• Korean Journal of Social Welfare Studies
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• no.36
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• pp.227-252
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• 2008

This study investigated the relation between social worker's beliefs on the nature of scientific knowledge which has been classified objectivism and constructivism and social work practice. As an epistemological position, constructivism is based on a view of knowledge that differs from that of objectivism, which holds that knowledge exists "out there" as objective truth. The focus of this paper is a examination on epistemological beliefs of social worker and social work practice. This paper proves that social work's epistemological beliefs have an effect on the practice modes. This research indicates that social works have a higher constructivist veiws than objectivist veiws on the nature of scientific knowledge. And social worker who have a high level of objectivism show a positive determinative mode. It has suggested that the constructive theory offers useful epistemology to the social worker who should deal with the clients in uncertain situations. In conclusion, a social worker with a high level of constructivism use an approach that creats a more equitable relationship between social worker and client. This perspective will allows cliens to participate in the formulation of theories in practice.

• Journal of Korean Home Economics Education Association
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• v.9 no.1
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• pp.95-110
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• 1997

The purpose of this study are (1) to analysis the Paradigm’s changes in Educational Technology, (2) to examine its practice in Home Economics Education (H.E.E.), especially the researches about CAI in H.E.E. and (3) to propose the ideal practice of Educational Technology in H.E.E. As results, the paradigms of Educational Technology have been changed from media-centered to human-centered, and from objectivism(behaviorism and cognitivism) to constructivism. Related on Educational Technology, there have been six conceptual distortions or confusions in H.E.E. The Analyzed seven previous works on CAI in H.E.E. show the traditions of the Objectivism. And suggestions for ideal practice of Educational Technology in H.E.E. are presented.

• Journal of the Korean Society of Costume
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• v.23
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• pp.197-209
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• 1994

The purpose of this study is to present a way to analyze and review the subjective view of the aesthetic for dress based on the framework of the aesthetic categories suggested by aesthetics. In order to define objectivism and subjectivism of the aesthetic of dress, theoretical studies on the aesthetic categories of dress were precded. And empirical studies on the aethetic categories of dress for selected period, the Renaissance (16th century) and the Baroque(17 th century). The results were follows : The objectivism of the aesthetic is the point of that an object causes human to feel and judge aesthetically, that is that of dress means judge aesthetically, that is that of dress means formal characteristic of dress and pervasive ideology expressed in dress. the subjectivism of the aesthetic is the point that the aesthetic is ruted in human, that is that of dress has been studied in relation to the image, the aesthetic consciousness m, or the aesthetic categories of dress. Especially, the aesthetic category is one of the universal and valid methods for the analysis of subjectivism of the aesthetic for dress. This study includes beauty, grace, elegance , the sublime, the tragic , the comic, aptness, ugliness as aesthetic categories of dress . Beauty is perfection and rule. Grace pleases human by sense. Elegance comes from the harmony of sense and spirit. the sublime comes into existence that human feels pleasure as well as displeasure simultaneously when human is overehelmed by objects. The tragic is the sense of the present of something valuable even if there is suffering. The comic is the sense of the presence of something amusing even if there is displeasure caused by contradiction. Apteness means utility in terms of the objectivism and , formality in terms of the subejctivism. Ugliness is opposite to beauty. As the result of emperical studies, the aesthetic categories of the Renaissance dress showed harmonious, balanced, and symmetrical beauty, and the magnificent, and enlarged sublime. In addition to these , grace and elegance were also found to some extent. Aesthetic categories of the Baroque dress show feminie, soft, cheerful, and fantastic grace, asymmetric , disarmonious, and extraordinary uglinesss, and the magnificient , grave, and dignified sublime.

