• Journal of Christian Education in Korea
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• v.74
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• pp.159-188
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• 2023

This study examines the process of Chou Sun-Ae's spiritual formation in the light of Carl Jung's conception of individuation. Spirituality is defined in different ways by different scholars, but most consider self-transcendence as a necessary element. This self-transcendence can occur in the relationship with self, with others, and with the transcendent. In the relationship with the self, it appears as self-objectification; with others, it is as moving toward others; and in the relationship with the transcendent, it moves toward the transcendent. Spirituality is closely related to individual identity, in that it surrounds and integrates life. Spiritual formation is thus closely related to Jung's concept of individuation, as this involves the separation of persona and ego, and shadow recognition which are closely related to the level of self-objectification. In addition, the withdrawal of shadow projection that occurs in individuation is closely related to moving toward others, in that it recognizes the shadow instead of blaming others, allowing one to look at others without prejudice. The fact that Jesus Christ is the symbol of the Self, the driving force of the individuation process, tells us that spirituality leading to a relationship with the transcendent God and Jung's theory are closely related to each other. Thus, if we examine the process of spiritual formation through the Jung's individuation process, we can better understand the psychodynamic dimension of spirituality. This article investigates the process of Chou Sun-Ae's spiritual formation through Jung's individuation process. Throughout her 98 years, Chou Sun-Ae experienced national pain and hardships, as well as personal adversity and difficulties; but through all of these hardships, conflicts, and difficult moments, she accomplished individualization. Therefore, by examining the spiritual formation through individuation in Chou Sun-Ae, I consider the direction of Christian spiritual education. In this study, three main characteristics of Chou Sun-Ae's spiritual formation can be identified. First, through a life of repentance, the identification between persona and ego can be weakened. Second, the ego develops, and individualization is achieved, through a new calling. Third, in shadow integration, the spiritual development comes to recognize Jesus Christ on the cross and achieve the process of sanctification. Investigating the direction of Christian spiritual education through Chou Sun-Ae's spiritual formation indicates that Christian spiritual education should harmonize vertical and horizontal relations and should develop an experience of the transcendent God in everyday life. By this means, the believer can achieve Self-realization and be a true Christian who practices love for God and love for neighbors.

• The Korean Society of Law and Medicine
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• v.24 no.4
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• pp.67-101
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• 2023

The utilization of generative AI in the medical field is also being rapidly researched. Access to vast data sets reduces the time and energy spent in selecting information. However, as the effort put into content creation decreases, there is a greater likelihood of associated issues arising. For example, with generative AI, users must discern the accuracy of results themselves, as these AIs learn from data within a set period and generate outcomes. While the answers may appear plausible, their sources are often unclear, making it challenging to determine their veracity. Additionally, the possibility of presenting results from a biased or distorted perspective cannot be discounted at present on ethical grounds. Despite these concerns, the field of generative AI is continually advancing, with an increasing number of users leveraging it in various sectors, including biomedical and life sciences. This raises important legal considerations regarding who bears responsibility and to what extent for any damages caused by these high-performance AI algorithms. A general overview of issues with generative AI includes those discussed above, but another perspective arises from its fundamental nature as a large-scale language model ('LLM') AI. There is a civil law concern regarding "the memorization of training data within artificial neural networks and its subsequent reproduction". Medical data, by nature, often reflects personal characteristics of patients, potentially leading to issues such as the regeneration of personal information. The extensive application of generative AI in scenarios beyond traditional AI brings forth the possibility of legal challenges that cannot be ignored. Upon examining the technical characteristics of generative AI and focusing on legal issues, especially concerning the protection of personal information, it's evident that current laws regarding personal information protection, particularly in the context of health and medical data utilization, are inadequate. These laws provide processes for anonymizing and de-identification, specific personal information but fall short when generative AI is applied as software in medical devices. To address the functionalities of generative AI in clinical software, a reevaluation and adjustment of existing laws for the protection of personal information are imperative.

