• Science of Emotion and Sensibility
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• v.22 no.2
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• pp.83-100
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• 2019

The purposes of this study are to identify the meaning of the geometrical patterns preferred by ancient Korean peoples and to classify them into some groups by their similarity. We investigated various patterns found on clothing and relics from GoJoseon to Goguryeo period, and utilized secondary sources such as history articles, Internet materials and photo and analyzed the associations of the varied patterns found in pottery, handicrafts, and clothing with the ancient cultures. We found the letters (ㅇ, ㅁ, and ㅅ of Korean alphabet, Hangul) preferred by ancestors who worshipped nature to identify the significations attached by them to particular patterns. The results confirm the following: first, the circle pattern indicated the sun, moon, stars in the sky, a bronze mirror, and a man's face. Circles and ovals were also observed to represent the individual souls of the clan or community. Second, square patterns symbolized the land and the patterns that signified the wellbeing of family and the country. Oblique rectangles were more frequently used as they represented a double use of the triangle, a shape that implied mystic power. Third, triangle symbolized regeneration, power, and humanity. While the Neolithic Age jade remnants of hair combs appear not to be irrelevant to the process of comb-shaped pottery production of the time, many fine comb-like lines may be found on bronze mirrors. Through its review of the glorious designs inherited from and established by ancient ancestors, the present research endeavor may help in identifying the spirits and traditions of Korean history.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.45-60
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• 2004

수학텍스트의 한 부분인 식은 일상 언어, 시각적 표현, 상징 등의 여러 기호와 함께 학생들에게 다양한 수학을 경험을 제공한다. 그러나 이러한 수학텍스트의 다양성은 수학시험 채점시 4+3인가, 4+3=7인가 혹은 부분점수를 줄 것인가의 이슈로서 변질되어 등장한다. 따라서 본 연구에서는 초등학교에서 다루는 식의 의미, 초등학교 아동에게 지도되는 식의 형태, 초등학교 1학년 아동의 식에 대한 이해, 초등학교 교사들의 식에 대한 이해 형태를 서울시 소재 한 초등학교의 1학년 담임교사 9명과 1학년 1 개 학급에 속한 아동과의 면담 및 설문 조사를 통하여 알아보았다. 아울러 제언에서는 수학텍스트의 한 부분인 식의 실제 교육현장에서 어떻게 반영되고 있는가에 대한 탐색을 통하여 식의 의미를 올바르게 전하기 위한 지도 방법, 교사 인식에 대한 방향을 제시하였다.

• Journal of Christian Education in Korea
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• v.67
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• pp.377-414
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• 2021

Since Schwab mentioned the Fourth Industrial Revolution at the World Economic Forum Annual Meeting 2016, discussions have been ongoing about it and the future society. The Fourth Industrial Revolution exceeds the development of technology and influences society, culture, and lifestyle. Moreover, in the face of the COVID-19 crisis, society continues to experience and realize the era of the Fourth Industrial Revolution. Although we hope that this era will surely improve human life, we are also concerned about human alienation and social and economic polarization that may emerge as a consequence. How, then, does Christianity contribute to the public space and set the direction for education in this day and age? This study focused on the role of Christianity and the direction of education during the Fourth Industrial Revolution. First, I examine problems in terms of the inner and outer aspects of individuals and communities that may occur during the Fourth Industrial Revolution through the perspectives of Mitchell, a psychologist, Bellah, a sociologist, McGrath, a theologian, and Bostrom, a philosopher. Through their theories, we can view the lives of individuals in the real, virtual, and transcendental worlds of this era. I find that Christianity can provide a transcendent norm in this world, give meaning to life, and change people and the world. Therefore, I suggest the creation and expression of symbols as a direction for education. For this form of education, I recommend five steps, namely, observing, entering, discovering, participating, and making symbols. In this manner, people can represent the kingdom of God in the real world.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.934-950
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• 2009

This study attempts to identify the relationship between students' images of science and science learning, and their career choices. A total of 163 students (seventh graders) from three different middle schools participated in this study. Students' images of science and science learning were investigated using the Draw-A-Scientist Test (DAST) and the Draw-A-Science-Learner Test (DASLT), respectively. Then, students' drawings were analyzed using the Draw-A-Scientist Test Checklist (DAST-C) and the Draw-A-Science-Learner Test Checklist (DASLT-C). The relationship between each element composing the students' images and their career choices were analyzed. Among several elements constituting the students' image of science, 'expression,' 'lab coat,' 'oddity,' 'knowledge symbol,' 'technology symbol,' 'co-work,' 'danger,' and 'STS' showed significant differences between students who chose a science-related career and students who did not. It was also revealed that the following elements - 'expression,' 'learning type,' 'inquiry symbol,' and 'learning place' - were more significantly associated with a science-related career choice compared to other elements consisting of an image of science learning.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.15-22
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• 2011

Most of the robot programming curriculums consists mainly of understanding robot programming language and learning a simple grammatical sentences rather than logical problem solving process, these curriculums impose a burden on childrens' learning. Storytelling offers opportunities for continuation of childrens' positive learning motivation to practice symbolic manipulations, hold multiple abstract concepts in their heads, and create meaning between these ideas. In this paper, to overcome the difficulty of robot programming curriculum in elementary school and find teaching method which derives the childrens' motivation, we used storytelling in study of our robot programming curriculum.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.2
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• pp.107-127
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• 2015

This study aims to develop the education program of the presidential archives based on the NIE for social studies. Especially, this study provided an opportunity to develop information processing capacity through newspapers reflecting rapidly changing social environment for users of presidential archives. With the process, it provides an opportunity for users to develop information literacy, which has become a necessity in information society. Through the education program students may have various experiences, wider perspective and diversity with self-directed learning. To perform the goal, this study proposed an education program using presidential archives based on NIE and an applied case.

