• Journal of the Korean Geographical Society
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• v.47 no.2
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• pp.297-309
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• 2012

This study examines how East Asia is represented in US World Geography textbooks and what kind of cultural and political epistemological frameworks are embedded in those representation focused on China and Japan. For this, four World Geography textbooks that widely used in public middle school throughout the State of Connecticut are selected as the major units of analysis and analyzed using content analysis. The results are as follows. First, The textbooks have the cultural epistemological framework that East Asia are portrayed not only as homegenous and static world but also as exotic world whose mode of life is quite different from that the West. Second, China are represented as having more traditional and negative images, whereas Japan are portrayed as receiving more modern and positive images in the textbooks. This difference is caused by the relationship between the U.S. and them and imply that the epistemological framework on East Asia of American can change according to the relationship between the U.S. and East Asia. Third, the textbooks seem to be dominated by colonialism epistemological framework that emphasize hierarchical order between the U.S. and East Asia and omit East Asian countries' contribution to global cultures and economies as political epistemological framework. These findings suggest the need to investigate the epistemological frameworks underlying World Geography textbooks used Korean classroom about neighbor Asia or non-Western societies.

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.124-139
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• 2011

This study was to explore epistemological features presented in texts of exhibit panels in the science museum located in Gyeonggi Province. Out-of-school or daily experiences allow more properly and potentially students to form informative science image, because the understandings of scientific epistemology were constructed tacitly through various experiences over a long period of time. The target for this study was panel texts of exhibits in a science museum as an of out-of-school context. The analytical framework was adopted from epistemological frameworks by Ryder et al. (1999). The research results were explored in the categories of relationship between scientific knowledge claims and the data, the nature of lines of scientific enquiry, and social dimension of science. It revealed that one exhibit might reflect the characteristics of one epistemological position: relating one data to one knowledge claim; generating knowledge claim from scientists' individual interests or from discipline's internal epistemology; scientists working as a community or an institution. Findings suggested that the exhibits of a science museum including panel texts and medium need to reflect the wide ranges of scientific epistemology.

• Architectural research
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• v.12 no.1
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• pp.15-23
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• 2010

This paper will discuss three different ways of framing relationships between identity and built forms mainly through the theoretical frame works of David Harvey, Christine M. Boyer, Jane M. Jacobs, Doreen Massey, Paul Rabinow, and Michel Foucault. From these scholars, this paper will argue the relationships between identity and built forms are categorized as such: "Becoming", "Politics of Difference", and "Construction of Self". Besides these three approaches of framing identity and built forms, relevant ideas will be drawn from the work of other scholars in so far as their theoretical positions relate and support these three key frameworks. To approach the critical points of each debate, these three categories are further analyzed by juxtaposing the epistemological positions between them. Through the comparisons, this paper illustrates the interrelationships and interdependence of these three categories whose discursive power gains rapid popularity in Western scholarships. By incorporating the three ways to view the relationship between built form and the identity of social groups, drawn is a suggestion for a broader imagining of new spatial identity.

• International journal of advanced smart convergence
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• v.12 no.1
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• pp.120-129
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• 2023

Perspective taking, one's knowledge of their own mental and emotional states and inferences about others' mental and emotional states, is an important higher order cognitive skill required in successful writing. However, there has not been much research on the identification and examiantion of the psychometrics of perspective taking. To fill in this gap, I reviewed the psychological and cognitive frameworks of perspective taking including theory of mind, audience awareness, development of epistemological understanding, and argumentation schema. I also reviewed various methods of examining the psychometric properties of perspective taking in written composition, including both manual and computational approaches. The review of literature yielded suggestions on the development of manual coding scheme for perspective taking as well as the selection of indexes to draw from natural language processing tools. Challenges and affordances of combining the manual and computational approach are discussed along with future research directions to advance the field of psycholinguistics.