• 한국가구학회지
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• 제19권3호
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• pp.180-192
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• 2008

The historian called Peter Burger divided it into historical avant-garde before and after the first World War (Dadaism, Futurist, Geometric Abstract, etc.) and Neo- avant-garde during the period of forming social foundation that would be ready to accept new forms of art in the USA, the center of capitalism, after the 2nd World War such as pop art and conceptual art including the then emerging avant-garde minimal art. Meanwhile, he interpreted that Neo- avant-garde succeeded the spirit of historical avant-garde. For modem furniture, the avant-garde terminologies are discussed from the aspect of epistemology or symbolism. On the other hand, they would be exclusively used for advertising slogans, however, it is considered as difficult due to vague terms or their characteristics. This study relates the points of historians such as Peter Burger for theoretical proposal and Richard Kostelanetz's point for formal issues, and contracts and arranges the avant-garde terminologies and its characteristics to the meaning of "getting out of the present decadent trend - aiming for future", "transcending the present aesthetic custom - renovation" and "violating the rules already established in the process of entering new areas - freshness of unfairness". The study was meaningful in providing fundamental clues based on the historical discussion and artists for Neo- avant-garde in the 1960s, that is, the mainstream of design at the end of the 20th century in the period when an avant-garde oriented alternative in the 21st century design has been sincerely required overflowed with the fin de siecle phenomenon.

• 기술사
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• 제21권2호
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• pp.51-57
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• 1988

The writer has worked out his original philosophy both scientific and religious, which he calls "Knownism" The new thought states; the word "known" in "knownism" means "already well-informed in the providence" about the essence of the things, and the true state of the reality, hence the knownism, as the existence of God is set forth as a premise. The knownism is a philosophy unified reasonably the science and the faith into one, for the humans can perceive and realize the essence and the true state, and authorize the truth transcending the experience by the scientific method. The new thought of the knownism is a bridge-building between the natural science and the religious faith. The idea explains that the life is the process to pursue the essence of the things and the god, and the truth is immanent in the original nature of things and in God′s sphere. This thought is a philorophy of possibility to solve the paradigms-to-be such as thinking, faith experience, and supernatural power, so that it presents a vision in the human life as a profitable religious science philosophy. The knownism is much different from agnosticism, skepticism, empiricism, and agnosticism. The grace of God may be detected differently from the supernatural power. The new dark clouds overspread abruptly the summer sky are not new ones but originally derived frosm worn-out water drops. Thus those are called the old clouds. The Korean word "known"(노운) of which pronunciation is same with the English "known" means the old clouds, hence also the name, Knownism. The root of the new clouds is detectable from the preserved old clouds. The old clouds symbolized in the paper indicate the essence and the principles of the things and the fittest, or the key for the solution of the problem in the epistemology, believing that everything has its own, proper nature, the writer sums up his theory by insisting that the humans have to find out the "old clouds" or the "known" in knownism to live eternally either in this world or in other dimensions, though the human beings are transformed into the other phases of life. The writer proclaims through the ideas for the United Nations to fortify the Confederate System of World Nations in order to ensure the world peace and the future of the humans.

• 대한수학교육학회지:수학교육학연구
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• 제10권2호
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• pp.263-277
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• 2000

mathematics holds a key position among the subject-matters of school education. Nevertheless, beyond Its Instrumental one, humanity-educational value of mathematics for the general public has been under estimated. For the past fifty years, in the our country there has not been enough systematic and profound examination and discussion concerning the goals of mathematics education in order to establish the philosophy of mathematics education. Thus, in this thesis we argue how mathematics education could contribute to the humanity education. For this, we examine how western educational theorists have emphasized the value of mathematics as humanity education and how their theories have been reflected in the goals of the modern mathematics education. First of all, we discuss Platonism as a philosophical basis of the traditional mathematics teaching mainly with Euclid's "Elements" since the ancient Greece and the relationship between mathematics education and humanity education in the light of this traditional thought. Next, we examine the thoughts of Pestalozzi, Harbert, Froebel who provided the theoretical basis for the public education since 19th century, and discuss the value of mathematics teaching in their humanistic educational thoughts. Also we examine the humanistic value of mathematics education in Dewey's educational philosophy, which criticized the traditional western ethics and epistemology, and established instrumen talism. Further, we analyze how such a philosophy of mathematics teaching is reflected mathematics education of 20th century, and confirm that the formation of Dewey's rational intelligence is one of the central aims of mathematics education of late 20th century. Finally, we discuss the ideals of humanistic mathematics education ; develop ment of the rational intelligence via 'doing knowledge'and change of mind via 'looking knowledge'. In this paper identify the humanistic values of mathematics education through the historical examination of the philosophies of mathematics education, and we could find significance as a fundamental study for one of the most important problems which Korean mathematics educational society confronts, that is establishing the philosophy of mathematics education.

