12/who-can-fix-the-middle-skills-gap

84 Abowd and Vilhuber (2011) document that gross worker job-to-job flows greatly exceed net flows, meaning that most job changes are not explained by contractions or expansions of the relevant job categories. John M. Abowd and Lars Vilhuber, ¡°National Estimates of Gross Employment and Job Flows from the Quarterly Workforce Indicators with Demographic and Industry Detail,¡± Journal of Econometrics 161, no. 1 (March 1, 2011): 82–99, https://doi. org/10.1016/j.jeconom.2010.09.008.

85 U.S. Bureau of Labor Statistics, Occupational Employment Projections, Table 1.1: Employment by Major Occupational Group, 2016 and Projected 2026, https://www.bls.gov/emp/data/occupational-data.htm

86 Among currently employed production workers in 2016, however, 367 thousand were ages 65 and older, and an additional 1.52 million were ages of 55 to 64. U.S. Bureau of Labor Statistics, Household Data Annual Averages 2016: Table 11b: Employed Persons by Detailed Occupation and Age, https://www.bls.gov/cps/cps_aa2016.htm

87 U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, https://www.bls.gov/ooh/healthcare/home.htm, updated 4/12/2019.

88 The rapidly growing set of medical aide occupations, including personal care aides, home health aides, and physical therapy aides, presently offers low pay and poor employment security. Paul Osterman, Who Will Care For Us?: Long-Term Care and the Long-Term Workforce (New York: Russell Sage Foundation, 2017).

89 Koenig, Rebecca, ¡°College Isn¡¯t for Everyone. These Jobs May Be Good Options,¡± US News & World Report, January 28, 2019. Notably, of the twelve non-college occupations with median salaries exceeding $50,000 reported in Koenig 2019, which based on U.S. Bureau of Labor Statistics data, seven are medical technical occupations, three are skilled trades (wind turbine technician, environmental engineering technician, plumber), one is in public safety (patrol officers), and only one is in information technology (web developer).

90 As reported by the Community College Research Center of Columbia University, 5.8 million students were enrolled in public, two-year colleges and fall of 2017. About 2.1 million were full-time students, and 3.7 million were part-time.

 About 6.1 million were enrolled in all types of two-year colleges. See https://ccrc.tc.columbia.edu/Community-College-FAQs.html

91 An experimental evaluation of the Accelerated Study in Associate Programs (ASAP) initiative developed by the City University of New York (CUNY). ASAP¡¯s supports include enrollment requirements, financial resources, structured pathways to support academic momentum, and advising, tutoring, and career development services. Scrivener et al. 2015 (Susan Scrivener et al., ¡°Doubling Graduation Rates: Three-Year Effects of CUNY¡¯s Accelerated

 Study in Associate Programs (ASAP) for Developmental Education Students,¡± Text (MDRC, February 2015), https://www.mdrc.org/publication/doubling-graduation-rates.) and Weiss et al. 2019 (Michael J. Weiss et al.,  ¡°Supporting Community College Students from Start to Degree Completion: Long-Term Evidence from a Randomized

 Trial of CUNY¡¯s ASAP,¡± American Economic Journal: Applied Economics 11, no. 3 (July 2019): 253–97, https://doi. org/10.1257/app.20170430.) evaluate the benefits of this program for CUNY students using random assignment and find that it increases the graduation rate of participants by 18 percentage points, which is almost double the rate of 22 percent in the control group over three years. After six years, degree completion rates of ASAP students

 remain 10 percentage points above control group members, indicating that ASAP did not merely accelerate degree  completion but increased it in absolute terms. ASAP was subsequently implemented at three community colleges in Ohio. Sommo et al. (2018) report that 19 percent of ASAP participants in the Ohio colleges earned a degree or credential compared with 8 percent of the control group two years after random assignment to the program.

