• Journal for History of Mathematics
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• v.27 no.1
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• pp.59-66
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• 2014

This interdisciplinary study explores G$\ddot{o}$del's hermeneutics of the relationship between relativity theory and idealistic philosophy in terms of time. For G$\ddot{o}$del, Einstein's contribution to the physical realization of idealistic philosophy would be remarkable. We start with a historical background around G$\ddot{o}$del's paper for Einstein(1949a). From the perspective of G$\ddot{o}$del's cosmology, the second part addresses the relative nature of time, and the next then investigates the rotating model of universes. G$\ddot{o}$del's own results show that the temporal conditions of relativity and idealistic philosophy are satisfiable in the mathematical model of rotating universes. Thus, it could be asserted to travel into any region of the past, present or future, and back again.

• Journal of Korean Philosophical Society
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• v.105
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• pp.215-242
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• 2008

Die Erkenntnistheorie von Berkeley entwickelt sich in der Auseinandersetzung mit den Lehren von Descartes und Locke, und sie ist als die idealistische Linie durch Hume mit dem deutschen Idealismus verbunden. Berkelez nimmt die Erfahrung als Ausgangspunkt der $M{\ddot{o}}glichkeit$ des Denkens an, und bei ihm kann die Erkenntnis durch die radikale Untersuchung des Objekts zur Sicherheit gelangen. Durch diese Untersuchung will er den Skeptizismus und die Spekulation, die sich auf das innere, unerfahrbare Wesen der Dinge bezieht, vernichten. Wir $k{\ddot{o}}nnen$ also bei ihm die Sinnesideen(ideas imprinted on the sense) als die Objekte der Erkenntnis, den Geist (mind) als das Subjekt der Erkenntnis und das $Ged{\ddot{a}}chtnis$ und die Einbildungkraft (memory and imagination) als die Vermittlung der Erkenntnis auffassen. Berkeley nennt solche Objekte die sinnlich von uns wahrgenommenen Dinge. Solche Dinge sind zwar wirkliche Dinge, aber sie bestehen als die durch die Sinne wahrgenommenen Ideen nicht $selst{\ddot{a}}ndig$ $au{\ss}erhalb$ der Geister, der sie wahrnimmt oder erkennt, existieren. Daher ist nach Berkeley 'esse'(das Sein solcher Dinge) 'percipi'(Wahrgenommenwerden): "esse est percipi".

• Journal of Korean Philosophical Society
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• v.117
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• pp.57-84
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• 2011

As for the methodology of physical science, on the one side, Ludwig Boltzmann was declined to Scientific Realist and at the same time Epistemological Idealist. But on the other. He was neither fully nor consistently either one of them, because of rejecting the causal realism of the former and the belief in absolute certainty of the latter. Is there nevertheless any evidence that he had a coherent world view of his own? Yes. In short, he seems to identify his own position with what is called a mind-matter identity theory. In 1897, he supported that psychological processes are identical with certain processes in the brain(realism). And in 1903, he said : "Physics is not separated from psychology. They are only different sides." But Boltzmann did not explain concretely the possibility of this identity. So I tried to construct one theory of identity which is suitable for understanding problems n the physical world, though whether it would work for a full-scale world view which includes both physical and mental phenomena remains problematic. If light phenomena, for example, tend to be measured in terms of some contexts as if light were a wave and in others as if light were a particle, then one may be able to reasonably suppose that light has whatever characteristics in itself which it must have in order to seem like a wave under some conditions of measurement and like a particle in others. If this theory is provisionally to mental phenomena as well, it would mean that reality has those characteristics in itself which it must have to appear as it does to the various faculties of the mind and as it is measured in different physical situations. This is probably not what Boltzmann meant by his theory of identity, since it is very ontological and metaphysical. But in my opinion it is by far the most reasonable identity theory.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.221-233
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• 2002

This study investigated preservice science teachers' understandings of philosophical foundations(i.e., ontological and epistemological beliefs) underlying constructivist notions of learning. The teacher education program these subjects participated in explicitly addressed philosophical notions consistent with different views of constructivism. For these preservice science teachers, the program provided them with the opportunity to reflect upon the implications that their ontological and epistemological commitments had for their role as a science teacher. Data from four in-depth interviews were used to explore changes in each preservice science teacher's ontological beliefs, epistemological commitments, and pedagogical preferences. Results indicated that ontological beliefs and epistemological commitments were not necessarily consistent with conceptions of science teaching and learning for these preservice teachers. While some students internalized idealist and relativist perspectives, they did not integrate these relativist epistemological views into their preferred instructional practices. Also, regarding the fallible and tentative nature of knowledge, data in this study indicated that participants' epistemological beliefs about scientific Knowledge did influence how they were thinking about their roles as science teachers. Implications for teacher education programs and research on preservice science teacher's philosophical beliefs are discussed.

