• Journal of Applied and Pure Mathematics
• /
• v.5 no.1_2
• /
• pp.109-119
• /
• 2023

As for the practical purpose of mathematics education, the extrinsic purpose is emphasized. As an alternative to this, a discussion on mathematics education as a character education is urgently requested. It can be said that the main purpose of learning mathematics is to have a form of life that values the form and structure of mathematics. The epistemological basis of such an idea can be seen as based on Kant's philosophy. Kant's epistemology can provide one answer to the question of the intrinsic purpose of mathematics education.

• Korean Institute of Interior Design Journal
• /
• v.14 no.3 s.50
• /
• pp.122-129
• /
• 2005

The purpose of this study aims at the development of architectural design thinking which has been studied in the Kant's Epistemology to examine the Schema theories. In this point of view, the related theories are reviewed through Expression Form, representation of architectural knowledge and so on. One of these words, the Schema that formed by transcendental an Experience and Memory of transcendental an Experience, not only Play an important Part in the designer's thinking system about a specific problem but also appeared by distinctive features(image) and included by connotation as like a designer's ideology. Speaking briefly, thinking of a designer familiar with us as abstract confusion can be confined such methodological tools as schema, and image, etc., which we can easily understand the relationship among them through mechanism of Kant's [Concept-Schema-Intuition]. Evidences collected from case studies and its application on architectural design yield following results. First, design thinking can be defined as Kant's Epistemology composed of the schema and its extended factors(architectural-schema). Second, design thinking can be revealed different characteristics depending on the degree of the schema and architectural-schema. Lastly, the methodology will be proposed after application of the result to architects' works.

• Journal of Educational Research in Mathematics
• /
• v.14 no.1
• /
• pp.129-142
• /
• 2004

These days, constructivism has become a central theory in mathematics education. A essential concept in constructivism is 'construction' and the meaning of construction of mathematical knowledge is a core issue in mathematics educational field. In the basis of Dewey's epistemology, this article is trying to explicate the meaning of construction of mathematical knowledge. Dewey, Kant and Piaget coincide in construction of knowledge from the viewpoint of the interaction between mind and environment. However, unlike Dewey's concept, Kant and Piaget are still in the line of traditional realistic epistemology. Dewey's concept of construction logically implies teaching-learn learning principles. This can be named as a principle of genetic construction and a principle of progressive consciousness.

• Journal of Educational Research in Mathematics
• /
• v.11 no.2
• /
• pp.291-305
• /
• 2001

The major purpose of this study is to show the insufficiency of traditional epistemology and consructivism as epistemology of mathematics education. Traditional epistemology such as empiricism, rationalism, Kant's epistemology, and Piaget's genetic epistemology is not sufficient to explain episteme in educational situation because it regards that epsteme is the phenomenon occurs between the abstract individual subject and the object world. Modern epistemology like constructivism recognize the public or social character of epsteme. So it is more appreciate than traditional epistemology to explain episteme in math educational situation. But constructivist pedagogy derived from constructivist learning theory has the following important shortcoming: The lack of clear criteria by which instructional effectiveness might be evaluated from a constructivist perspective.

• Journal of Korean Philosophical Society
• /
• v.137
• /
• pp.151-191
• /
• 2016

Kant and Lacan strongly criticized the epistemological premise of formal logic. However, Lacan was opposed to Kant in terms of subject, object, knowledge and truth. From the viewpoint of Kant's transcendental logic, formal logic does not have the ability to represent the nature of truth. On the other hand, from the viewpoint of Lacan's psychoanalytic logic, Kant's transcendental logic misunderstands or only partially represents the state of things. But I would like to try to criticize the epistemological premise of the two forms of logic. Transcendental logic takes the evident and new function in that it has studied the necessary condition of content rather than the form of thinking which formal logic considers as his object of study. Transcendental logic evidently studies the categories which dominate our way of thinking. Can we say that the 12 categories which Kant provided are sufficient in explaining the necessity of thinking? Lacan's psychoanalytic logics tells us that Kant's categories are only a kind of metaphor related with hypothesis that tries to explain the possibility of synthetical judge a priori. Is Lacan's psychoanalytic logic sufficient in explaining the possibility of science? It is not sufficient in explaining the objectivity and strictness of science, for it depends on metaphor and metonymy which are useful to literature and unconsciousness. I would like to try to synthesize Kant's transcendental and Lacan's psychoanalytic logic in terms of structure-constructivism which combines both formal and dialectical logic, which is consistent with the ideal of human science, and not blinkered science. My conclusion is that Kant's ethical and esthetical theory should be modified though Lacan's psychoanalytic logic, and Lacan's theory of the unconsciousness revised by Kant's transcendental logic.

