• Annual Conference on Human and Language Technology
• /
• 1994.11a
• /
• pp.82-95
• /
• 1994

인지의 주체로서 마음을 연구하는 인지과학은 인간 마음이 가지고 있는 본성을 탐구하고 인간이 가지고 있는 정보전달체계(information processing system)를 밝힘으로써 미를 컴퓨터에 응용하려는 것이 그 목적 중의 하나이다. 이러한 맥락에서 인식론도 어떤 명제를 믿는 것이 정당성을 갖느냐, 다시 말해서, 어떤 명제를 믿어야 하느냐는 규범적 문제보다는 실제로 우리가 어떻게 믿음을 형성하고 있느냐는 서술적인 문제에 중점을 두는 자연주의적 인식론이 큰 세력을 얻게 되었다. 자연주의적 인식론의 대두와 함께, 그것이 규범적인 문제를 다루는 전통적인 인식론과 이떠한 관계가 있는가에 많은 철학자들이 관심을 표명하였다. 그 중 콰인(W. V. O. Quine)은 자연주의적 인식론이 전통적인 인식론을 대체해야 한다는 급진적인 주장을 하였으며, 콘블리쓰(Hilary Kornblith)는 전통적인 인식론과 자연주의적 인식론이 같은 목표를 향한 다른 방법론을 쓰는 것이므로 적어도 전통적인 인식론자들은 자연주의적 인식론의 영향을 받아야만 한다고 단언하였다. 본고에서는 이 두 사람의 논증을 살펴보고 전통적인 인식론과 자연주의적 인식론이 얼마나 밀접하게 연결되어 있는가를 검토해 보기로 하겠다.

• Korean Journal of Logic
• /
• v.18 no.1
• /
• pp.39-64
• /
• 2015

The most difficult problem for mathematical Platonism is the epistemological problem raised by Paul Benacerraf and Hartley Field. Recently, Mark Balaguer argued that his version of mathematical Platonism, Full Blooded Plantonism (FBP), can solve the epistemological problem. In this paper, I show that there are serious problems with Balaguer's argument. First, I analyse Balaguer's argument and reveal a formal defect in his argument. Then I raise an objection based on an analogical argument. Finally, I disarm some potential moves from Balaguer.

• Korean Journal of Cognitive Science
• /
• v.8 no.1
• /
• pp.57-76
• /
• 1997

Evolutionary epistemologist says that the growth of human knowledge involves nonjustificational process. I, however, argue that evolutionary espistemology also can involove justificational process with respect to pragmatic norm.Furthermore, epistemology can be naturalized without loosing the normative elements.

• Journal of Korean Philosophical Society
• /
• no.123
• /
• pp.239-264
• /
• 2018

In order to understand the whole picture of virtue epistemology with knowledge-action theory, I will first examine contours between concepts like capacity, character and intellectual virtues in relation to the notion of virtue. At first, my $na{\ddot{i}}ve$ question is why smart people do such bad things without any shame. This question would be either ethical or epistemological because epistemology is viewed as a normative discipline and intellectual agents and communities should be considered as the primary focus of epistemic evaluation. This is the core idea of virtue epistemology. The stance virtue epistemology views virtues as a solution to the justification of knowledge is similar to the knowledge-action theory in the East Asian intellectual tradition. But, their core issues are different from each other. Thus, I will explain how to differ from one another and analyze such concepts as capacity, character, and intellectual virtues in the Analects. I will insist that capacity and character without normative disciplines cannot be intellectual virtues leading to right actions.

• Journal of Elementary Mathematics Education in Korea
• /
• v.18 no.1
• /
• pp.63-81
• /
• 2014

Korean students have shown high achievements on the cognitive domain of mathematics in a range of international assessment tests. On the affective domain, however, significantly low achievements have been reported. Among the factors in the affective domain, this article discusses on the value of mathematics in the perspective of Michael Polanyi's philosophy, which centers personal knowledge and tacit knowing. Polanyi emphasizes abstractness and generalization in mathematics accompanied by intellectual beauty and passion. In his perspective, therefore, utilitarian aspects and usefulness of mathematics imparted through linguistic representations have limits in motivating students to learn mathematics. Students must be motivated from recognition of the value of mathematics formed through participating authentic mathematical problem solving activity with immersion, tension, confusion, passion, joy and the like.