• Philosophy of Education
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• no.46
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• pp.45-70
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• 2012

The purpose of this study is researching on educational difficulty in the history of western education. In other words, the goal and significance of this paper lies in knowing the essential meaning of education based on the norms of difficulty. The major method for this study is hermeneutical-anthropological pedagogy. My fundamental claim is the following: the essential nature of teaching is difficulty at any instructional condition and situations. Such a discrete idea was clearly identified and confirmed in the process of pedagogical anthropology. That is, through the consciousness of educational difficulty and critical review for the history of western education, I can cleary define the concept of educational difficulty. Educational difficulty was various ways for understanding by all audiences. Namely, various formulars were developed for understanding it according to the age, cultures, nations, ideology, etc.. But there are continuous characters on the way for understanding on educational difficulty. The results on research are as followings. In the primitive age, fundamental difficulty of education lies in the initiation ceremony. At the classical ancient time, the purpose of education was 'Politai' with politike arete, in this educational conditions, instruction have a complex dimension politically as well as psychologically. At the medieval age, educational difficulty lies in the 'Askese' for instructional methods. In the modern and conventional age, educational difficulty is more and more complex and confused on goals, methods, evaluations, etc.. Most of all, the major or key concept of educational difficulty in this world is the conflict between the two instructional principles, that is, objectivism and constructivism in education. At now, the schoolworks for instruction over all educational situations and conditions have a difficulty of traditional as well conventional dilemma. In conclusion, educational difficulty have formal, natural, original attribute and it is general and universal phenomenon.

• Proceedings of the Korean Statistical Society Conference
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• 2002.11a
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• pp.69-73
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• 2002

본 발표에서는 베이지안이 생각하는 확률의 개념을 상호교환성(exchangeability)의 가정아래 어떻게 확장되어 해석되는지를 소개하고, 빈도학자들의 접근방법과 비교함으로서 베이지안에서 생각하는 확률이 어떠한 특징을 가지고 있는지를 설명하고자 하였다. 또한 Efron에 의하여 지적된 베이지안의 네 가지 문제점에 대하여 논의하고 특별히 과학적 객관성(scientific objectivism)의 한계점과 이러한 한계점을 베이지안에서 어떻게 해결하고 있는지에 대하여 논의하였다. 일반적으로 과학적 객관성에 대한 한계점은 빈도학자들의 방법론에서도 존재하게 된다. 즉, 연구자가 가설을 설정하고 이에 맞는 실험설계를 하고 유의수준을 설정하고 p값을 이용하여 의사결정을 내리는 모든 단계에서 연구자의 주관성이 들어갈 수밖에 없게 된다는 것이다. 베이지안 방법론에서는 이러한 비객관적인 체계를 인정하고 파악하여 사전확률(prior)에 포함시킴으로서 이를 객관적인 자료인 가능도함수(likelihood function)와 혼합하여 추론이나 의사결정을 진행하게 된다. 마지막으로 베이지안 학자들의 최근 객관적인 사전확률에 대한 다양한 형태의 연구를 소개하는 것으로 발표를 마무리하고자 한다.

• Lingua Humanitatis
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• v.5
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• pp.93-106
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• 2003

Professor Daihyun Chung has recently presented an intriguing view of Ban-mal(non-honorific expressions) in Korean. He criticizes uses of Ban-mal, on the grounds that they presuppose the existence of hierarchical structures in human beings. Professor Chung also advocates ″a relational theory of Ban-mal″ according to which ascriptions of 'n-mal' should be relativized to the speaker-hearer relationship. He employs this view in showing that uses of Ban-mal indeed presuppose the existence of hierarchical structures in human beings I claim that Professor Chung has not shown the credibility of his relational theory of Ban-mal, and that this very view leads to an unintended and undesirable consequence. Moreover, 1 show that even if we assume that this view is true for the sake of an argument, he is not able to show that uses of Ban-mal indeed presuppose the existence of hierarchical structures. All he can show is rather that uses of 'Ban-mal'(a meta-linguistic expression) presuppose the existence of hierarchical structures. Finally, 1 conclude that what really presupposes the existence of hierarchical structures is the asymmetrical uses of Ban-mal and honorific expressions.