92 Harry J. Holzer, ¡°Raising Job Quality and Skills for American Workers: Creating More-Effective Education and Workforce Development Systems in the States¡± (Brookings Institution: The Hamilton Project, November 2011), https://www.brookings.edu/research/raising-job-quality-and-skills-for-american-workers-creating-more-effective-education-and-workforce-development-systems-in-the-states/.

93 Some examples include the LEAP program in Massachusetts or the Ohio Manufacturing Workforce Partnership  (a partnership of Ohio TechNet and the Ohio Manufacturers¡¯ Association among others) both collaborations  between higher educational institutions and industry with a focus on advanced manufacturing.

94 U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Finance component final data (fiscal years 2006 – 2016) and provisional data (fiscal years 2004, 2005, 2017). Data accessed August 18, 2019 from https://nces.ed.gov/ipeds/TrendGenerator

95 For more on this topic, see T. Deissinger. and P. Gonon, (2016), ¡°Stakeholders in the German and Swiss vocational educational and training system¡±, Education + Training, Vol. 58 No. 6, pp. 568-577. https://doi.org/10.1108/ET-022016-0034; Coop programs and other forms of experiential learning that take place at universities are also gaining in importance as outlined in I. Von Weitershausen, ¡°Training for the ¡®Work of the Future¡¯: The Role of Work-Based Higher Education Programs in Germany and the United States,¡± MIT Work of the Future working paper (forthcoming).

96 An example of an apprenticeship program in the United States that is widely considered to be successful is the Georgia Youth Apprenticeship Program, which benefits from a collaboration between state government, high schools, postsecondary schools, businesses, and worksite supervisors (Robert I. Lerman, Daniel Kuehn, and Jessica Shakesprere, ¡°Youth Apprenticeships in Georgia: Experiences and Recommendations¡± (Urban Institute, May 2019), https://www.urban.org/research/publication/youth-apprenticeships-georgia.).

97 See Nelson Schwartz, ¡°Job Training Can Change Lives. See How San Antonio Does It¡±, New York Times, August, 19, 2019. https://www.nytimes.com/2019/08/19/business/economy/worker-training-project.html

98 David Autor, Anran Li, and Matthew Notowidigdo, ¡°Preparing for the Work of the Future: A Research Agenda¡± (J-PAL: North America, April 2019).

99 Lola Fadulu, ¡°Why Is the U.S. So Bad at Worker Retraining?,¡± The Atlantic, January 4, 2018, https://www.theatlantic. com/education/archive/2018/01/why-is-the-us-so-bad-at-protecting-workers-from-automation/549185/.

100 I. Elaine Allen and Jeff Seaman, ¡°Changing Course: Ten Years of Tracking Online Education in the United States¡±  (Babson Survey Research Group and Quahog Research Group, LLC., January 2013), https://eric.ed.gov/?id=ED541571.

101 Maya Escueta et al., ¡°Education Technology: An Evidence-Based Review¡± (Cambridge, MA: National Bureau of Economic Research), August 2017. Eric P. Bettinger et al., ¡°Virtual Classrooms: How Online College Courses Affect Student Success,¡± American Economic Review 107, no. 9 (September 2017): 2855–75; and Goodman, Joshua, Julia Melkers, and Amanda Pallais. ¡°Can online delivery increase access to education?.¡± Journal of Labor Economics 37, no. 1 (2019): 1-34.

102 While we know a great deal about how infants and children learn, we know relatively little about how adults learn. Research shows that frequent practice problems and feedback, including online quizzes, may double learning attainment, and frequent practice tests dramatically improve information retention. Importantly, ¡°fluid¡± skills—those  that help us with speed of processing or working or long-term memory, decline steadily with age (starting at age 20!). However, ¡°crystalized skills¡± or domain knowledge—knowing how a machine or a system more broadly works—increases with age well into one¡¯s seventies. This latter point is important to integrate into our strategies for employing older workers over time. As Task Force members from managers of manufacturing firms across the country, older workers possess valuable knowledge that needs to be retained and passed along to subsequent cohorts of workers.

