• International Area Studies Review
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• v.15 no.3
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• pp.215-237
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• 2011

The paper is basically designed to reveal substitutability or complementary nature of export and import among Korea, China, and Japan by employing unit root test, cointegration technique, and vector error correction model(VECM). Empirical evidences are shown that the trading among these countries has been dominated by a complementary nature in the short run which enables it to promote trading in those countries. In the long run, however, the substitutability nature effects strongly to the trading among Korea, China, and Japan. To this end, it could be tentatively concluded that market-oriented trading policies are more effective to stimulate the export and import in those countries in the short run, while a trading policy has to be selectively implemented by the substitutability nature in the long run basis. For instance, a stability policy for exchange rates and various commercial policies could be set for a short term target. Whereas, the substitutability nature should be counted in building up a new industrial structure or in implementing FTA agreement among Korea, China, and Japan.

• Journal of Korean Philosophical Society
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• v.123
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• pp.245-279
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• 2012

Hans Kelsen, one of prominent advocators of legal positivism, insisted that every theory of natural law try to show that it is possible to deduce from the nature, that is to say from the nature of man certain rules which provide an altogether adequate prescription for human behavior. But it is impossible to deduce from the nature certain ethical rules. The purpose of this study is to show his insistence false. Firstly, He is based on false assumption that 'nature' in theory of nature law is 'nature' in natural science. Secondary, He is based on false assumption that the entire systems of natural law are deduced from only one first natural law. Thirdly, He makes logical fallacies, that is, straw man, false dichotomy and so on. Fourthly, in spite of his critique of every theory of natural theory, this study tries to certify that theories of natural law of I. Kant and J. Maritain and so on are very excellent.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.35 no.11
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• pp.101-108
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• 2019

In this study, Le Corbusier's ideas were investigated from the view point of modern dualism. Le Corbusier, pioneer of modern architecture, insisted a rationalistic architecture for the industrial period, considering a house as 'machine for living'. In the other way, he tried to arouse emotions through architecture, mentioning a house as 'machine for affecting'. In his writings and paintings, he divided the world in the two opposed things (ex: human and nature, reason and sensation, chaos and order, orthogonal and libre curve, man and woman, sun and moon, lightness and darkness, bull and woman, and etc), and tried to combined the these two divided things. In architecture, he amalgamated his white buildings with the green vegetation, which is styled in the harmony of contrast(nature and articial). In urbanism, Le Corbusier did not divide nature only into three material elements for living(sunlight, air, green space), but also pursued poetic and aesthetic nature through buildings under the rays of sun and among the vegetation. Le Corbusier's dualistic ideas are based on Descartes's modern dualism, which divided the world into the material and the spiritual and into the objective and the subjective. Due to this original division, modern dualism contains the limits of extreme subjectification on human signification and of separation from the world and nature. Le Corbusier pursued the combination of the two divided things to overcome the contradiction of dualism, but his ideas and works contain the limits of the modern dualism.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.81-99
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• 2021

The purpose of this study is to develop scientist vignettes and to explore their effects to change students' perceptions of scientists, scientific attitudes, and the nature of science. The scientist vignettes developed in this study include research cases on seven scientists, including British zoologist Jane Goodall. Each vignette consists of 4 to 6 pages in consideration of the reading level of elementary school students, and contains illustrations describing the main contents of the text. In addition, scientist vignettes contain descriptions on terms and text boxes explaining the higher concepts, and each vignette contains questions that students can think deeply based on the story of the scientist. To verify the educational effectiveness of scientist vignettes, we investigated changes in their perceptions of scientists, scientific attitudes, and the nature of science in 564 elementary school students. We conducted group interviews with four elementary school teachers. As a result of conducting pre-test and post-test using a narrative questionnaire consisting of 6 questions, students became more sophisticated in the understanding of the science and the characteristics of scientists after experiencing scientist vignettes and their understanding the nature of science changed into a more modern epistemological perspective. Also, in a group interview with teachers, teachers assessed that scientist vignettes would positively affect the understanding of science process skills and the nature of science, and forming a scientific attitude, especially in increasing understanding of the nature of science. We discussed ways to effectively utilize scientist vignettes in elementary school science education based on these result.

