• Korean Journal of Social Welfare Studies
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• no.36
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• pp.227-252
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• 2008

This study investigated the relation between social worker's beliefs on the nature of scientific knowledge which has been classified objectivism and constructivism and social work practice. As an epistemological position, constructivism is based on a view of knowledge that differs from that of objectivism, which holds that knowledge exists "out there" as objective truth. The focus of this paper is a examination on epistemological beliefs of social worker and social work practice. This paper proves that social work's epistemological beliefs have an effect on the practice modes. This research indicates that social works have a higher constructivist veiws than objectivist veiws on the nature of scientific knowledge. And social worker who have a high level of objectivism show a positive determinative mode. It has suggested that the constructive theory offers useful epistemology to the social worker who should deal with the clients in uncertain situations. In conclusion, a social worker with a high level of constructivism use an approach that creats a more equitable relationship between social worker and client. This perspective will allows cliens to participate in the formulation of theories in practice.

• Archives of design research
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• v.15 no.1
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• pp.113-122
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• 2002

This thesis is focused on online education and proposes a guideline for selecting teaming theories and multimedia representation without difficulty. On the first, consideration of learning theories and analysis of multimedia properties are made, and from these results guidelines are formed. Then they are applied to each 6 types of CAI. Objectivism and constructivism could be used for the basic framework of CAI. The former is suitable for reed, sequential, structural, and passive learning style and the latter is suitable for selectable, unstructural, active, self-controled, learning style. And the quideline for selecting multimedia representation is made out of the properties of media, learners(cognitive model, proficiency, acceptance), and teaming contents. On the basis of guideline obtaining from the previous process, I suggest mosts suitable conditions for each 6 types of CAI available today. Those conditions are consist of learning theories, media selection, levels of learners, and categories and properties of teaming contents.

• Journal of the Korean School Mathematics Society
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• v.25 no.3
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• pp.243-260
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• 2022

This article examines the educational background of the knowledge system in mathematics education from three perspectives-behaviorism, cognitivism, and constructivism-centered on psychology in mathematics education. First, the relationship between mathematical education and learning psychology is reviewed according to the flow of time. Second, we examine the viewpoints of objectivism and constructivism for school mathematics. Third, we look at the psychology in mathematics education and constructivism from the perspective of learning theory. Lastly, we discuss the implications of mathematics education.

• Journal of Korean Philosophical Society
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• v.120
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• pp.109-130
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• 2011

The main purpose of this paper is to examine Putnam's recent conception of ethics, and show that it gives rise to an ineluctable incoherence with his rationalism. This suggests that Putnam's philosophy has to be far more naturalized to make his new position cogent. Putnam recently has shown some explicit turn toward pragmatism a la James and Dewey under the name of "pragmatic pluralism." Putnam says that traditional ethics has presupposed some form of ontology in one way or another, which he sees is based on an unnecessary pursuit of a misleading conception of objectivity. Putnam tries to get rid of any notion of ontology in ethics, whereby we can talk about a third view which runs between traditional objectivism and nihilistic relativism. In this sense, he defines pragmatism as "fallibilism cum antiskepticism." Putnam's suggestion makes a good sense as far as it goes. However, his continuous transition toward pragmatism is critically impeded by his own adhesion to the normative conception of "reason." In this light, Putnam himself is wobbling between Kant and Dewey, just as he describes ethics is. Dewey's pragmatism does not have recourse to the very notion of reason to secure objectivity necessary to make sense of moral experience. Putnam needs to be far more naturalized to reach cogently where he espouses, and this can be done only by renouncing the normative conception of reason.

• Journal of Science Education
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• v.33 no.2
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• pp.304-316
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• 2009

This study investigated the change of pre-service science teachers' epistemological views of education according to the stages of the field education programs application. For this study, surveys and interviews were carried out threes times before and after participation through participant observation of classes and teaching practices. All data recorded and collected of 28 pre-service science teachers who had answered entire surveys were transcribed and analyzed. The conclusion is as follows; before the participant observation of classes, the pre-service science teachers had views of traditional education affected by epistemology of objectivism. After the participant observation of classes, the views of traditional education increased due to in-service teachers that showed teaching methods through the course of the participant observation. However, it was changed significantly into the views of modern education affected by epistemology of constructivism through the course of the teaching practices. Based on the conclusions of this study, it was identified that the field education programs might have both positive and negative influence on the change of the views of education for the pre-service science teachers. Therefore, Pre-service science teachers should have a opportunity to intensify of constructivism epistemological views of education through the field education programs. The teacher training institutions have to provide systematic and organic cooperation with schools.

