• Industry Promotion Research
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• v.7 no.4
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• pp.85-95
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• 2022

This study intends to analyze the meaning of symbolism in ancestral memorial rite arrangemen from the view that ancestral worship connecting traditional society with modernity are the transmission of ritual. It appears as a change the theory of Yin-Yang and Five Elements that became the basis and ideology about the Confucian view of life and death, an understanding of the universe structure, and a change in the four seasons. Ancestral memorial rite arrangements acknowledge the existence of ancestors. And it is understood as a ceremonial instrument which the living and the dead communicate spatially with time through the symbolic system. In addition, the four seasons, spaces of the skyground and underground were symbolized and embodied through the selection and arrangement of ancestral memorial rites. In the modern ancestral memorial rite arrangement, the factors that determine the location require Time-space analysis of the target. This is because the offering is understood not only as a functional role but also as a temporal and spatial symbolism to be expressed through the offering. In this study, it is meaningful to consider it from the perspective of inheritance of ancestral worship culture through discussions about the ideological background and symbolic system that appeared in ancestral memorial rite arrangement

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.231-241
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• 2005

There are two main purposes in learning map in the subject of social studies in understanding the map itself and growing the ability of construing connection and situation and reasoning by applying the map. However, the map learning leans to understanding the map itself in existing materials. Although there is an interaction between learners and the context, there is hardly any interaction between learners or between teachers. Therefore, this paper designs and implements the web-based map learning system using the constructivism to make the cooperative study possible through the interaction and to be able to teach the map learning based on learners. The characteristics of the system suggested in this paper are as below. First, learners study the basic factors of the map by themselves and enable them to give feedbacks after the evaluation. Also, it embodies to evaluate the context of study as a multiple question after studying the whole thing. Second, the participation is induced by bringing the interests of learners based on the web and the interaction between teacher and learner as well as between learners is strengthened by the bulletin board and chatting function. Third, the study of utilizing map is embodied by means of applying the study model of solving problems and suggesting useful tasks.

• Sijohaknonchong
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• v.30
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• pp.189-217
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• 2009

Unlike Sijo researchers' wishes, there is no enough place for Sijo in school education. Its falling tendency has caused the crisis of literature. Literature is not only an act of making a human life become itself humanly but also the most effective way for communicating with all around the world. Especially, Sijo is an important genre for four reasons: (1)understanding about the traditional sentiment, ideology (thoughts), and way of life of a people, (2) including the wisdom to help us live in reality, (3)having a set pattern (standard) which is an important element to develop the language culture, (4)letting us know about the root of the racial literature. These peculiar characteristics of Sijo are the machinery and materials that can elevate the self-identity of teenager who has been undergoing emotional and psychological instability. Therefore, Sijo education should be done to draw a 'clear-map' by using the following order: to understand of Sijo and apply the subjective experience, imagination, and pre-understanding of a learner to it - to understand the embodied world in Sijo in the concrete and experience the basic manner about the way of putting the world into shape - to express the learner's idea and feeling freely and positively - the expression activity focused on their critical thinking - an appreciation expression stressed on the learner's activity to elevate the self-identity.

• Journal of Korean Philosophical Society
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• v.137
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• pp.131-149
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• 2016

The main purpose of this paper is to inquire into Johnson's defence of naturalistic ethics, and show how it could escape the intractable conundrum that has bothered moral philosophy ever since the early 20th century. Johnson shares the deconstructivist stance in claiming that moral theories are largely metaphorical constructs, and thus their claim to absoluteness is ungrounded. However, Johnson breaks with deconstructivist philosophers by offering a need for a constructive inquiry into "moral understanding." Then, Johnson's recent discussions are more concerned with moral fundamentalism in which he argues, is not only cognitively incorrect but immoral. It is incorrect in that it relies on the false assumptions on human cognition, and is immoral in that it shuts off any moral discussions. Instead, Johnson sees moral experience as a matter of moral deliberation in which we attempt "dramatic rehearsals" in Dewey's terms. Johnson's constructive offer in moral philosophy reminds us of "the size of moral theory," which fits human moral understanding as an embodied being, and this presents a third constructive way over the dichotomous conundrum of moral philosophy between traditional absolutism and nihilistic deconstructivism.