• Journal of Christian Education in Korea
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• v.63
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• pp.121-150
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• 2020

The important developmental tasks of young adults are based on encounter and identity. These problems of encounter and identity are also connected to the instinct of longing for the "face" of primary caregivers, who acknowledge and affirm themselves as their cherished children. James Loder emphasizes that human "face pursuit instinct" later reaches "formal-operational stage" and leads to religious yearning for God as "the Eternal Face." This pursuit of "face" and "the Eternal Face" is an existential and ontological move to find out "Who am I?" through meaningful encounters. Religious psychologist Carl Jung also points out that scientific thinking has contributed to the liberation of humans from superstitious beliefs. But this has also led to the loss of the precious value of human spirit and the sense of unity with nature. Jung emphasizes that "symbolic play" should help learners and counseler face-to-face with their unconscious mind. By doing so, learners can overcome the wounds and scars of unconsciousness and mature toward the true self. James Loder is a scholar who critically introduced Jung's "unconscientious confrontation" therapy to his educational theory. Beyond Jung's unconsciousness and "symbolic play," Loder proposed transformational education for the learners to participate in meaningful changes through interaction between human spirit and the Holy Spirit. With many young adults wandering around in their existential voids, it is clear that functional and socializational education cannot overcome their problems and developmental crisis. This developmental crisis requires a foundation of identity and intimacy in the encounter with God, the "Eternal Face." Therefore, this study suggests that when Jung's "unconscious confrontation" and Loder's "transformation logic" are employed, transformational Christian education for the healthy self-identity and intimacy of young adults can be accomplished. This inquiry presents not only theoretical reflection, but also the reactions of young adults and actual feedback obtained through implementing transformational Christian education for young adults. Through all of these endeavors, this inquiry was completed by proving that "Transformational Christian Education for Young Adults" is an educational theory that can yield actual results and abound fruits. (This enquiry was undertaken by the support of the research fund of PUTS 2020.)

• Journal of the Korean association of regional geographers
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• v.10 no.1
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• pp.132-150
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• 2004

According to cultural characteristics, Jung-Won cultural region are divided 10 sub-regions. These regions must be highlighted cultural image as core symbols and created new and regional culture to differentiate development strategy of cultural resources: (1) Chungju: historical and cultural region(stone pagoda of Tap-Pungri), (2) Zechun: cultural region of the righteous soldiers (captain Yu, In-Suk), (3) Dunyang: cultural region of Gogurue(mountain castle of On-Dal), (4) Chongju: educational and cultural region(Zikzi and Chull Dandgan), (5) Boeun: cultural region of buddhism(Bupzoo temple,) (6) Okchun: cultural region of Silla and Bakje(war of Silla and Bakje), (7) Yongdong: cultural region of three provinces(harmony monument stone of Samdobong), (8) Eunsung: cultural region of scholar spirit(Monument of 6. 25 war), (9) Goessan: cultural legion of cofucianism(confucianist Song, Shi-Reull), (10) Zinchun: cultural region of Sam-Guk unification spirit (general Kim, You-Shin).

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.586-597
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• 2014

In this paper, we describe a symbolization analysis of a Diamond World Mandala animation. The mandala means the basic idea of the esoteric Buddhism. The Diamond World Mandala has a very high value as cultural archetype due to have better specific meaning and aesthetic quality than other mandalas. Most researches of Buddhist cultural contents have focused on cultural assets restoration and abstract discussion on contents industrialization until now. However researches on contents directly delivering Buddhism scriptures' meanings are insufficient. Therefore, in this paper, we analyze concept of mandala and symbolical meaning of appeared elements in mandala rather than theoretical development appropriateness of mandalas' contents, then implement a prototype of a mandala animation. The animation is made of intangible culture such as an intellectual legacy of mankind, and its applications are as follows; education service for Buddhist doctrines, and cultural services through easy accessibility of Buddhist culture, etc.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.28 no.1
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• pp.38-48
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• 2010

The Gwanghalu garden which has a pond of approximately $6,000m^2$ around the pavilion at Namwon City, used as official uses consists of the various imaginary environmental elements such as moon palace as an immortal world, miniatured cosmology and law of nature. This study has focused on the interpretation of the imaginary environmental elements at 1) the name of garden structures, 2) the paintings on the structures, 3) the poems on the garden, and then emphasized on the values of imaginary environments at the historic sites which have been abandoned because of the Westernized scientific attitude in landscape design. Imaginary environment is the 3rd one above the natural and built environment which was a long traditional culture. Accordingly education on landscape architecture might pay attention to this lost environment, imaginary to give the people dream.