• Journal of Science and Technology Studies
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• v.6 no.1 s.11
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• pp.89-118
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• 2006

The formation of early korean scientific community is a dynamic process of korean modern history in which colonialization, liberation, United States Army Military Government and Korean War is included. Particularly, scientist's crossing over the border into north korea and south korea have profound effect on the early stage of our scientific community. This period is so important to understand the nature of korean scientific community that we need to re-interpret the role of 'ideology' in the development of scientific community. On the other hand, war is a important element in our formation of the image of the science. This study purported to interpret the problem of political ideology, it's role in the formation of early scientific society, it's implication on our idea of science positively. Also the study is a an attempt to re-construct the scientist's struggle(1945-1950) to demarcate new science from old, colonial science.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.47-62
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• 2016

Cultivating mathematical creativity is one of the aims in the recently revised mathematics curricular. However, there have been lack of researches on how to nurture mathematical creativity for ordinary students. Perspective of Realistic Mathematics Education(RME), which pursues education of creative person as the ultimate goal of mathematics education, could be useful for developing principles and methods for cultivating mathematical creativity. This study reanalyzes RME from the points of view in mathematical creativity education. Major findings are followed. First, students should have opportunities for mathematical creation through mathematization, while seeking and creating certainty. Second, it is vital to begin with realistic contexts to guarantee mathematical creation by students, in which students can imagine or think. Third, students can create mathematics in realistic contexts by modelling. Fourth, students create the meaning of 'model of(MO)', which models the given context, the meaning of 'model for(MF)', which models formal mathematics. Then, students create MOs and MFs that are equivalent to the intial MO and MF given by textbook or teacher. Flexibility, fluency, and novelty could be employed to evaluate the MOs and the MFs created by students. Fifth, cultivation of mathematical creativity can be supported from development of local instructional theories by thought experiment, its application, and reflection. In conclusion, to employ the education model of cultivating mathematical creativity by RME drawn in this study could be reasonable when design mathematics lessons as well as mathematics curriculum to include mathematical creativity as one of goals.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.47-57
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• 2014

The horro movie which was released in 2003, was a box office hit drawing audiences totaling 3,140,000 people. Then, there were partial opinions that it was difficult to understand the content of the movie. However, it was most favorably received in the horror movies which were released before and after 2003. The 4 main characters in the movie are a family. The family conflicts begin as the dad has an affair. Muhyeon(the dad)'s infidelity leads his wife to kill herself. The suicide of the wife and mom again leads Suyeon(the younger sister) to be dead. At this moment, Suyeon's death is related to Eunju(the step mom). Sumi(the older sister) is deeply hurt by the fact that Eunju left her younger sister's death after she was dead. But at the same time, she realizes that she is also related to Eunju's act. And she felt guilty about her younger sister's death. Eunju was also hurt by Sumi's biting remarks. However, she feels guilty about the fact that she made Suyeon be dead. Director Jiun Kim said in the interview when it was released, "this movie is about hurts and guilt among families." These hurts and guilt are expressed by horror images that imagination and reality are mixed. Hurts are expressed by virtual images and guilt is done by real images. This paper presented still pictures which explain the virtual and real images and examined what hurts and guilt mean. And it described the symbolic meanings of three media which cause conflicts among main characters.

• The Journal of Korean Association of Computer Education
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• v.20 no.6
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• pp.1-15
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• 2017

The purpose of this study is to design a LMS(Learning Management System) dashboard for instructor feedback support based on learning analytics and to apply a LMS dashboard incorporating such taxonomy which allows an instructor to give a student personalized feedback according to the class content and a student's traits. In the dashboard design phase, usable instructional data were selected from LMS based on feedback taxonomy in terms of learning analytics. Two validity tests were conducted with 8 instructional technologists over 8 years of experience, and were revised accordingly. The final dashboard screen has three parts: A comprehensive analysis screen to provide appropriate feedback based on instructor feedback taxonomy analysis, a summary screen for learner analysis, and a recommended feedback guide screen. Detailed analysis information are provided through other dashboards that are displayed in eight screens: login analysis, learning information confirmation analysis, teaching materials learning analysis, assignment/tests, and posts analysis. All of these dashboards were represented by analysis information and data based on learner analytics through visualization methods including graphs and tables. The implications of educational utilization of the dashboard for instructor feedback support based on learning analytics and the future researches were suggested based on these results.