• 한국환경교육학회지:환경교육
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• 제23권3호
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• pp.62-81
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• 2010

We are easily supposed to think that outdoor EE can help make Eco-Sense, furthermore 'Eco' means nature and natural resource itself. Relatively we are likely to think indoor EE is something theoretical or knowledge-oriented. It comes from our strong beliefs going into nature would be best choice for feeling Eco-mind. But every place in our daily life could be space for finding Eco-feeling(mind), as far as the relation to life in there. No life without ecological relation, so firstly we need to be rethink Eco-feeling could be enough trained in daily life, our EE trends that have distinguished between indoor and outdoor should be rearranged, going there is just for when we unavoidably need to go for outdoor experience. So I focus on two special causes bringing out these biases, 1st Environmental management-thinking, which has been passed over this trend under the name of training environmentally responsible citizen through Awareness, Knowledge, Skill and Attitudes. 2nd important cause is cultural metaphors, which means our thinking is fixed into some patterns, losing cultural thinking diversity, although eco-culture in our daily life has been figured our daily life out as ecological phenomenon hermeneutically. To illustrate this problematic trends, this paper will introduce theories of Bateson G. and Bowers C.A. mainly, who insist fixed pattern-thinking bound for environmental management could be obstacles to make students see and have Ecological intelligence in their mind throughout daily life. This paper will focus on how to feel Eco-mind in our daily life through cultural experience. Representative way for this is to research on rice paddy eco-system and rice culture.

• 복식문화연구
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• 제5권1호
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• pp.99-123
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• 1997

The purpose of this study is to present the study method in order to analysis the fashion phenomena in ppular culture by popular culture theory. The method of this study is showed the method fo fashion culture, after it was examined that the trends of popular cultural method, the type of Korean popular culture discussion, and the relationship of fashion and popular culture. The results of this study are following as ; 1. Analysis of this study are structuralism stand and culturalism stand, and the application of criticism about the cultural technology in a new stand by means of the composition of Gramscic, A and Foucault. 2. Application of the ethnographic access method as anthroppological approach method about C. Geertz'culture. This si to describe and interpret the practice of subject through directive observation and conduct on a spot, thus is likely to be useful in the fashion study. 3. It needs a historical access method for that purpose, If it applicate Weber's methodology, it will have the use of both meaning interpretation and explanation of cause and effect on the use of both meaning interpretation and explanation of cause and effect on the basis of realistic conditions (historical data), and would appear that the peculiar apportunity of mental (cultural) progressional process became definitive explanation. 4. It must be mad up of the discussion (which is) based on the durability of tradition and culture. It is undeniable that the discussion, which related to popular culture up to the present, showed the disconnectedness of the past tradition and culture, and naturally accepts it's connection to epistemology. The cultural study is a theory interested in what it brings about, what way it's organized and what way it's used. The research of the fashion's connection to popular culture is composed of such topic ; how fashion is produces, how it is consumed, and then, the proposition which is concerned in what meaning it produce is made up of. The regulation of the realm of this research will be to help a researcher explain where to begin and how to do it. Although this cultural study method is more or less quantitative, or despite the expense of the accuracy of statistical analysis, this means that such method of cultural research needs to give attention to both aspects of phenomena and basic problems.

• 건축역사연구
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• 제12권4호
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• pp.49-62
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• 2003

Vesely explains, the main source of our confusion and nihilism comes most probably from the ambiguous relationship between modem architecture, technology and aesthetics. Also, to overcome such crucial problems, many theorists recently emphasize to take part in cultural civilization and to preserve creative genes of great culture that is based on our interpretation of 'ethical and mythical nucleus of mankind,' rather than in technical modernization that constitutes a sort of subtle destruction of mytho-ethical nucleus of a society. They for architecture also strongly stress on a mythopoetic imagination and an ontological construction of building, which could make a form symbolic and mythical rather than mathematical and aesthetic representation. On this point, 'myth' becomes a vital idea for constructing and construing architectural form and space. And it is also one of the essential concepts to understand both the motive power of cultural continuation of place and the meaning of architecture. Nevertheless, its meaning and the citation of word in architectural essay are still obscure. It might be because the original concept of myth not only has been lain in the matter of philosophical contemplation. Thus, the intention of the research is focused on lightening the meaning of myth in architectural term. Especially, it is, first, concentrated on interpreting philosopher Ernst Cassirer's reflections which were written in order to emphasize the importance of 'mythical consciousness' for the world's cultural civilization. And, the second, it will continue to interpret the myth as a sign within the semiotic concept of Charles Sanders Peirce, and further to emphasis the significance of mythic signs for the continuance of artistic and cultural idea including architecture. The contents of the paper is not that of architectural planning and design methodology, rather architectural philosophy and epistemology. Nevertheless, in regard to architecture, the research will, against today's un-discriminated use of symbolic motifs and instrumental representation of form, suggest a concrete architectural and aesthetic theory of myth and sign, especially of the relationship between the idea of semiology and the function of cultural continuity.

