• Korean Journal of Logic
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• v.4
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• pp.37-62
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• 2000

괴테의 불완전성 정리와 그것의 역사적 배경을 이루었던 힐베르트의 프로그램이 어떤 관계에 놓이느냐 하는 쟁점은 전자가 후자를 논박하느냐 하는 문제로 요약될 수 있다. 전자는 수리논리학에서의 한 정리이고 후자는 어떤 철학적 해석이 요구되는 요소를 지니고 있다. 따라서 전자는 '그 자체만으로는' 후자를 논박할 수 없으며, 어떤 철학적 해석이 부여될 때에만 그런 일은 가능할 수 있다. 후자가 지니고 있는 철학적 요소 중에서 가장 중요한 것은 힐베르트의 "유한주의"의 개념이다. 이 개념에 대해서 어떤 철학적 해석이 부여되느냐에 따라, 전자는 후자를 논박할 수도 있고 그렇지 않을 수도 있다. 특히, 힐베르트의 "유한주의"에 대한 철학적 해석은 괴델의 "특수한 유한주의적" 해석과 겐첸의 "구성주의적 해석"으로 대변할 수 있으며, 각각 논박설과 반논박설의 근거를 제공하고 있다. 결국, 문제는 그러한 철학적 해석들이 힐베르트의 사유에 비추어 얼마나 정당한가 하는 점이다. 이 글에서 나는 겐첸의 해석이 괴델의 해석에 대해 대등하게 경합적일 뿐만 아니라, 어떤 점에서는 힐베르트의 사유에 비추어 더 정당하다는 것을 보이고자 한다.

• Journal of Science and Technology Studies
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• v.1 no.2 s.2
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• pp.439-467
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• 2001

We need to establish a systematic and consistent program in order to enhance 'science culture.' Such a program cannot be obtained without understanding the methods of doing science, with which the philosophers of science have been concerned. I divide the historical development of the philosophical understandings of doing science into three as follows: 1) the 'normative' philosophy of science, 2) the 'historical' philosophy of science and 3) the 'naturalized' philosophy of science. Based upon the classification, I propose the 'critical constructionism' and explicate its theses. I then argue that critical constructionism can incorporate the strengths of the above schools of philosophies of science. Considering the cross-disciplinary nature of the science studies, it is claimed that critical constructionism alone can mediate and facilitate the collaborative understanding of science and contribute to enhancing the science culture because of its comprehensive understandings of the methods of doing science.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.88-100
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• 2000

This study was to investigate high school students' philosophical views on science and positions of constructivists; Popper, Lakatos, Toulmin, and Kuhn. The results of this study were as follows: First, most students had the eclectic position(69%): similar percentages in sex(male 67%, female 75%), stream(liberal art 72%, science 74%), and of having experience on reading books or magazines related to the philosophy of science(ever 78%, never 64%). Second, in analysis of ANDVA of science philosphical perspectives by experience of reading books, magazines, and matters related to the philosophy of science, significant difference was revealed(p<.01). Students who had ever heard of or read about the philosophy of science were tend to have Empiricism. Third, ANDVA analysis of constructivist philosphical perspectives showed that male students were nearer to Kuhn's position than female(p<.05) and students in science stream were closer to Popper than in liberal art(p<.05). And male students in science party showed a great tendency to consent Popper's perspective(p<.01). This result seems to suggest that male students tended to think social aspects more deeply than female and held Kuhn's position.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.427-447
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• 2001

Science teachers need to understand what science is, how students learn, how to teach science effectively, and the rationale for their teaching methods. Along this line, this article discusses constructivist learning theory as an alternative to the traditional pedagogy and the origin of various versions of constructivism. Constructivism is defined and used in a variety of contexts including philosophical constructivism, constructivist research paradigm, sociological constructivism, and educational constructivism. Educational constructivism (or psychological constructivism) can be divided into three distinct versions (i.e., individual, radical, and social constructivism) depending on unique ontological and epistemological beliefs that underlie each version. Each version of educational constructivism supports different conceptions of science teaching and learning that are consistent with its specific ontological and epistemological beliefs. In this article, the main tenets of each version of educational constructivism are examined with regard to ontological beliefs, epistemological commitments, and pedagogical beliefs. In addition, two major criticisms on constructivist pedagogy as well as implications for research methods for each version are also discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.4 no.1
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• pp.39-55
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• 2000

The purpose of this research is to analyse Korean elementary mathematics curriculum taking a philosophical view of mathematics education. In this research, 1 will analyze not only the current elementary mathematics curriculum but also the past ones. There have been intermittently quantitative and external analysis so far to comprehend the elementary mathematics curriculum. But, I thought we also need qualitative and internal comprehension and examined the curriculums through a philosophical analysis. Generally, mathematics curriculums at every period have their own mathematical philosophy consciously or tacitly. And, the school mathematics is the practice of mathematics curriculum based on that mathematical philosophy. Mathematical curriculum reflects both the philosophical aspect in mathematical philosophy that forms the background of the mathematical curriculum and the sociological aspect in real-class that is the output of the curriculum. With this view, the logic of social constructivism can be an appropriate way that leads mathematical philosophical analysis and sociological analysis in mathematics education. So, I comprehend the tendency of the Korean elementary mathematics curriculum from the first to the seventh through the philosophical views. In view of the results so far achieved, after the second half of the 20th century, the Korean mathematical curriculums mainly have the tendency from the Ideology of progressive educator (the first) to of technological pragmatist (the second), from that of old humanist (the third and forth) to progressive educator (the fifth and sixth), and lastly that of social constructivism (the seventh).