• Journal of English Language & Literature
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• v.56 no.2
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• pp.383-408
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• 2010

This paper intends to suggest the positive, ecological vision of sustainability in Karen Hesse's Out of the Dust that Billie Jo Kelby recovers herself through her readjustment of interior consciousness and outer environment in her tragic situations caused by the Dust Bowl. In spite of her desires for happiness and affluence of home, she loses her mother and brother, and her musical talent as a pianist, and lies in self-abandonment. But she finally raises up herself with her courage and patience, reconciliating with the nature and ameliorating the community by taking care of the devastated landscapes. Hence it is appropriate to approach the loss-recovery process of nature and consciousness with ecological solutions, The Dust Bowl breaks down human mind and body, and eventually leads to the situations of despairs and death. Hesse proposes the primary solution that humans should reconstruct their interior consciousness and participate in recovering the nature because humans are inevitably linked with nature. In this novel, the nature takes a dynamic and active role as a catalyst, reconciling the self with other humans and settling with the conflicting situations in history and culture. This verse novel as an active, self-ordering, and corrective process gives the more intense ecological message. As Hesse defines the setting of Dirty Thirties as a channel of energy, she creates the utmost effects of ecological process that human and environment are part of a total situation, representing the transactional formulation, each conditioned by conditioning to the other. Therefore Billie Jo takes her part as an interpreter and actualizes herself, understanding the nature with metaphor and symbol. Eventually Billie Jo realizes that she should rebuild her environment not out of the dust but in the dust, accepting the reality of Dust Bowl.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.221-239
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• 2009

The purpose of this study was to explore how 9th grade students' understanding of the nature of science developed during a one-year implementation of NOS learning materials. The lessons were a combination of short readings in episodes in the history of science with accompaning response booklets consisting of illustrations and questions. The lessons were designed to be 45 minutes in length and were implemented over ten months of the school term. Data on students' understanding as it developed during the implementation were obtained from test items, questionnaires, and students' journal. Findings indicate that students showed changes in their understanding of the nature of science towards modern views of the nature of science. However, they showed understanding of tentativeness of scientific knowledge, they also showed belief of absoluteness of scientific knowledge.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.266-283
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• 2013

The goal of this study is to explore the characteristics of perceptual change among students majoring in arts on the nature of science and apply the results to science education. According to the study, it is important to consider the results of interaction between learners' aptitude and teaching method. Teaching the nature of science to first grade students explicitly, experimental inquiry strategy was applied to fine arts students, and teaching strategy of scientific history to music students. To find out which elements of the nature of science have come into view on modern philosophy of science, pre and post tests on the nature of science (VNOS-C) were conducted on the students. To find out specifically why views on the nature of science have changed, a case study was conducted focusing on students who showed changes in their views on the elements of the nature of science. In conclusion, this study suggests that by using experimental inquiry strategy and strategy of scientific history properly, it is possible to change students' viewpoints on the elements of the nature of science and on modern philosophy of science. Through explicit instruction, we were able to find some positive conceptual changes on the nature of science and the modern philosophy of science in terms of both quantity and quality. This shows that the students studying arts are experiencing a constructivist conceptual change on the nature of science, and that conceptual ecology and learning strategy are involved in this process. Therefore, it is thought that this study offers an important implication in organizing science education on the nature of science.

• Journal of the Daesoon Academy of Sciences
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• v.42
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• pp.201-226
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• 2022

Character education begins with a clear definition of character. There are claims that humanity is reducible to human nature or personality, but when approached from an educational perspective, human nature soon boils down to the question of its ultimate goodness or wickedness. There is a significant difference between the educational systems that emerge from the standpoint that human nature is evil versus the standpoint that human nature is good. With regards to educational outcomes, this can be observed both in terms of human nature and personality. Modern education today sees education as leading the immature to a mature state from the standpoint that human nature is evil. But if human nature is evil, how could we implement an education that would render it good? If character education becomes a system of etiquette education or one of instilling manners whereby simple wrong cases are righted, it would be nothing but a follow-up to the wrong educational cases that had been carried out previously. In that sense, character education is correction; not education. Education should be done in a way that realizes and understands the perfect self rather than unfolding as a process of constantly correcting and reinforcing immature human beings. In that sense, this paper posits that enabling students to understand their own emotions would serve as a correct form of character education. This would be a system of focusing on emotions that reveal the goodness of human nature. Personality can be educated, but education at this time should be a way to bring out a student's already good and even perfected nature. This is more realistic than replacing a 'faulty' character with a good character which supposedly did not exist previously. If personality education morphs into 'emotional self-understanding,' contemplations on 'why not to do' unsavory acts rather than mere negative commands 'don't do that,' and listening to what one's emotions intuit prior to and after given actions, then that would arise to the true standard of a good education.