• Journal of English Language & Literature
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• v.60 no.2
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• pp.339-363
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• 2014

This essay reconsiders the subject of Romantic self-consciousness in a post-de Manian perspective. Self-consciousness is an attribute of Romantic lyricism whereby the poetic speaker I remains conscious of how (s)he feels or lives here and now. This self-reflective feature of Romantic poetry has been controversially interpreted either as self-centered solipsism or as self-expressive objectivism. The question is stirring more disputes among Romantic critics after the advent of New Historicism and Feminism. These two historicistic approaches reprove Romantic poetry for a lack of the sense of history and ascribes it to Romantic self-consciousness. They argue that Romantic poets in general displace historical materiality into an object of internal consciousness, so negating absurd social realities "merely to gain their own immortal soul." This essay targets to overcome this negative stance on Romantic self-consciousness with a "subversive" return to Paul de Man's criticism of Romantic internality.

• Journal of the Korean School Mathematics Society
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• v.25 no.3
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• pp.243-260
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• 2022

This article examines the educational background of the knowledge system in mathematics education from three perspectives-behaviorism, cognitivism, and constructivism-centered on psychology in mathematics education. First, the relationship between mathematical education and learning psychology is reviewed according to the flow of time. Second, we examine the viewpoints of objectivism and constructivism for school mathematics. Third, we look at the psychology in mathematics education and constructivism from the perspective of learning theory. Lastly, we discuss the implications of mathematics education.

• Journal of Science Education
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• v.33 no.2
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• pp.304-316
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• 2009

This study investigated the change of pre-service science teachers' epistemological views of education according to the stages of the field education programs application. For this study, surveys and interviews were carried out threes times before and after participation through participant observation of classes and teaching practices. All data recorded and collected of 28 pre-service science teachers who had answered entire surveys were transcribed and analyzed. The conclusion is as follows; before the participant observation of classes, the pre-service science teachers had views of traditional education affected by epistemology of objectivism. After the participant observation of classes, the views of traditional education increased due to in-service teachers that showed teaching methods through the course of the participant observation. However, it was changed significantly into the views of modern education affected by epistemology of constructivism through the course of the teaching practices. Based on the conclusions of this study, it was identified that the field education programs might have both positive and negative influence on the change of the views of education for the pre-service science teachers. Therefore, Pre-service science teachers should have a opportunity to intensify of constructivism epistemological views of education through the field education programs. The teacher training institutions have to provide systematic and organic cooperation with schools.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.217-228
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• 1999

The purpose of this study was to investigate the effects of the constructivist instructional model on the acquisition of atmospheric pressure conceptions and learning motivation. The step of constructivist instruction was prediction and explanation-experiment and observation-discussion-application. The control group consisted of two classes of students who participated in the teacher-centered instruction. The experimental group consisted of two classes of students who participated in the constructivist instruction. To examine students' preconceptions before the instructions, a preconceptions test was administered. After the instructions, students' acquisition of atmospheric pressure conceptions and learning motivation were measured with a researcher-made post-conceptions test and The Course Interest Survey. The results from this study were as follows: First, the constructivist instruction is more effective method in acquisition of atmospheric pressure conceptions and learning motivation than the teacher-centered instruction. Therefore, in order to increase the acquisition of science conceptions and to decrease the science misconceptions, we need to use the constructivist instructional model which make learners self check their own preconceptions of science. Second, the constructivist instruction is more effective than teacher-centered instruction in three elements of learning motivation. So, we need to develop the effective ARCS(attention, relevance, confidence, satisfaction) strategies in order to use the constructivist instructional model and to verify it's effectiveness. Third, to improve teaching and learning methods, educational researchers should carry out studies using many points of view than studies biased constructivism or objectivism. In this respect, we need to contrive how to integrate constructive view points and objective view points.