• Korean Journal of Cognitive Science
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• v.23 no.1
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• pp.109-132
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• 2012

According to recent embodied cognition approach, understanding of actions is not based on abstract symbolic process but based on mental simulation of sensory-motor information related to those actions. As supporting evidence, motor resonance effect is a facilitation/interference effect of motor response in terms of similarity between observed action and concurrent own action. In the current research, we investigated this effect in the situation to perceive a complex social action perception and how it would be modulated by perspectives of construals of the social action scene. For this purpose, we created three kinds of fighting action scenes of two people in terms of body actions of the subject(ie., hitting, stepping, biting), and described them in two perspectives; active and passive. During the experiment, subjects had to verify the congruency of the picture and the description first, and if they are congruent, they had to do two different actions in terms of color of following cues. In the first experiment, subjects' response time for stepping on a pedal and pressing a button were analyzed for measuring motor resonance effect for the foot movement. In the second experiment, voice response time with a microphone and button pressing time were analyzed for the mouth movement motor resonance effect. Results showed the facilitation of the foot movement(in Exp1), and the mouth movement(in Exp2) only when the action scene was described in active perspective. Our results indicate that the motor resonance effect can be occurred during perception of social actions in the real life situation, but it can be also modulated by the perspective of the mental construal of the action event.

• Journal of Christian Education in Korea
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• v.63
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• pp.221-253
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• 2020

The purpose of this study is to define the key competency as Christian(in another word: Christian key competency) and to interpret the six key competencies of the 2015 revised curriculum in a Christian educational way. Also as an alternative to the key competencies model of the 2015 revised curriculum, this study aims to materialize the formation of a Christian key competencies model based on Christian faith. This study derived 'faith' from the key competencies as Christian throughout preceding research analysis. The 'faith' of the key competencies as Christian means the ability to know oneself, and to know the world and God within the knowledge of the Bible (knowledge of God) in the personal relationship with God, and also it is the ability to think, judge, and act with biblical values, Christian world view, and Christian self-identity. The key competency 'faith' could be the basis (standard) of motivation, attitude and the value of all competencies in cultivation and exercise. The model of Christian key competencies has the structure in which each six key competencies become to be cultivated based on the Christian key competency called "faith." Based on the structure, the six key competencies of the 2015 revised curriculum were interpreted and explained from the perspective of Christian education. In the self-management competency, self-identity can be correctly formed in relations with transcendent God. In aesthetic emotional competency, the empathic understanding of human beings comes from the understanding of the image of God, the supreme beauty, the source of beauty. About the community competency, human community is the source of God who created the universe, human and all of things. It is because a Christian community is a community within the relationship of Trinity God, Nature and others. Therefore regions, countries, and the world become one community. Communication competency first stem from good attitudes toward yourself and others with respectful mind. It comes from an understanding of Christian human beings. Also, there is a need of having a common language for communications. The common language is the Bible that given to us for our communicative companionship. Through the language of the Bible, God made us to know about God, human being and the creative world, and also made us to continue to communicate with God, others and the world. For having the knowledge-information processing competency, a standard of value for the processing and utilization of knowledge and information is required. The standard should be the basis of moral and ethical values for human respect. About creative thinking competency, the source of creativity is God who created the world. Human beings who have the image of God own creative potential. As well as, creativity has different expression forms depending on individual preferences and interests, and different approaches will be made depending on each individual's importance and achievement. Individual creativity can be found through education, and it can be embodied by converging knowledge, skills and experience.

• The Journal of Art Theory & Practice
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• no.10
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• pp.183-202
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• 2010

The term "philosophizing art" was coined by Arthur Danto, who tried to define new forms of art, especially Andy Warhol's pop art appeared in New York after 1960's, which could not be explained by traditional concept of "representation". As Danto said "the term 'philosophizing art' is unclear, whether art discusses philosophical issues or art is the object of philosophic discussions", it does not seem like Danto himself had a specific idea when he used this term. The background for Danto coining this term derives from the fact that the old art concept such as denotation and connotation could not fully explain phenomenalistic aspects of concept art which appeared frequently at that time. Many articles in his book "philosophizing art", in which many of his criticism are included, mainly say that art begins philosophizing by dealing with not mimesis or representation but concepts. According to his argument, the history of western art, which has been consisted of mimesis and representation, has come to end when art is about physically embodied with meaning. Of course, as Danto say so, what goes to end is not art itself, but the narrative of art. It means master narrative saying art should be shown different from nature or artificial daily product is over. Danto could not find principals of mimesis and representation which had been main logic in the western art history, when he saw Andy Warhol's Brillo Boxes at Stable Gallery, New York in 1964. Danto questioned "if we can not distinguish Brillo box's artistic aspects visually from other factory-made products, how can we distinguish art from non-art", By answering those questions, he discovered two facts which made him realize the end of Art: One is there is no special way in which works of art have to be shown or has to exist. Therefore, art history has proven that commercial boxes, trashes and files of underwear can be a work of art. The other is we have fully recognized it at the end of 20thcentury. Danto confessed that through Brillo Boxes, he realized the works of art are decided by something can not be seen by eyes, not by distinguished differences by looking at it. This thesis is trying to show personal understanding about art, philosophy and discourses surrounding them and to figure out how Dante opened a new world to art criticism by using new definitions such as 'end of art' and 'philosophizing art' which Danto used to explain inner aspects of art.

