• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.257-270
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• 2005

Researchers of humane studies including philosophy acquire knowledge from understanding of their texts. They spent a lot time and efforts to retrieve, read and understand many texts relevant to their research fields using a metadata-based text retrieval system. In this paper, we develop a philosophy ontology that enables researchers to retrieve knowledge in the content of texts of philosophy. Our philosophy ontology includes concepts and their hierarchical and associative relationships defined by philosophy researchers. We propose a methodology for constructing text-based ontology comprised of three phases and fourteen steps. This methodology may be used to construct another ontologies for learning. Also, we introduce a case study for applying our philosophy ontology to acquire and interchange knowledge of philosophy between a professor and students during philosophy classes.

• Journal of KIISE:Computing Practices and Letters
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• v.11 no.3
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• pp.275-283
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• 2005

Ontologies are the core components of the Semantic Web and knowledge-based systems. But it is difficult to find useful ontologies in actual domains. In order to build useful domain ontology, the conceptualization of the domain knowledge by knowledge experts of the specific domain and the specification of conceptualized knowledge with formal languages by ontology designers are required. In addition, structured and detailed guidelines and methods should be provided to be shared by the development team members. However, existing ontology building methodologies define and describe the skeletal structure of the whole building process at the top-layer. We build a useful academic ontology that is based on the conceptual knowledge structure in the domain of philosophy, and propose a detailed methodology to build a text ontology based on Topic Maps. Our methodology consists of two phases, ontology modelling and ontology implementation. We implement a philosophy knowledge portal to support retrieving and navigating of the philosophy knowledge.

• Journal of Korean Philosophical Society
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• v.142
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• pp.165-192
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• 2017

The purpose of this thesis is to explain the difference between Heidegger's hermeneutical philosophy and Gadamer's philosophical hermeneutics. The difference is to say that Heidegger's philosophy begins with Aristotle's theory of category and transcendental philosophy. On the other hand, the beginning of Gadamer's philosophical research is Plato's dialog, philosophy and Hegels dialectic. 2. Heidegger regards humanism as a variant of the modern ideal of human beings. On the contrary, Gadamer understands humanism as a place where romantism leads to the ideals of human education. 3. Heidegger says that the hermeneutical circle is still a logical and existential structure of the circle. On the contrary, Gadamer understands the circle as a circle between the whole and the part. This circle is the law of traditional hermeneutics derived from the tradition of rhetoric. 4. Heidegger says Plato's philosophy is the first beginning of the substance metaphysic, Hegel's philosophy the end of the subject metaphysic. On the contrary, Gadamer says the hermeneutical understanding and the hermeneutical interpretation is endless. 5. Heidegger's ontology is as Sein zum Tode a future oriented and eschatological. On the contrary, Gadamer's hermeneutic is as Sein zum Text always the way to a past, the infinite openness.

• Digital Contents
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• no.9 s.76
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• pp.14-18
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• 1999

XML의 기본 철학은 문서의 내용(Contents), 구조(Structure), 프리젠테이션(Presentation)의 분리이다. 즉, 웹문서 및 일반적인 모든 문서는 문서구조, 내용, 출판 포맷으로 이루어 지는데, 문서 구조 및 내용을 텍스트로 처리하고 태그를 사용하여 구조와 내용을 구분한다. 이러한 문서구조는 W3C에서 제안한 XML규격 1.0 문법 형식을 따라야 한다.

• Journal of Korean Philosophical Society
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• no.125
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• pp.7-30
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• 2019

Cette étude se propose d'éclaircir le 'milieu' chez Deleize, qui est un concept primordial pour comprendre le rhizome, comme milieu rhizomatique, une sorte de milieu philosophique, sur la base de 'rhizome', l'introduction de Mille plateuaux. Au long de cette étude, nous envisageons d'abord le système du 'livre-rhizome', type du rhizome-canal dans le 'rhizome', qui a remplacé celui-là de l'arbre-racine dans la métaphysique occidentale traditionnelle. Ensuite, nous montrons comment la pensée-en-rhizome devient une voie, se métamorphose en milieu rhizomatique, et peut être comprise comme milieu philosophique par la rencontre avec le Tao en Orient. Par ailleurs, cette étude révèle le fait que la pensée-en-rhizome est une méthode adéquate à comprendre mieux la Différence et l'Autre immanents, et à renforcer de pratiquer les principes de la mutiplcité vides(空). De sorte que les effets de cette étude aideront à pratiquer philosophiquement et convenablement la pensée du Milieu en Orient à nos jours, même s'ils sont insuffisants.

• Journal of Korean Philosophical Society
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• no.88
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• pp.307-335
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• 2010

Gemäß der lernerorientierten Didaktik und Methodik des deutschen neuen Schulfaches "Praktische Philosophie" studiert die vorliegende Forschung die Unterrichtsmethoden zum fruchtbaren Philosophie-, Essay- und Ethikunterricht. Sie stellt die Unterrichtsmethoden unter der Gliederung von 1) Methoden für die Einführung in den Unterricht, 2) die für den Hauptteil des Unterrichts, 3) die für den Abschluss des Unterrichts, 4) die für Strukturierung des ganzen Unterrichts dar. Der zweite Teil wird wiederum in die Methoden der Form vom Sprechen und Horen, vom Lesen und vom Schreiben unterteilt. Wegen der Einschränkung vom erlaubten Umfang für den Aufsatz wird diese Forschung in zwei Aufsätze geteilt. Der erste Aufsatz behandelte den Teil 1) und den ersten Unterteil des Teils 2). Als Methoden für die Einführung in den Unterricht stellten sich Partnerinterview, Brainstorming und Schneeball dar und als Methoden der Form vom Sprechen und Horen Fishbowl, Pro-Kontra-Argumention, Gruppenarbeit und das sokratische Gespräch. Dieser zweite Aufsatz stellt Lesekompetenz, Lesestrategie, Textanalyse, Mindmapping, Dilemma, kooperatives Lesen und Placemat im Bezug auf Methoden der Form vom Lesen dar und das einfache und dialektische Argumentieren, das kreative Schreiben und Gedankenexperiment als Methoden der Form vom Schreiben. Als Methoden für den Abschluss des Unterrichts werden Blitzlicht, Feedback und Postersession und als Methoden für Strukturierung des ganzen Unterrichts Sandwich und Lernstop betrachtet.