• Journal of The Korean Association For Science Education
• /
• v.23 no.1
• /
• pp.100-116
• /
• 2003

The purpose of this paper is to investigate the objectivity of scientific knowledge, focusing on Michael Polanyi's epistemology. The objectivity of scientific knowledge could be examined in epistemological and ontological view. The former relates to the rationality, but the latter to the reality. Since the middle of 20th century science philosophers have debated about the objectivity of scientific knowledge. Their opinions are divided three parts by the criteria of objectivity in relation to the rationality. Exactly Objectivism approves the rationality of scientific knowledge, and Falsificationism accepts the panial rationality, but Relativism denies any rationality. In this paper, we will study the objectivity of knowledge in relation to the subjectivity, especially throughout the theory of Kant, Kierkegaard and Wang Yang-ming. Experienced good scientist Polanyi(1946; 1958) have ever suggested the new epistemology as the name of 'personal knowledge'. He argues that scientific knowledge is personal by faith, trust, passions, tacit understanding, method rules embodied in practice. Some implications were discussed for science education from the view of Polanyi. The first holds that science class needs human voice throughout the personal commitment. The second holds that intellectual passions should he recovered. The third holds that the teacher should act like real scientist. Finally, the theory of science education should be established for ourselves.

• Journal of Korean Philosophical Society
• /
• v.131
• /
• pp.165-197
• /
• 2014

In this paper, I investigate on the human nature in philosophy of Wang Yang-Ming and Buddhism from a Kantian point of view. The core argument of the philosophy of Wang Yang-Ming, Buddhism and Kant is that all human beings have the pure abilities a priori to overcome themselves, to realize their own potentialities. This is called immanent transcendence. At this time human beings can be free. Kant, Wang Yang-Ming and Buddhism claim that all human beings themselves will overcome their desires from their mind and body through the immanent transcendence, reflection and contemplation on their own. When we give up the external knowledges, throw away obsessions with the selfish desires and go back to our inside, we can see our original nature. To have an insight into this inner nature, to respect the moral law a priori, this is to overcome the ourselves, and to be a Grate Man(聖人) and a Buddha. This way is the only way to be a Grate Man and a Buddha. The main proposition of Wang Yang-Ming's philosophy is expressed 'There are no things without mind.'(心外無物) The core of Kant's transcendental philosophy is called the Copernican Revolution by himself. Copernican Revolution means the transition from the object-centered epistemology to the subject-centered epistemology. 'Innate Knowing'(良知) and 'Perform Innate Knowing'(致良知), 'All human beings have the mind of Buddha'(一切衆生悉有佛性) contain the apriority, immanence of Moral Law. In this respect, the theory of Innate Knowing in Wang Yang-Ming and mind of Buddha in Buddhism, pure Moral Law in Kant has the same structure grounded in subjectivity. Even if we have the mind of Buddha, innate Knowing, moral law a priori, the reason why we don't know our original nature is that we fall into the obsessions with selfish desires, and that we have inclination to external interests. So the moment you see our original nature, ordinary people themselves turn into a Buddha. These changes and transitions are immanent transcendence. All human beings have the ability to do this changes and transitions. Buddha does not exist outside of us, but it exists with our reflections on our human nature. Buddha can not existed without our insight into the our innate Ego. Where there is our original nature, there is a Buddha. So Buddha is called the another name of the original figure of human beings.

• Journal of the Daesoon Academy of Sciences
• /
• v.26
• /
• pp.111-142
• /
• 2016

'In-Jon(人尊)' is one of a concept which constitute the mainstay of Daesoon thought. To be superficial, the concept is appeared to be limited at a area of anthropology, but In-Jon is a large concept which includes ontology and epistemology. Because the essence of human being is connected with God and the such possibility is related to the mission of human being's subject who exists in world. Advanced researches to analysis of in-jon tend to focus on rise of human status but this study do on universal subject not particular subject. This is to elaborate the point of issue. The point of view as rise of human status overlooks problem of relationship between human entities. who ingenerate hierarchy. In-jon is the universal subject of philosophical subject concepts which western philosophy have taken as main problem since Descartes. So we have to consider In-jon to be conceptual continuity concerning stream of history of ideas and communicate with ideas. A precedent study on 'injon' concept has weak conceptual analysis, which only emphasizes the greatness of mankind as compared with others. But that can't reveal In-jon based on the Daesoon thought. So I try to engraft the concept on development of subject ideas to get academic objectivity. In-jon is great in having universal subject to expand the authority of God to all creation. That is the last goal which subject can reaches through the development. Considering this regard the research direction of this study is very encouraging and significant. Western philosophy has important philosopher of the three, Descartes, Kant, Hegel. Those are a spectrum who show an aspect of subject ideas. The subject idea has become the middle of philosophical system since Descartes in modern. It is the right and necessary process to philosophy because human being has spirit or reason connected with God. So In-jon in Daesoon thought is academic concept comprising ontological and epistemological properties. So I try to analyse In-jon through that and have In-jon join the ranks of mainstream academics in this paper