• Korean Educational Research Journal
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• v.40 no.1
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• pp.43-57
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• 2019

The purpose of this study is to analyze the relationship between parental perfectionism, academic stress, and life satisfaction among high school students. For this purpose, 290 high school students from the P region were surveyed. We performed a t-test to see if there were significant differences in students' life satisfaction and perceived academic stress between the low parental perfectionism group and the high parental perfectionism group. The results of the study are as follows. First, the low parental perfectionism group reported a significantly higher level of life satisfaction than high parental perfectionism group. Second, the relationship between perceived parental perfectionism and students' academic stress was significant, which shows that the high parental perfectionism group perceived a higher level of academic stress than the low parental perfectionism group. The results indicate that parents' perfectionistic tendencies can lead to higher levels of academic stress of their children, which also can reduce their life satisfaction.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.345-363
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• 2010

The purpose of this study is to investigate and analyze informal knowledge of students who do not learn the conception of proportion and to identify how the informal knowledge can be used for teaching the conception of proportion in order to present an effective method of teaching the conception. For doing this, proportion was classified into direct and inverse proportion, and 'What are the informal knowledge of students?' were researched. The subjects of this study were 117 sixth-graders who did not have prior learning on direct and inverse proportion. A total eleven problems including seven for direct proportion and four for inverse proportion, all of them related to daily life. The result are as follows; Even though students didn't learn about proportion, they solve the problems of proportion using informal knowledge such as multiplicative reasoning, proportion reasoning, single-unit strategy etc. This result implies mathematics education emphasizes student's informal knowledge for improving their mathematical ability.

• The Journal of Korean Philosophical History
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• no.35
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• pp.7-42
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• 2012

The Ho-Rak controversy is an internal dispute in the Kiho School. Both Ho and Rak adopt the theories of Yulgok(栗谷) as their common standard of right arguments. The controversy continues almost two hundred years after the dispute between LEE Gan(李柬) and HAN Wonjin(韓元震). However, it does not develop rich theoretical resources. The fundamental issue of Ho-Rak controversy is how to define the relation of mind(心) and temper(氣質). Ho School regard temper as material of the mind, and so they insist that mind and temper are ultimately the same. But Rak School regard temper as desire of the body, and so they insist that mind and temper are the another one. The viewpoint of Rak School does not correspond to the view of the traditional Neo-confucianism. So we should understand that mind and temper are ultimately the same. However if we define that mind and temper are the same, and they act at the same time, then we can not insure the foundation of pure goodness in human mind. LEE Chulyoung(李喆榮) defines that mind and temper are ultimately the same, but they act alternately. It is the exact definition about the relation of mind and temper.

• Journal of the Korean Institute of Rural Architecture
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• v.21 no.2
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• pp.27-34
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• 2019

This study explores the emergence of a modern form of Cheongju-eup townscape in the late 1930s by re-examining the 1960s restoration model of Seongan-dong and Jungang-dong in Cheongju, one of the historic cities in South Korea. According to the acquired data from the restoration model, it is found that the construction of a new urban area during the late 1930 was resulted from the following events: the development of a railroad station located outside of the north gate of Cheongju-eup since 1921, the completion of Musimcheon embankment outside the south gate in 1932, and the construction of Chungcheongbuk provincial office outside the eastern gate in 1937. In this period of development, which the author named 'Cheongju-eup period', the streets in the old castle, consisting only of two-story financial buildings, had been expanded from the existing area at the Seongan-gil intersection to the outside the east gate of Cheongju-eup. In addition, public government buildings, which were mainly located in both Seongan-gil and Yulgok-ro in the east-west direction, were newly constructed during the late 1930s in Seokgyo-dong, a new area in which a large number of commercial buildings including department stores, clothing stores, shoes shops, and watch stores were also built along the streets. Moreover, the modern form of Cheongju-eup was to be formed by several construction projects in the area of Jungang-ro in the late 1930s. Until the 1920s, the townscape outside the northern gate of Cheongju-eup, were composed of primary, agricultural, and female schools built on a largest site of Gyoseo-ro and Daeseong-ro as well as a transportation warehouse and a railway office near the Cheongju station. Then, entering the 1930s, new school buildings and domestic industrial shops and factories were built around the area of Jungang-ro ranging from the railway outside the northern gate to Bangadari. As a result, the expansion of townscape with newly constructed buildings in the late 1930s marked the emergence of a modern form of Cheongju-eup.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.29 no.1
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• pp.50-58
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• 2011