103 Kana Okano, Jakub R. Kaczmarzyk, and John D. E. Gabrieli, ¡°Enhancing Workplace Digital Learning by Use of the Science of Learning,¡± PLOS ONE 13, no. 10 (October 24, 2018): e0206250, https://doi.org/10.1371/journal. pone.0206250.

104 Approximately 30 percent of students who started community college in the fall of 2011 transferred to a four-year institution within six years. https://ccrc.tc.columbia.edu/Community-College-FAQs.html

105 ¡°Connecting Credentials: Making the Case for Reforming the U.S. Credentialing System¡± (Lumina Foundation,  June 2015), https://www.luminafoundation.org/files/resources/making-the-case.pdf.

106 Approximately 40 percent of students who start four-year degrees do not finish within six years, where the non-completion rate is strongly negatively correlated with the selectivity of the institution. For example, at 4-year institutions with open admissions policies, 32 percent of students completed a bachelor¡¯s degree within 6 years. At  4-year institutions where the acceptance rate was less than 25 percent, the 6-year graduation rate was 88 percent. ¡°The Condition of Education 2018¡± (U.S Department of Education, May 2018), https://nces.ed.gov/pubsearch/pubsinfo. asp?pubid=2018144. Section 2.1: Undergraduate Retention and Graduation Rates.

107 For more information, see https://www.povertyactionlab.org/work-of-the-future

108 For further discussion, see also Daron Acemoglu, ¡°It¡¯s Good Jobs, Stupid,¡± Economics for Inclusive Prosperity (blog), June 2019, https://econfip.org/policy-brief/its-good-jobs-stupid/.

109 Recommendation of the Investor Advisory Committee, Human Capital Management Disclosure, March 28, 2019. https://www.sec.gov/spotlight/investor-advisory-committee-2012/human-capital-disclosure-recommendation.pdf

110 This view originates with Milton Friedman in his magnum opus, Capitalism and Freedom, ¡°There is one and only one social responsibility of business—to use its resources and engage in activities designed to increase its profits so long as it stays within the rules of the game, which is to say, engages in open and free competition without deception or fraud.¡± Milton Friedman, Capitalism and Freedom (University of Chicago Press, 1962), p133.

111 Some argue further that a firm¡¯s stakeholders includes its customers and suppliers, who in some sense are among its longest-term investors. See Kent Greenfield, Corporations Are People Too: (And They Should Act Like It) (New Haven; London: Yale University Press, 2018).

112 David Gelles and David Yaffe-Bellany, ¡°Shareholder Value is no Longer Everything Top CEOs Say¡±, The New York Times, August 19, 2019. Responding to the Business Roundtable¡¯s policy statement, the Economist magazine offers a reasoned defense of shareholder capitalism (The Economist. ¡°What Companies Are For,¡± August 22, 2019. https://www.economist.com/leaders/2019/08/22/what-companies-are-for). But their editorial does not grapple with the failure of shareholder capitalism to appropriately internalize external costs to workers from firm business practices. These externalities are the basis of our argument.

113 New York Times columnist Nicolas Kristof wrote recently, ¡°It was common to scorn union leaders as corrupt Luddites  who used ridiculous work rules to block modernization and undermine America¡¯s economic competitiveness. There¡¯s  something to those critiques. Yet it¡¯s now clear that the collapse of unions¡¦ has been accompanied by a rise of unchecked corporate power, a surge in income inequality and a decline in the well-being of working Americans.¡± Kristof, Nicholas, ¡°Trump Finds a Brawler for His War on Workers,¡± New York Times August 11, 2019, sec. SR.

114 Responding to the slow implosion of traditional employer-based unions, the 21st century has recently seen new models of organization and collective bargaining. New membership models for worker voice are under development  that seek to create powerful non-employer-based advocacy organizations that derive power and influence through  collective action on behalf of their members.