• 논리연구
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• 제18권2호
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• pp.167-195
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• 2015

이 논문의 목표는 표준적인 베이즈주의가 믿음 기반 약화 증거(undermining evidence)에 의해서 촉발된 믿음 갱신을 잘 다룰 수 없다는 와이즈버그의 주장에 답변하는 것이다. 우리의 인식론적인 직관에 따르면, 믿음 기반 약화 증거는 몇몇 관련된 신념도를 감소시켜야 하는 듯하다. 하지만 와이즈버그에 따르면 그런 믿음 변화는 표준적인 믿음 갱신 규칙, 즉 (제프리) 조건화를 통해서는 이루어질 수 없다. 그 이유는 (제프리) 조건화를 통해서는 일부 명제들 사이에 성립하는 확률적 독립성 관계가 보존되기 때문이다. 그러나 나는 이 논문에서 그러한 반베이즈주의적인 결론은 다소 성급하다고 주장할 것이다. 특히, 나는 다른 종류의 조건화가 또 있으며, 그 조건화를 이용하면 믿음 기반약화 증거를 통한 믿음 갱신도 충분히 베이즈주의적 이론틀 속에서 다루어질 수 있다는 것을 논증할 것이다. 그러한 조건화는 종종 '고차 조건화'라고 불리는 것이다.

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.505-514
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• 2010

This study aims to explore group inquiry using science writing heuristic in elementary school science. We observed and examined what elementary students experienced in their science classes and moreover how they used their data to support their claims in the view point of scientific epistemology. The research question of this study is 'what is the result of coherence measurement for figuring out the relationship between argument and ground in group inquiry activity?'. To solve the study question, one fifth-grade class at an elementary school was selected. Four lessons in group inquiry using a worksheet of science writing heuristic were videotaped and transcribed. It was found that the hours of group inquiry when students can discuss meaningfully occupied approximately 37 to 45%. When measuring coherence in each lesson by developing a scale from one to five to estimate the coherence of the work sheet designed, the total average was 3.424. It implicated that students had their claims supported by some of their evidences. Although the figure was not enough to assist that they found strong bonds between their claims and data, they started to move forward to epistemological approach in their science lab works.

• 한국과학교육학회지
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• 제32권8호
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• pp.1295-1317
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• 2012

There has been disagreement on the importance of definitions in science education. Yager (1983) believes that one crisis in science education was due to the considerable emphasis upon the learning of definitions. Hobson (2004) disagrees with physics textbooks that do not provide general definition on energy. Some textbooks explain that "there is no completely satisfactory definition of energy" or they can only "struggle to define it." In general, imprecise definitions in textbooks (Bauman, 1992) and inaccuracies in definition provided by teachers (Galili & Lehavi, 2006) may cause alternative conceptions. Besides, there are at least four challenges in defining physical concepts: precision, circularity, context and completeness in knowledge. These definitional problems that have been discussed in The Feynman Lectures, may impede the learning of physical concepts. A meta-study approach is employed to examine about five hundreds journal papers that may discuss definitions in physics, problems in defining physical concepts and how they may result in alternative conceptions. These journal papers are mainly selected from journals such as American Journal of Physics, International Journal of Science Education, Journal of Research in Science Teaching, Physics Education, The Physics Teachers, and so on. There are also comparisons of definitions with definitions from textbooks, Dictionaries of Physics, and English Dictionaries. To understand the nature of alternative conception, Lee et al. (2010) have suggested a theoretical framework to describe the learning issues by synthesizing cognitive psychology and science education approaches. Taking it a step further, this study incorporates the challenges in semantics and epistemology, proposes that there are at least four variants of alternative conceptions. We may coin the term, 'alternative definitions', to refer to the commonly available definitions, which have these four problems in defining physics concepts. Based on this study, alternative definitions may result in at least four variants of alternative conceptions. Note that these four definitional problems or challenges in definitions cannot be easily resolved. Educators should be cognizant of the four variants of alternative conceptions which can arise from alternative definitions. The concepts of alternative definitions can be useful and possibly generalized to science education and beyond.

• 한국과학교육학회지
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• 제32권8호
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.