Cheongpunggye is located in a valley where Baekaksan, the main mountain of Seoul and Inwang Mountain corresponding to right-white tiger(石白虎) divination based on topography are crossed. The owner of Cheongpunggye is Seonwon Kim Sangyong and many people had visited there without pause because of beautiful landscape since the early times of Chosun. Seonwon Kim Sangyong had ever studied together with Yulgok Yi I and Woogye Seong Hon. He was one of the Western faction(Seo-in) which was the leading power of Injo Coup and died for his chastity during Second Manchu Invasion of Chosun. He is known as a model of fidelity which is a symbol for scholar's spirit in Chosun together with his younger brother Cheongeum Kim Sangheon. Jangdong region, the clan village of New Andong family was the birthplace of Yulgok School which was the fundamental of scholar spirit of Chosun. And Jangdong would be the source of Jin-Gyeong(Real Scenery) Culture which was bloomed by Baekak club composed of Gyeomjae Jeong Seon, Sacheon Lee Byeongyeon, and Gwanajae Cho Yeongseok. The contents of this study are as follows. First, this study explored the placeness of Seochon region through the historical background like the relation between Jangdong, the clan village of Andong Kim family and Andong Kim family, and achievements of Seonwon Kim Sangyong and circumstances of that times. Second, this study tried to know original landscape of Cheongpunggye by investigating location, topography, water system etc. based on analysis of literature, old map, and paintings describing Cheongpunggye. The study was progressed in this way. To infer the original landscape, about 50 landscape elements of Cheongpunggye shown in Punggyejibseunggi(楓溪集勝記), Cheongpunggye Cheop, Cheongpunggye(淸風溪), the work of Gyeomjae Jeong Sean were searched, and then the location and form of the elements was analyzed. Furthermore, by analyzing the meanings of the names for the landscape elements, the thoughts(Naturalism, Taoism, Confucianism, Buddhism) supporting the structure of Cheongpunggye could be inferred. It is thought that these findings can contribute to exploration of placeness of Cheongpunggye. The study on original landscape of Cheongpunggye can be used as basic data when these works are executed-revival of Cheongpunggye, restoration of small streams in upper part of Cheonggyecheon, renewal of Seochon region.

• The Journal of Korean Philosophical History
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• no.32
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• pp.7-41
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• 2011

Theories of Li-Ki mutual dynamism and piety represent philosophical thoughts of Toege School. The theory of Li-Ki mutual dynamism reflects conflicts of Heavenly Law and Human Desire or Principled Mind and Selfish Mind on the private level, but conflicts of Virtuous Gentleman and Materialistic Person on the social level. The theory of piety is for establishments of Heavenly Law's Superintendence and Virtuous Gentleman's Leading Power in life. Toege's followers keep this theoretical stream Their perception of reality has two distinct features: one is that they focus on the fundamental distinguished from the incidental: the other is that they don't tolerate any compromise between righteousness and interest, They think they can make a beautiful world without any compromise between righteousness and material interest if trying hard on the fundamental. Their propensities are very different from those of Yulgok school who sought an appropriate compromise between principle and reality or between the Eastern and the Western party distinguishing an argument of the fundamental from an argument of the incidental.

• The Journal of Korean Philosophical History
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• no.59
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• pp.343-370
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• 2018

Jeong Si-Han(丁時翰) completed "Siqibianzheng"("四七辨證") at the age of 72, and later had the argument over Runwuxingtongyilunzheng(人物性同異論爭) with his disciple, Lee Sik(李?). Jeong Si-Han(丁時翰) had the position of Runwuxingyilun(人物性異論) and Lee Sik(李?) Runwuxingtonglun(人物性同論). Yet, the argument over Runwuxingtongyilunzheng(人物性同異論爭) had been forgotten and "Siqibianzheng"("四七辨證") could be acknowledged because Toegye school(退溪學派) and Yulgok school(栗谷學派) were conflicting and criticizing each other's stance at that time. It seems like Lee Hyeon-Il(李玄逸)'s "Liqulishilunsiduanqiqingshubian"("栗谷李氏論四端七情書辨") had a great influence on the completion of "Siqibianzheng" ("四七辨證"). Lee Yi(李珥)'s thought of Siduan(四端) and Qiqing(七情) was 'the position of Hunlun(渾淪)' that 'Qiqing(七情) includes Siduan(四端)', and Lee Hwang(李滉) had the 'position of Fenkai(分開)' that Siduan(四端) and Qiqing(七情) should be interpreted differently. Jeong Si-Han(丁時翰) criticized the stance of Hunlun(渾淪) from the position of Fenkai(分開). What did Jeong Si-Han(丁時翰) try to pursue through "Siqibianzheng"("四七辨證")? This fact tends to make us forget the controversy over Runwuxingtongyilunzheng(人物性同異論爭) between Jeong Si-Han(丁時翰) and disciple Lee Sik(李?). Now we know the fact that Jeong Si-Han(丁時翰) criticized Lee Yi(李珥) in "Siqibianzheng"("四七辨證"), but don't care much about the fact that Jeong Si-Han(丁時翰) caused the controversy over Runwuxingtongyilun(人物性同異論). Why "Siqibianzheng"("四七辨證") has remained in our memory even though it was an important one? It might be because "Siqibianzheng"("四七辨證") had an impact on Lee Sik(李?), Shin Hu-Dam(愼後聃), and even Jeong Yak-Yong(丁若鏞) in the process of summarizing the arguments over Siduanqiqinglunzheng(四端七情論爭) since Jeong Si-Han(丁時翰) regardless of whether Jeong Si-Han(丁時翰) had hoped it or not.