• Journal of Korean Library and Information Science Society
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• v.50 no.4
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• pp.429-467
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• 2019

Various digital literacy and critical competencies are crucial for success in the information and media-rich 21st century game of life. This study explores and describes the digital literacy practices of role-players in WildStar, a science fantasy Massively Multiplayer Online Role Playing Game (MMORPG). Active role-players create and participate in group-driven interactive stories while in-character. A hybrid ethnographic method integrating overt participant observation and engagement, collection of community artifacts across multiple sites (such as wikis, discussion boards, and social media), and semi-structured interviews was employed to understand how role-players seek, use, evaluate, and manage information, media, and technology. Role-players used various media and technologies to supplement, simplify, and make role-playing more immersive. The relative digital literacy skill levels of individuals varied, leading role-players to leverage the skills of more proficient or experienced community members. Given the broad appeal of online games and educational benefits of role-playing, implications and applications for digital literacy skills instruction and library programming are also discussed.

• Koreanishche Zeitschrift fur Deutsche Sprachwissenschaft
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• v.6
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• pp.1-21
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• 2002

'임시복합명사'는 명사 하나 하나의 의미가 개인의 머릿속에 저장되어 있지만, 이들이 결합해서 생긴 단어가 일반적인 언어사전에 등록되어 있지 않고 문맥에 따라 새로운 의미가 형성되어서 결합된 명사를 의미한다. 따라서 이 논문에서는 사전의 목록에 등록되어 있지 않아서 의미적으로 애매한 복합명사들을 '임시복합명사' ad-hoc Nominal-komposita 라고 지칭하였다. 이때 이러한 '임시복합명사'를 생성하는데 있어서 '임시복합명사'를 구성하는 각 요소들은 새로운 복합명사를 만드는데 필요한 '입력'의 역할을 담당한다. 이 논문에서는 '임시복합명사'를 구성하는데 필요한 일종의 다양한 원칙들을 다루어 보았다. 그러한 원칙들은 순수 언어학적인 논거를 바탕으로 '임시복합명사'를 생산하고 해석해 나가는 과정에 대한 타당성을 입증해 주었다. 그러나 일반적인 지식 Weltwissen과 텍스트 문맥에 맞는 구조를 편입함으로써 그 형태와 해석이 가능한 다른 형태의 복합어는 이 논문에서 자세히 다루지 않았다. 이 논문에서 제시된 복합명사의 생성과 해석과정은 대부분의 경우 복합어 고유의 현상만을 설명한 것이 아니라, 일반적으로 복합어를 생산하고 해석하는 과정을 다룬 것이다. 마찬가지로 이 점은 텍스트 문맥과 상관없이 해석이 가능한 복합어 내지는 텍스트 문맥에 따라 해석이 가능한 복합어에서도 똑같이 적용된다. 텍스트의 문맥을 통해서 자체적으로 해석이 가능하지 않은 복합어를 명확하게 의미를 부여하고 해석하는 과정, 예를 들어 의사소통상에서 일반적인 지식을 이용하여 '임시복합어'를 해석하는 과정은 이후의 연구에 다양하게 다루어 질 테마가 될 것임이 분명하다. 또한 '임시복합명사'를 생산하기 위해 이 논문에서 다룬 전제조건들은 또 다른 새로운 복합어를 생산하는데, 예를 들어 명사로부터 파생된 동사들의 복합어를 연구하는데 밑거름이 될 것이다.학의 강력한 연구가 요구된다.에 기대어 텍스트, 문장, 어휘영역 등이 투입되어 적용되었으며, 이에 상응되게 구체적인 몇몇 방안들이 제시되었다. 학습자들이 텍스트를 읽고 중심내용을 찾아내며, 단락을 구획하고 또한 체계를 파악하는데 있어서 어휘연습은 외국어 교수법 측면에서도 매우 관여적이며 시의적절한 과제라 생각된다. Sd 2) PL - Sn - pS: (1) PL[VPL - Sa] - Sn - pS (2) PL[VPL - pS] - Sn - pS (3) PL(VPL - Sa - pS) - Sn - pS 3) PL[VPL - pS) - Sn -Sa $\cdot$ 3가 동사 관용구: (1) PL[VPL - pS] - Sn - Sd - Sa (2) PL[VPL - pS] - Sn - Sa - pS (3) PL[VPL - Sa] - Sn - Sd - pS 이러한 분류가 보여주듯이, 독일어에는 1가, 2가, 3가의 관용구가 있으며, 구조 외적으로 동일한 통사적 결합가를 갖는다 하더라도 구조 내적 성분구조가 다르다는 것을 알 수 있다. 우리는 이 글이 외국어로서의 독일어를 배우는 이들에게 독일어의 관용구를 보다 올바르게 이해할 수 있는 방법론적인 토대를 제공함은 물론, (관용어) 사전에서 외국인 학습자를 고려하여 관용구를 알기 쉽게 기술하는 데 도움을 줄 수 있기를 바란다.되기 시작하면서 남황해 분지는 구조역전의 현상이 일어났으며, 동시에 발해 분지는 인리형 분지로 발달하게 되었다. 따라서, 올리고세 동안 발해 분지에서는 퇴적작용이, 남황해 분지에서는 심한 구조역전에 의한 분지변형이 동시에 일어났다 올리고세 이후 현재까지, 남황해 분지와 발해 분지들은 간헐적인 해침과 함께 광역적 침강을 유지하면서 안정된 대륙 및 대륙붕 지역으로 전이되었다.