115 Thomas Kochan, ¡°Building the Institutions Needed to Strengthen Worker Voice,¡± The Aspen Institute, August 7, 2018 https://www.aspeninstitute.org/blog-posts/building-the-institutions-needed-to-strengthen-worker-voice/

116 See L.S. Jacobson, R.J. LaLonde, and D.G. Sullivan, ¡°Earnings Losses of Displaced Workers,¡± The American Economic Review, 1993, 685–709; Daniel Sullivan and Till von Wachter, ¡°Job Displacement and Mortality: An Analysis Using Administrative Data,¡± Quarterly Journal of Economics 124, no. August (2009): 1265–1306, https://doi.org/10.1162/ qjec.2009.124.3.1265.

117 The National Labor Relations Act of 1935, which establishes the right to collective bargaining, bans the organization of labor unions by employers on the theory that company unions are intrinsically suspect.

118 Erik Brynjolfsson and Lorin M. Hitt, ¡°Beyond Computation: Information Technology, Organizational Transformation  and Business Performance,¡± Journal of Economic Perspectives 14, no. 4 (December 2000): 23–48, https://doi. org/10.1257/jep.14.4.23; Erik Brynjolfsson, Daniel Rock, and Chad Syverson, ¡°The Productivity J-Curve: How Intangibles  Complement General Purpose Technologies,¡± Working Paper (National Bureau of Economic Research, October 2018), https://doi.org/10.3386/w25148.

119 Tom Kochan, Susan Helper, Alexander Kowalski, and John Van Reenen. ¡°Baseline Memo for Work of the Future Task Force: Interdependence of Technology and Work Systems,¡± December 2018.

120 See Nicholas Bloom and John Van Reenen, ¡°Measuring and Explaining Management Practices Across Firms  and Countries,¡± Quarterly Journal of Economics 122, no. November (2006): 1351–1408.

121 Nicholas Bloom et al., ¡°What Drives Differences in Management Practices?,¡± American Economic Review 109,  no. 5 (May 2019): 1648–83, https://doi.org/10.1257/aer.20170491.

 

Nick Bloom, Raffaella Sadun and John Van Reenen (2012), ¡°Americans Do I.T. Better: US multinationals and the productivity miracle¡± American Economic Review (2012) 102 (1), 167-201; Eve Caroli and John Van Reenen (2001) ¡°Skill biased organisational change? Evidence from British and French establishments¡± Quarterly Journal of Economics (2001) 116, No. 4, 1449-1492

122 Zeynep Ton, The Good Jobs Strategy: How the Smartest Companies Invest in Employees to Lower Costs and Boost Profits (Boston and New York: Houghton Mifflin Harcourt, 2014).

123 Nicholas Bloom et al., ¡°Does Management Matter? Evidence from India,¡± The Quarterly Journal of Economics 128, no. 1 (February 1, 2013): 1–51, https://doi.org/10.1093/qje/qjs044; Nicholas Bloom et al., ¡°Do Management  Interventions Last? Evidence from India,¡± Working Paper (National Bureau of Economic Research, January 2018), https://doi.org/10.3386/w24249.

124 The Chinese government is reportedly spending in excess of $1 billion a year on AI. Europe countries, especially France and Germany but also Sweden and the Netherlands, are investing heavily in coordinated ways. The U.K. has announced a $64 million fellowship fund to attract top machine learning researchers to the country as part of an effort to increase productivity by 25 percent by 2035. Canada started the Vector Institute in Toronto with $50 million of Canadian federal investment, $50 million from Ontario, and $100 million from industry.

125 Dennis Normille, ¡°Surging R&D Spending in China Narrows Gap with United States.¡± Science, October 10, 2018. https://www.sciencemag.org/news/2018/10/surging-rd-spending-china-narrows-gap-united-states.

126 For more discussion on this history, see Jonathan Gruber and Simon Johnson, Jumpstarting America: How Breakthrough Science Can Revive Economic Growth and the American Dream (New York, NY: Public Affairs, 2019).


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