• Journal of Korean Library and Information Science Society
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• v.40 no.4
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• pp.81-92
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• 2009

I studied in this paper on the comparative study between the constructivism and the structuralism as the educational methods. On the constructivism in educational methods they say that knowledge is constructed subjectively by person individually(cognitive constructivism) or by persons reciprocally in the society(social constructivism). On the structuralism in educational methods they say that knowledge(structure) is in the closed-end text objectively and person pursue and identify this objective knowledge in the closed-end text. But on the post-structuralism(neostructuralism) they say that the text is not closed-ended but open-ended. So constructivism is consistent with post-structuralism. Education include application of knowledge and awareness of knowledge on my opinion. Education on application of knowledge is more important in this knowledge based society. Constructivism connote the application of knowledge in the education. School library media center and media specialist(teather-librarian) are essential elements of this application of knowledge in the education.

• Korean Journal of Logic
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• v.17 no.3
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• pp.461-484
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• 2014

This essay suggests a constructive interpretation of probabilities by diagnosing problems of the objective and the epistemic interpretations of probability. According to this interpretation, attributions of the mathematical structure of probability to a given system can be understood as positing constructive theoretical hypotheses showing the relationship among empirical data. The constructive interpretation is applied to comprehend probability claims in the explanation of temporal asymmetrical behaviour of our universe. A new approach interpreting probabilities as constructive theoretical terms enables us to circumvent shortcomings of both objective and subjective interpretation of probability, and appreciate why these interpretations nevertheless appear to be convincing in our case.

• Journal of Korean Philosophical Society
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• v.116
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• pp.59-78
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• 2010

The main purpose of this paper is to show how the notion of the language-experience correspondence is ill-grounded, and that the notion of 'literal meaning' based on it accordingly goes nowhere. Drawing on the experientialist view, I observed that language itself is a system of signs, and thus is given meaning only by way of symbolization. According to the experientialist account, the meaning of a signifier is given by means of "symbolic mapping." in which a certain portion of experience-content is mapped onto the signifier. And since symbolic mapping is partial by nature, there must come in some breach between the signifier and the experience-content mapped onto it. The partial nature of symbolic mapping repudiates the very notion of correspondence, and accordingly the notion of literal meaning. Rather, meanings are produced by means of the varied distances between the signifier and the mapped experience. In this perspective, the inquiry into the nature and structure of meaning should become part of one into that of symbolic experience. Such an inquiry may not be expected to reach the objectivity of linguistic meaning. Instead, we may be content with the relative stability in communication, which seems to be grounded in the commonality conspicuously observed at the bodily level of human experience.

• School Mathematics
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• v.7 no.3
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• pp.237-252
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• 2005

This study aims to present a model of mathematics classroom for gifted students by applying the social constructivism. An important function of good materials is promoting students' conjectures and discussions actively, and the model is appropriate to these kinds of materials. This model includes four stages, i. e. forming the subjective knowledge, objectifying, forming the objective knowledge, individual re-forming. And the four stages form a cycle working continuously on more progressive materials. This study presents an example of the classroom for fifteen students of grade 6 on the properties of multiples. Students performed so active investigations, and structured the con-tents learned effectively.

• Korean Journal of Logic
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• v.10 no.1
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• pp.25-64
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• 2007

본 논문에서 필자는 수학에 대한 구조주의적 해석들은 수학의 객관성을 설명하는 문제인 비공허성의 문제를 해결하지 못하고 있음을 보이고자 한다. 제거적 구조주의가 비공허성의 문제를 해결하지 못한다는 것은 대부분의 수학철학자들 사이에서 공유되는 견해이며, ante rem 구조주의는, 케래넨의 논증을 수정한 필자의 강한 논증에 의하면, 수학적 대상들에 대한 적절한 동일성 설명을 결코 제공할 수 없기 때문에, 결국 비공허성의 문제를 해결하지 못한다. 또한, 양상 구조주의자인 헬만의 경우에는, 비공허성의 문제에 대한 양상 구조주의적 해결을 가능케 해주는 주장(산수와 관련하는 경우, "${\omega}$-순서열 체계가 논리적으로 가능하다")에 이르는 그의 증명이, 필자의 판단에 따르면, 논점 선취의 오류를 저지르고 있다.