• The Korean Society of Law and Medicine
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• v.20 no.3
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• pp.3-45
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• 2019

Health insurance is the main instrument to protect the people against sickness. To examine the task of in the future it would be necessary to extract and understand the components formed in its formation and development, benefit related and normative characteristics of the health insurance itself. The health insurance oriented itself to the universal coverage at a law level. Paradoxically this worked positively for the universal development of the health insurance. The task of the health insurance is on the one hand universal, positive and open. On the other hand it has to shape type of allowed method, art and content of the medical treatments into the regulation to ensure the equal benefit as well as the financial stability. That is, the health insurance should check the aberrant medical treatment, and at the same time should be compensated for the their necessity and effectiveness. However there are always some structural differences between both requirements. This article aims to restate and analyse the development of the health insurance, based on the characteristics formed hitherto show the way to reform the health insurance. The problem to enhance the coverage of health insurance, its institutional as well as financial crisis, its peculiar governance would be handled.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.427-447
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• 2001

Science teachers need to understand what science is, how students learn, how to teach science effectively, and the rationale for their teaching methods. Along this line, this article discusses constructivist learning theory as an alternative to the traditional pedagogy and the origin of various versions of constructivism. Constructivism is defined and used in a variety of contexts including philosophical constructivism, constructivist research paradigm, sociological constructivism, and educational constructivism. Educational constructivism (or psychological constructivism) can be divided into three distinct versions (i.e., individual, radical, and social constructivism) depending on unique ontological and epistemological beliefs that underlie each version. Each version of educational constructivism supports different conceptions of science teaching and learning that are consistent with its specific ontological and epistemological beliefs. In this article, the main tenets of each version of educational constructivism are examined with regard to ontological beliefs, epistemological commitments, and pedagogical beliefs. In addition, two major criticisms on constructivist pedagogy as well as implications for research methods for each version are also discussed.