• Journal of Korean Philosophical Society
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• no.121
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• pp.93-121
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• 2018

Deleuze and Guattari criticise in Anti-Oedipus theory of desire of Freud and Lacan as the idealist conception of desire as lack(fantasy) and try to search for a possibility of materialistic theory of desire. They criticise that Freud and Lacan trap the desire into the model of oedipal model and cut the flux of Libido of desire. This paper looks out for the different reason for the interpretation between psychoanalysis and schizoanalysis about the desire into the difference of interpretation about the 'repression' and 'the unconscious'. From this first of all, it examines the aspect of repression in Freud and Lacan, and it searchs for the meaning of distinction between 'psychic repression' and 'social repression' according to the interpretation in Deleuze and Guattari. Secondly, Freud and Lacan understand the unconscious as the region drived out by the defense mechanism of the mind activity, or the dimension of the unconscious structured like language. On the contrary, Deleuze and Guattari approach entirely differently interpretation about the unconscious. This paper analyzesespecially the unconscious of orphan, the unconscious productive and the unconscious molecular in the midst of manifold and new interpretation about the unconscious. In conclusion, it shows that the problem of desire and inhibition completely differently can be considered according to the new interpretation about the unconscious. It tries to serarch for the practical adaptability of schizoanalysis in Deleuze and Guattari on the real society.

• Korean journal of communication and information
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• v.45
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• pp.7-48
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• 2009

The recent crises of Marxism do not mean Marx’s crisis. Marx said that he was not a Marxist. The purposes of this essay explore (1) the modern identity of the political economy; (2) the possibilities of mutual understanding between neoclassical economics and Marxist economics; (3) problems of the political economy in media and communication industry. I have begged for analytical Marxists, because of their good fruits. They accepted the methods of modern social science and they constituted a tremendous advance in the application of the scientific methods to the study of society. In insisting on micro-foundations(methodological individualism), analytical Marxism distinguished itself from structuralism and functionalism. I appreciate that analytical Marxism has reduced a theory to practice. But the works didn’t listen to everyone(from Marxists to un-Marxists), and explain everything. Making theory with production/consumption, macro/micro, and structure/behavior is a road to the political economy in the long run. It also applies to media and communication industry. The realm of media/communication is broad, which in philosophy, humanities, politics, economics, sociology, and engineering. And media policy is more complicated by politicians who look at the same situation from different angles. By the aid of interdisciplinary research, the political economy of media/communication shall explain at full length.

• Journal of the Korean earth science society
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• v.23 no.4
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• pp.309-323
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• 2002

This qualitative study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of learning through four in-depth interviews. Of the sixteen participants in a larger study, five significantly changed ontological and epistemological beliefs and eleven did not. This study focused on these eleven teachers who have hardly changed their philosophical beliefs throughout the teacher education program. Ten teachers who consistently maintained the scientific realist beliefs were presented as a composite case (Young's case). Among the eleven teachers, there was one outlier who had consistently maintained an idealist and relativist epistemological position from the beginning of the study and was subjected to another case analysis (Ben's case). These cases corroborated the assertion that each individual's deeply entrenched ontological and epistemological beliefs are very hard to change. For researchers, this study offers insights into the reasons that preservice teachers give for non-changes in their thinking about learning to teach. The study also examines preservice teachers' perceived constraints in implementing their ideal pedagogies and the influence of the teacher education program on their pedagogical beliefs changes. The benefits and influences of the M.Ed. program's theoretical coursework and the field experiences on these teachers' learning-to-teach experiences are addressed with rich data. The implications for teacher educators as well as for the instructional practices of preservice teacher education programs are discussed. This research emphasize necessity of the field-based teacher education program and the need of empowering experienced school teachers as teacher educators in teacher preparation and professional development.