• Journal of Popular Narrative
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• v.25 no.3
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• pp.267-302
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• 2019

Oral literature can largely be categorized into myth, legend, and folktales, which are stories orally transmitted from the prehistoric times. The purpose of this study is to compare the discourse on the oral literature of the East and the West from a cultural studies viewpoint by focusing on its "symbolic systems," particularly "figures of speech," or "tropic traits", in order to utilize this oral literature as a resource in the study of Northeast Asian culture. Undergoing modernization, the symbolic meaning of oral literature has been demythologized both in the West and in Northeast Asia. Of course, oral literature, verbally transmitted over a long period of time, has naturally been changed over time and even "contaminated" in a sense by losing its original archaic archetype while it was textualized with letters during the early period of the modernization process. Nevertheless, the principle of "resemblance" and "similarity" between nature/universe and human/humanity, which has been stripped away in modernity, can still be found in oral literature with its mythic power. For this reason, the study of oral literature in the West has attempted to restore the lost magical power within it, particularly in myth. As such, this study delves into the symbolism of the mythic thought of Northeast Asian countries, namely Korea, China, and Japan, which has been lost in the course of their compressed modernization, in relation to the tropic figures of their oral literatures.

• Archives of design research
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• v.17 no.1
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• pp.211-220
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• 2004

The Chaos theory of complexity and Fractal theory which became a prominent figure as a new paradigm of natural science should be understood not as whole, and not into separate elements of nature. Fractal Dimensions are used to measure the complexity of objects. We now have ways of measuring things that were traditionally meaningless or impossible to measure. They are capable of describing many irregularly shaped objects including man and nature. It is compatible method of application to express complexity of nature in the dimension of non-fixed number by placing our point of view to lean toward non-linear, diverse, endless time, and complexity when we look at our world. Fractal Dimension allows us to measure the complexity of an object. Having a wide application of fractal geometry and Chaos theory to the art field is the territory of imagination where art and science encounter each other and yet there has not been much research in this area. The formative word has been extracted in this study by analyzing objective data to grasp formative principle and geometric characteristic of (this)distinct figures of Fractals. With this form of research, it is not so much about fractal in mathematics, but the concept of self-similarity and recursiveness, randomness, devices expressed from unspeakable space, and the formative similarity to graphic design are focused in this study. The fractal figures have characteristics in which the structure doesn't change the nature of things of the figure even in the process if repeated infinitely many times, the limit of the process produces is fractal. Almost all fractals are at least partially self-similar. This means that a part of the fractal is identical to the entire fractal itself even if there is an enlargement to infinitesimal. This means any part has all the information to recompose as whole. Based on this scene, the research is intended to examine possibility of analysis of fractals in geometric characteristics in plasticity toward forms in graphic design. As a result, a beautiful proportion appears in graphic design with calculation of mathematic. It should be an appropriate equation to express nature since the fractal dimension allows us to measure the complexity of an object and the Fractla geometry should pick out high addition in value of peculiarity and characteristics in the complex of art and science. At the stage where the necessity of accepting this demand and adapting ourselves to the change is gathering strength is very significant in this research.

• The Journal of Korean Philosophical History
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• no.31
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• pp.87-111
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• 2011

In moral instruction, one of the important purposes is cultivate students' meaningful moral knowing. To obtain this purpose, generally systems approach has been adopted and used in moral instruction. Systems approach has emphasized efficient designs which do not occur incidental learning that does not contribute to obtain learning objectives. However, moral meaning may occur to the subject of knowing, then occurrence of coincidence can not be excluded. If we approach to moral instruction with operative and engineering ways, we may convey the learning object but it won't be received meaningfully. Because of such problem, moral instruction has been required an alternative perspective contrary to the systems approach. Above all we need to reconsider the logic of explanation based on the systems approach. Because the moral instruction is understood that it is a systematic and operative act according to the logic of explanation. According to the logic of explanation, education is an act that conveys the teachers' knowledge to students who have inferior knowledge to teachers'. During this process, students' interpretation has been overlooked. In moral instruction, the teachers' interpretation of moral meaning can occur and extend by students' interpretation. When we understand moral instruction as the course of alliance between interpretation, it could be stood out that teaching as a symbol, constitution of teaching text as a vacuum, learning as a coincidence. When we stand out these aspects, the moral instruction could be understand as a poetic act. And based on such understanding, we can abstract specific resemblances between the poetic act and the moral instruction. There are semantic invariants and semantic variants in the teaching text of moral instruction. The semantic variants premise uncertainty. The limitation, that is, semantic invariants and the openness which is possible within semantic variants are changed to the moral instruction by students' response. It is essential that a selective attention as esthetic transaction that could be changed from text to poet. Like this, we need to take notice of instructive aspects not to means for reaching learning objectives but to act for being possible disinterested experiential learning.