• 한국체육학회지인문사회과학편
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• v.51 no.4
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• pp.23-31
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• 2012

The purpose of this study was to inquiry implication of physical education based on the Zhaung Zi's philosophy. In order to investigate this purpose, I analyzed the text of Zhaung Zi. The result of the study was as followed. Zhaung-Zi oriented ideal image of human beings who has attained the stage of play(遊). He is an acquaintance (至仁), a man of god(神人), a true man(眞人). The purpose of physical education in Zhuang-Zi is paly(遊) which play well naturally. 'play is the gaming and play in which we can see the true face of the world and ourselves and can become on with the object in the world. Forget-enjoyment(至樂) of victory, records, and results are the purpose of physical education which can be found in Zhuang-Zi. The methods of physical education is the whole mind(專一), xixium(虛心), the feast of mind(心齋), forgetting everything(坐忘) etc. Physical education is to harmonious study with nature not artificially. The relation between teacher(coach) and student(player) is a relationship of mutual respect and consideration. The teacher(player) have to find the potential ability of student and he can help student realize potential ability of them.

• Archives of design research
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• v.12 no.2
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• pp.185-196
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• 1999

It has been known that deconstruction has affected various fields as literature, architecture, an, film, industrial design, and so on. Especially, deconstruction has applied into a wide scope of the design related fields through diverse ways and the results also show that there is a great potentiality in the ways of it's expression with different styles. Deconstruction design has been approached in connection with post-modernism, deconstruction theory of J. Derrida and pluralistic post industrial society. In particular, it is obvious that deconstruction philosophy has deeply affected the fields of visual design and typography which are mostly communicated with symbols and texts. This study intends to examine how the deconstruction theory has been practically applied into the typography by analyzing the change of deconstruction typographic styles and exploring the distinctiveness of the change.

• Journal of Korean Philosophical Society
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• v.116
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• pp.155-180
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• 2010

The three means of listening, reflection and meditation (${\acute{s}}raava{\d{n}}a$, manana and $nididhy{\bar{a}}sana$) which are central devices of practice in $Ved{\bar{a}}nta$ philosophy should be understood not as a continuative step but as a methodological extension on condition of having one and the same purpose. In other words, the three means should be interpreted in a listening-oriented manner, in which the process has to be methodologically extended to reflection and meditation only when the direct knowledge on the reality is not gained in listening. This kind of interpretation can be more justified by displaying significant characteristics of Indian philosophy implied in the three means. It can be easily said that $Ved{\bar{a}}nta$ belonging to the liberation-centric tradition is a project of 'regaining essential self' through which the self becomes essential self by knowing that self. In this case the listening-oriented interpretation coincides with the basic teachings of $Ved{\bar{a}}nta$, since listening alone can be a sufficient means for obtaining knowledge of the original self. Further, as the project of 'regaining essential self' is carried out by the three means, these can be called a sort of 'event' that is carried out according to the scenario of $Ved{\bar{a}}ntic$ metaphysics. In this case listening is a course of comprehending the scenario of event participated by oneself, and that participant can accomplish the project by way of listening the scenario alone judged as somewhat more effective for liberation. However, in the later $Ved{\bar{a}}nta$ there arises a meditation-oriented interpretation of which three means are regarded not as a methodological extension but as a continuative step, because of the emphasis on meditation under the lasting influence of other philosophical systems. This is a result of epistemic desire that tries to convert what is heard to what is specially perceived or what is given to what is accepted. It may be said that this interpretation emphasizing the phased transition from the indirect to the direct of knowledge is an attempt to rationalize the repetitive delay of event as the actual failure of project. Furthermore, an assertion of the later $Ved{\bar{a}}nta$ which refers the fourth means called $sam{\bar{a}}dhi$ is based on the logic that the self-realization is possible apart from and outside the text, and accordingly it is incompatible with an assertion of the early $Ved{\bar{a}}nta$ that the self-realization is a reproduction as it is of the scenario guided by the absolute text. After all, the standard interpretation on the three means in $Ved{\bar{a}}nta$ have to be the listening-oriented, but not be the meditation-oriented or the $sam{\bar{a}}dhi$-oriented.

• Journal of Popular Narrative
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• v.25 no.1
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• pp.193-215
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• 2019

According to ethical literary criticism, every type of literature has its text. The original definition of oral literature refers to the literature disseminated orally. Before the dissemination, the text of oral literature is stored in the human brain, which is termed as "brain text". Brain text is the textual form used before the formation of writing symbols and its application to a recording of information, and it still exists after the creation of writing symbols. Other types of texts are written text and electronic text. Brain text consists of brain concepts, which, according to different sources, can be divided into objective concepts and abstractive concepts. Brain concepts are tools for thinking while thought comes from thinking with understanding and an application of brain concepts. Brain text is the carrier of thought. The termination of the synthesis of brain concepts signifies the completion of thinking, which produces thoughts to form brain text. Brain text determines thinking and behavioral patterns that not only communicate and spread information, but also decide our ideas, thoughts, judgments, choices, actions and emotions. Brain text is also a deciding factor for our lifestyle and moral behaviors. The nature of a person's brain text determines his thoughts and actions, and most importantly determines who he is.