• The Journal of Korean Philosophical History
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• no.32
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• pp.43-78
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• 2011

The two schools which eventually came to form the "Northerners party" in the middle period of the Joseon dynasty, were Nam'myeong school and Hwadam school. Nam'myeong's philosophy, which emphasized the importance and merit of acting upon respect and righteousness(敬義), encouraged many people to organize righteous militias during the war with the Japanese in the 1590s, and when Jeong In-hong established himself as the leader of the Northerners party during the reign of King Gwang'hae-gun, the philosophy of the party and the school continued to thrive. Also, Hwadam's philosophy, which tried to understand Neo-Confucianism from a flexible point of view and demonstrated a level of openness toward it, had a considerable influence upon the Northerners school as well. It seems Nam'myeong Jo Shik and Hwadam Seo Gyeong-deok were the ones who ultimately enabled the Northerners party to be more active in their operations of the government and also to approach more freely toward the ideology of Neo-Confucianism. Prime examples of the party's stance and attitude, and also of the school's philosophy and perception of the world, were figures like Jeong In-hong and Heo Gyun from the 'Majority Northerners(大北) party,' and Kim Shin-guk and Nam I-gong from the 'Minority Northerners(小北) party.'Since the time of King Injo's ascension to the throne in 1623, the philosophical society of Joseon came to be occupied by schools who were deeply committed and dedicated to the teachings of Ju Hi and his Neo-Confucianism, such as the Twe'gye and Yulgok schools, and as a result the Northerners' philosophy was pushed away from its former formidable status. Their political philosophy was also partially responsible for their fall, as they believed only them were the ideal Confucian figures(君子黨), and never appreciated the stances of other political factions. In the middle of the 17th century, passing through a war with the Manchurian Qing dynasty as well, they further became a mere undercurrent. Yet their thinking and philosophy partially survived, as it managed to affect and influence the Southerner school scholars who were living in the vicinity of the capital in the mid and late 17th century, as well as the "Shilhak" scholars such as Yi Ik/李瀷 in the 18th century, on a certain level. The Northerners faction was a party and a school which led the political and philosophical societies of Joseon, alongside the Westerners and Southerners, in the middle period of the Joseon dynasty. Recently, studies of Jo Shik and Seo Gyeong-deok, figures who were the roots of the Northerners faction, and studies of how the Northerners' political philosophy was inherited to the following generations, have been published and announced. All these efforts will enrich future studies dealing with the political history and philosophical history of the middle and latter periods of the Joseon dynasty.

• Journal of Service Research and Studies
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• v.9 no.1
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• pp.1-16
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• 2019

This study analyzed Korean representative ideology to establish a service philosophy. As a follow - up study of the service philosophy consistency study of the Korean original idea, we searched for the coherence as the philosophy of the service age in the Korean representative ideology. The basic structure and operation model of service philosophy are presented, and the service philosophy of major korean ideology is derived. The philosophy of service can be presented by the structure of service and the operation of service. The essential characteristics of the service are relationship, interactivity, horizontality, and harmony, and the service structure that reflects this is the coexistence of products and services. Based on the discussion on the structure and operation of the service philosophy, the service philosophy synthesis of Korean representative ideology is presented. From the Silla era to the Koryo dynasty, the essence of Korean Buddhism thought is in line with the service philosophy, and it was found that Toegye and Yulgok to Dasan's thoughts are also consistent with service philosophy. In the future, we need further studies to refine the structure and operational principles of the service philosophy and to develop it into a big idea. In addition, it is necessary to follow up the service philosophy of Oriental representative ideology centering on Chinese and Indian philosophy. Ultimately, it is necessary to establish a service philosophy as the main philosophical thought and to establish a service philosophy as a desirable future economic and social philosophy.

• The Journal of Korean Philosophical History
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• no.30
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• pp.283-310
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• 2010

This paper attempted to solve the problem of contemporary youth character education through the traditional character education. For this purpose, to revaluate the educational contents of the Chosen Dynasty with current viewpoint and investigate there is what kind of meaning in current society. In other words, tried to observe about principles and methodology of youth education which based on the human being and education theory of the Confucianism. Specially analysis led about youth education theory of the Toegye and Yulgok who represents Korean studying abroad, to suggest learning model that can apply today and propose that will be able to succeed traditional education in modern ways in future. This paper reviewed that using a traditional education model for the development of youth character education as a basic task of character education program, and proposed its three kinds of components and learning model. First, Arranged character education by 10 kinds of core concept. Second, divided character education into 4 stages - recognition, reflection, application, expansion. Then suggested based on the will, emotion and mind- each of the key concept reapplied by the 4 stages.