• Journal of the Korean Home Economics Association
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• v.27 no.2
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• pp.21-30
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• 1989

The U.S. response to increased international competition was examined in the present study in order to have more comprehensive understanding of the U.S. textile and clothing market. The method employed to conduct the study was the analysis of the written materials, interview with professionals, and the survey of the actual situations of the U.S. textile and apparel industries. The results are summarized as follows; 1. Official U.S. textile and apparel trade policy has been quite has been quite protective since 1950's. The protective trend has been embodied in Japan Cotton Textile Export Control (reciprocal trade agreement signed by the U.S. and Japan in 1957), Short Term Arrangement Regarding International Trade in Cotton Textiles, Long Term Cotton Textile Arrangement (1962∼1973), and Multi-fiber Arrangement (1974∼). Other governmental programs designed to improve the competitiveness of the U.S. textile and apparel industries include Long-term Textile and Apparel Products Export-expansion Program, and 807 Trade to take labor cost advantage. 2. Along with the quite protective governmental trade policy, the corporate responses have been made such as new sourcing mixes, investment in technology, specialization in the textile and apparel industries, and recent strategies pursued by retailer's. The apparel industry was subject to pressure from imports that increased at moderate levels, and the U.S. textile and apparel industries have made extensive efforts to adjust to the increasing competition from abroad. The textile and apparel industries have taken steps to increase labor productivity through automation, to speed management to create and introduce new products and new methods, and have lowered indirect overhead costs. Several industrywide promotion campaigns have attempted to establish a greater public awareness of international competition and to develop a preference for apparel produced in the United States. 3. Regarding these response of the U.S. and other situations of world textile and apparel trade market, much of the sense of crisis that pervades Korean textile and apparel industries has to do with the problem of adjusting government and corporate policy. Textile and apparel industry of Korea faces on going pressure to reduce costs, improve quality, increase service, develop new markets, diversify, and differentiate itself from its foreign competitors. The strategies that have been adopted in the past have generally worked in the past, but the time has come to adopt strategies that reflect present conditions. If this is not done, then we stand to lose large segments of these industries, which once lost will not easily be regenerated.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.337-358
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• 2014

The purpose of this study is to investigate how storytelling is embodied in the Mathematics I textbooks for first grade high school students in the 2009 revised curriculum and the perception of secondary math teachers and students of those books. Furthermore, in order to have some implications on newly ongoing textbook development, this thesis sets up the following goals for inquiry into the effect on storytelling. First, are there any noticeable differences among the 10 types of mathematics I textbooks for high school first graders in the 2009 revised curriculum? Second, what do teachers and students think of textbooks which apply storytelling techniques? The results are as follows. The frequency of storytelling types that appeared in the textbooks is as follows: real-life connection type and inter-scholarship type take up 47.55% and 24.51% respectively, followed by decision-making type with 10.52%, math history type with 10.17% and tool-using type with 7.05%. Within the contents, math history type showed up on reading material from every textbook. And it is worth considering that real-life-connection type has the most various topics and is mainly for arousing interest and checking up on some concepts. However, inter-scholarship type is usually related to science, and decision-making type is included for error analysis and tool-using type for reading materials about math programs. The results of this study suggest that many of the teachers who participated showed some kind of understanding of storytelling but there were not many who are actually incorporating that into their own classes. It is also essential that we develop textbooks that are effective for storytelling classes, hold regular symposiums as well as teacher training, and create tools for proper assessment. Furthermore, students think that textbooks based on storytelling would have positive effects as long as they are supported by enough time, a sufficient number of classes and tests with validity.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.414-426
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• 2018

The purpose of this study is to conceptualize reading capital in the career context and to provide basic data for further study by exploring the components of reading capital. For this purpose, previous studies and literature were reviewed. In addition, we conducted big data analysis regarding 209 papers concerning various activities related to reading, and explored the components of reading capital. Through this study, reading capital can express personal, intangible ability such as literacy, experience, and attitude embodied through reading, and enable understanding persons, looking at the world positively, and creating personal, social and economic values. The components of reading capital are reading competency and humanistic knowledge; the former was conceptualized to be reading literacy, reading activity, reading attitude, reading ability, and the latter was conceptualized to be emotional intelligence, relationship, self-identity, creativity, adaptability, self-directedness and values. The definitions and components researched of the reading capital derived through this study are thought to be highly useful as basic data for the expansion of research between related studies.