• Journal of Educational Research in Mathematics
• /
• v.26 no.4
• /
• pp.683-700
• /
• 2016

The traditional teaching-learning in mathematics, which pursue only one correct answer, should be reexamined to cope with an age of uncertainty. In this research, Perry's epistemological development scheme was noticed as a theoretical approach to diagnose problems of dualistic mathematics lessons and to search solutions of the problems. And Design-Based Research method was adopted, We developed the epistemological development scheme through considering Perry's theory and related studies, scaffoldings and teaching-learning to enhance students' epistemological positions in mathematics. Based on these discussions we designed teaching experiment about operations with negative numbers, and analyzed its didactic implications.

• Information and Communications Magazine
• /
• v.16 no.3
• /
• pp.29-36
• /
• 1999

한국통신은 1997년초부터 전체 장비를 통시시스템 분야, 정보시스템 분야, 비정보시스템 분야로 분류하여 2000년 문제(이하 Y2K문제)에 대한 영향 평가를 실시하였고, 현재 전체적으로는 변환을 완료하고 검증단계를 진행중에 있다. Y2K문제 인식과 해결 방법론은 Y2K문제를 성공적으로 해결하는 기틀을 제공하므로 해당 기관의 조직과 대상시스템의 특성 그리고 구성 형태에 따라 적절한 내용과 체계를 갖추도록 해야 한다. 한국통신은 문제에 대한 정확한 인식과 축적된 운용기술을 통하여 2000년 문제에 대응함으로써 1999년 6월말까지 문제해결을 완료하고 고객들에게 중단 없는 서비스를 제공하고 시스템의 안정적인 운용기반을 확보할 예정이다. 한국통신의 2000년 문제에 대한 인식 그리고 해결 방법론과 그 동안의 추진경과를 설명함으로써 다른 통신사업자 및 관련 기업체의 문제 해결에 도움이 되고자 한다.

• Journal of Digital Contents Society
• /
• v.18 no.2
• /
• pp.347-356
• /
• 2017

It is well-known that the face recognition method via sparse representation has been proved very robust and showed good performance. Its weakness is, however, that its time complexity is very high because it should solve $L_1$-minimization problem to find the sparse solution. In this paper, we propose to use the ROMP(Regularized Orthogonal Matching Pursuit) method for the sparse solution, which solves the $L_2$-minimization problem with regularization condition using the greed strategy. In experiments, we shows that the proposed method is comparable to the existing best $L_1$-minimization solver, Homotopy, but is 60 times faster than Homotopy. Also, we proposed C-SCI method for classification. The C-SCI method is very effective since it considers the sparse solution only without reconstructing the test data. It is shown that the C-SCI method is comparable to, but is 5 times faster than the existing best classification method.

• The Journal of the Korea Contents Association
• /
• v.19 no.8
• /
• pp.427-439
• /
• 2019

The purposes of the study were to introduce a new approach in overcoming career problems of adolescents with multicultural backgrounds, and to explore public views on their careers. Using the Q-methodology, the types of perception toward multicultural adolescents' careers and their features from diverse views were drawn, Data from 35 participants and 34 statements were analyzed by using the QUANL-PC program. The identified perception types were classified as four types: neutral perception type, economic hardship perception type, lack of career training perception type, and lack of professional support perception type. The results found that views toward career problem of adolescents with multicultural backgrounds are neither positive nor negative, and their perceptions were more varied and specific beyond the dichotomy. Therefore, to promote the careers development of adolescents with multicultural backgrounds, more individualized career supporting strategy should be provided based on the applicable perception types.

• Journal of the Korean School Mathematics Society
• /
• v.19 no.3
• /
• pp.261-275
• /
• 2016

Many students have dualistic beliefs about mathematics and its learning- for example, there is always just one right answer in mathematics and their role in the classroom is receiving and absorbing knowledge from teacher and textbook. This article investigated some epistemic implications and limitations of common mathematics teaching practices, which often present mathematical facts(or procedures) and treat students' errors in a certain and absolute way. Langer and Piper's (1987) experiment and Oliveira et al.'s (2012) study suggested that presenting knowledge in conditional language which allows uncertainty can foster students' productive epistemological beliefs. Changing the focus and patterns of classroom communication about students' errors could help students to overcome their dualistic beliefs. This discussion will contribute to analyze the implicit epistemic messages conveyed by mathematics instructions and to investigate teaching strategies for stimulating students' epistemic development in mathematics.