• Journal of Science and Technology Studies
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• v.1 no.1 s.1
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• pp.51-68
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• 2001

Science cultures in the dimension of social interaction must be correlated with science cultures or science literacy in the dimension of psychological interaction. In order to develop a mature science culture, it must be assumed 1) that a science culture in a society ran be evaluated and 2) that we have to set up the criteria for evaluating it. This paper, based on the assumptions, makes an attempt to analyze the concept of science literacy underlying the PISA (Programme for International Student Assessment) conducted by OECD. The analyses are driven by the questions such as 'which philosophical backgrounds are absorbed into the concept of PISA' science literacy?' and 'What suggestions can be found with respect to the goal of enhancing the science culture?' In conclusion, the science literacy in PISA reflects the elements proposed by logical empiricism, naturalized philosophy of science, and social constructivism, which are being incorporated by the 'collaboration research program' conducted by the newly-emerging interdisciplinary field of 'science of science.' Finally, some further suggestions are added to the analyses to pursue more positive directions to induce mature science cultures in our society.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.45-59
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• 2011

Constructionists believe that mathematical knowledge is obtained by a series of purely mental constructions, with all mathematical objects existing only in the mind of the mathematician. But constructivism runs the risk of rejecting the classical laws of logic, especially the principle of bivalence and L. E. M.(Law of the Excluded Middle). This philosophy of mathematics also does not take into account the external world, and when it is taken to extremes it can mean that there is no possibility of communication from one mind to another. Two constructionists, Brouwer and Dummett, are common in rejecting the L. E. M. as a basic law of logic. As indicated by Dummett, those who first realized that rejecting realism entailed rejecting classical logic were the intuitionists of the school of Brouwer. However for Dummett, the debate between realists and antirealists is in fact a debate about semantics - about how language gets its meaning. This difference of initial viewpoints between the two constructionists makes Brouwer the intuitionist and Dummettthe the semantic anti-realist. This paper is confined to show that Dummett's proposal in favor of intuitionism differs from that of Brouwer. Brouwer's intuitionism maintained that the meaning of a mathematical sentence is essentially private and incommunicable. In contrast, Dummett's semantic anti-realism argument stresses the public and communicable character of the meaning of mathematical sentences.

• School Mathematics
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• v.5 no.2
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• pp.151-165
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• 2003

So far there have been intermittently quantitative and syntactic analyses of the past elementary mathematics curriculums to comprehend elementary mathematics education in Korea. However, we think we also need qualitative and semantic analyses to comprehend and examine the past elementary mathematics curriculums exactly and so to look out on our future elementary mathematics education. Generally, school mathematics curriculum reflects both the philosophical aspects of mathematics itself that form the background of the philosophy of mathematics education and the sociological aspects in real mathematics class that could be the output of the curriculum. With this view, the logic of the social constructivism can be an appropriate way that leads mathematical philosophical analysis and sociological analysis in mathematics education. With this kind of method of analysis we got the results that: the past Korean elementary mathematics curriculums mainly have the tendency from the ideology of the progressive educator(the 1st) to of the technological pragmatist(the 2nd), from that of the old humanist(the 3rd and 4th) to the progressive educator(the 5th and 6th) again, and lastly that of social constructivism(the 7th).

• Journal for History of Mathematics
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• v.17 no.2
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• pp.33-52
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• 2004

The paper is analyzed the mathematics curriculum of Korea and the philosophy of the mathematics education in the history of mathematics education. We have found that the various philosophy of Western mathematics education have led us to various views of the mathematics curriculum of Korea. This change of the mathematics curriculum in Korea have important implications to the didactics of mathematics. This study tried to find out the direction of outlook on the mathematics education in the future.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.221-233
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• 2002

This study investigated preservice science teachers' understandings of philosophical foundations(i.e., ontological and epistemological beliefs) underlying constructivist notions of learning. The teacher education program these subjects participated in explicitly addressed philosophical notions consistent with different views of constructivism. For these preservice science teachers, the program provided them with the opportunity to reflect upon the implications that their ontological and epistemological commitments had for their role as a science teacher. Data from four in-depth interviews were used to explore changes in each preservice science teacher's ontological beliefs, epistemological commitments, and pedagogical preferences. Results indicated that ontological beliefs and epistemological commitments were not necessarily consistent with conceptions of science teaching and learning for these preservice teachers. While some students internalized idealist and relativist perspectives, they did not integrate these relativist epistemological views into their preferred instructional practices. Also, regarding the fallible and tentative nature of knowledge, data in this study indicated that participants' epistemological beliefs about scientific Knowledge did influence how they were thinking about their roles as science teachers. Implications for teacher education programs and research on preservice science teacher's philosophical beliefs are discussed.