• Journal of Korean Academy of Nursing
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• v.6 no.1
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• pp.29-40
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• 1976

This study attempted to measure personality changes in collegiate nursing students as a result of their psychiatric nursing practice. The study population consisted of 310 students in 8 colleges of nursing in Korea, 96 with psychiatric practice, 103 with other clinical practice and III without clinical practice experience. The objectives of the study were to identify: 1. The self-actualization scores of nursing students resulting from psychiatric nursing practice. 2. The self-actualization scores of nursing students resulting from other clinical nursing practice. 3. The difference between scores for students with clinical practice experience and those without experience. 4. The relevance between self-actualization and sibling order. 5. The relevance between self- actualization and religion. 6. The coefficiently scores for students before and after clinical practice. The instrument used was the Personal Orientation Inventory (POI), developed by Shostrom. It provides a measure of values and behavior which are thought to be of importance in the development of self- actualization. The main findings of the study were as follows: 1. There was a significant difference in the Time Competence, Self Regard, and Nature of Man scales resulting from psychiatric nursing practice. 2. There was a significant difference in the Inner Directed, Existentialist, Feeling Reactivity, Spontaneity, Nature of Man and Capacity for Intimate Contact scales resulting from other clinical nursing practice. 3. There was a significant difference in the Inner Directed, Feeling Reactivity, Spontaneity, Self- Regard and Capacity for Intimate Contact scales between students with clinical practice and those without practice. 4. There was a significant difference in the Self-Acceptance scale for both the eldest and the youngest siblings. 5. There was a significant difference in the Time Competence, Inner Directed, Existentialist, Self-Acceptance and Capacity for Intimate Contact scales for middle and youngest siblings, 6. There was a significant difference in the Existentialist scale between students with a religion and those without one. 7. There was a significant difference for students without a religion in the Time Competence, Inner Directed, Self-Regard, Nature of Man, and Capacity for Intimate Contact scales after clinical practice. 8. There was a significant difference for students, with a religion in the Inner Directed, Existentialist, Spontaneity, and Nature of Man scales after clinical practice. 9. There was a significant difference for students in the Self- Actualizing value, Spontaneity, Nature of Man and Synergy scales according to whether their parents had a religion or not. 10. Before and after practice, significantly different correlations were found between the Time Competence and Capacity for Intimate Contact scales : the Inner Directed and Existentialist scales ; the Self- Actualizing Value and the Feeling Reactivity, Spontaneity, Self-Regard and Nature of Man scales : the Feeling Reactivity and Acceptance of Aggression scales: the Spontaneity and the Self-Regard and Nature of Man scales; and between the Self-Regard and Nature of Man scales.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.390-399
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• 2005

The purpose of this study was to examine university students' understanding of the nature of science, an aspect of scientific literacy, which is the goal of modern science education. To accomplish this, the differences and similarities by gender and major. on college students' understanding of the nature of science were investigated. 'Understanding of the Nature of Science' developed by Lee (2003) was implemented for this study. The instrument has three sub-scales; a scientific world view, scientific inquiry, and scientific enterprise. The instrument is only expected to give, and provides meaningful information on student understanding of the nature of science. A total of 120 college students, majoring in science education, liberal arts, and physical exercise participated in this study. Science education major students were verified to have a better understanding of the nature of science followed by liberal arts students and then physical exercise students. Moreover, men revealed slightly more comprehension that of women. More than 80% of students, majoring in science education, answered 11 out of 23 questions, approximately 50%. In the area of scientific inquiry, both science education and liberal arts students showed more comprehension that those in physical exercise. All participants showed relatively lower comprehension of the definition of scientific contribution than other subjects, but displayed a greater comprehension of the ethics of science. On the other hand, most students have relatively low apprehension in the contribution of science, while higher apprehension in the ethics of science.