• The Journal of the Korea Contents Association
• /
• v.19 no.1
• /
• pp.117-124
• /
• 2019

This paper investigates how digital technology innovates the aesthetic ontology of film images. The modern civilization of computer and internet bring about the new ontology of film images. Digital hybrid image expands the contradictory combination of physical reality and filmic fantasy. It is inevitable to recount Walter Benjamin' s concept of mechanical reproduction in the age of digital cinema. The modern condition of image arts changes the concept of mechanical reproduction to the logic of digital configuration. In addition, computer simulation innovates the film aesthetics of montage to the aesthetics of digital collage. The technological and aesthetical development of computer simulation and internet network leads to the new ontology of digital hybrid images. This study suggests a new theoretic point that the aesthetic ontology of digital hybrid images leads to the expansion of filmic fantasy and expression.

• Korean Journal of Logic
• /
• v.13 no.2
• /
• pp.167-201
• /
• 2010

This paper aims to scrutinize the possibility of mereology as philosophically satisfiable metalogic. Motivation for this is straightforward. As I see, a traditional approach to metalogic presented in the name of mathematical logic posits the existence of mathematical entities such as sets, functions, models, etc. to give definitions of logical concepts like logical consequence. As a result, whenever logic is used in any individual sciences, this set-theoretical metalogic cannot but add these mathematical entities to the domain of them. This fact makes this approach contradict to the ontological conservativeness of logic. Mereology, however, has been alleged to be ontologically innocent, while it is a formal system very similar to set theory. So it may well be that some people thought of mereology as a good substitute for set theoretic metalanguage and concepts for ontologically neutral metalogic. Unfortunately, when we look into argument for the ontological innocence of mereology, we can find that mereological entities such as mereological sums or fusions are not ontologically neutral. Thus we can conclude that mereological approach to metalogic is not promising at all.

• Journal of The Korean Association For Science Education
• /
• v.24 no.6
• /
• pp.1158-1172
• /
• 2004

This study searched secondary school students' epistemological views and ontological views about nature and the root causes of such their views. The subjects were 156 secondary school students and data were gathered by the questionnaire developed based on preceding researches. As a result, many secondary school students had epistemological views of unknowable nature. There were various root causes of their epistemological views such as regularity and harmony of nature, predictable and circular natural phenomenon, causation, the relation between human and nature. On the other hand, a lot of secondary school students had ontological view of supernatural nature. Their religious beliefs were very powerful influence their supernatural ontological views. The nature is the object of science and the physical world. Because those views supply science educators basic backgrounds how leaners understand science class, secondary school students' epistemological views and ontological views are precious information. From now on, it is necessary to study relations between students' epistemological views and ontological views and their science class processes.

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

• Journal of the Korean earth science society
• /
• v.23 no.3
• /
• pp.221-233
• /
• 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 the Korean earth science society
• /
• v.23 no.3
• /
• pp.242-258
• /
• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.

• Journal of Korean Philosophical Society
• /
• v.144
• /
• pp.235-256
• /
• 2017

This essay considers Leibniz-Clark correspondence on the nature of space and hole argument. The ontology of space had been debated under the name of substantivalism-relationism controversy. The debates between the two parties are concerned with the nature of existence of parts of space-time. Substantivalism claims that the point of space-time has existence analogous to that of material substance. Relationism argues that space-time should be understood as the framework of possible spatio-temporal relations between bodies. Although these two approaches attempt to respect theoretical context, it seems that the problems of these two interpretive schemes stems from the lack of understanding of the structure of space-time theories, especially how space-time is connected with the laws of motion. In order to appreciate the substance-relation controversy without deviating from the context of space-time theories, it is necessary then to capture how space-time theories are constituted. This essay offers the clear connection of ontology of space-time with present practices of theoretical physicists.

• Journal of Korean Philosophical Society
• /
• v.142
• /
• pp.165-192
• /
• 2017

The purpose of this thesis is to explain the difference between Heidegger's hermeneutical philosophy and Gadamer's philosophical hermeneutics. The difference is to say that Heidegger's philosophy begins with Aristotle's theory of category and transcendental philosophy. On the other hand, the beginning of Gadamer's philosophical research is Plato's dialog, philosophy and Hegels dialectic. 2. Heidegger regards humanism as a variant of the modern ideal of human beings. On the contrary, Gadamer understands humanism as a place where romantism leads to the ideals of human education. 3. Heidegger says that the hermeneutical circle is still a logical and existential structure of the circle. On the contrary, Gadamer understands the circle as a circle between the whole and the part. This circle is the law of traditional hermeneutics derived from the tradition of rhetoric. 4. Heidegger says Plato's philosophy is the first beginning of the substance metaphysic, Hegel's philosophy the end of the subject metaphysic. On the contrary, Gadamer says the hermeneutical understanding and the hermeneutical interpretation is endless. 5. Heidegger's ontology is as Sein zum Tode a future oriented and eschatological. On the contrary, Gadamer's hermeneutic is as Sein zum Text always the way to a past, the infinite openness.

• Korean Journal of Logic
• /
• v.12 no.1
• /
• pp.25-43
• /
• 2009

이 논문은 유형 유물론의 인과적 논변과 양립할 수 있는 합리적 인과성, 곧 주관적 인과성의 한 존재론을 주장한다. 의욕들과 결심들 같은 의지적 마음은 능동적이다. 반면에, 욕망들과 믿음들 같은 정서적 인지적 마음은 수동적이다. 의지는 욕망과 믿음의 단순한 법칙적 결과가 아니다. 행위자가 개입한 합리적 결과이다. 따라서 의지 상태는 인과적 유형화를 갖지 못하므로 물리적으로 환원될 길이 없어 보인다. 구조적인 기초원자들이 연합해 움직이는 어떤 원자 모임을 행위자로 본다면, 행위자 원인은 하향적 인과를 함축하지 않는다. 그리고 유형 유물론 논변은 환원주의를 함축하지 않는다. 환원주의는 개념적 정의를 추가로 요구하기 때문이다. 따라서 인과의 주관적 개념, 행위자 개념이 유형 유물론을 배제하지 않는다.

• Journal of Korean Medical classics
• /
• v.21 no.1
• /
• pp.303-315
• /
• 2008

안등창익(安藤昌益)(1703-1762)시일본강호시대적의사(是日本江戶時代的醫師), 야시독창이진보적사상가(也是獨創而進步的思想家). 비시의학적시대(卑視醫學的時代), 타주장여의론병제고의술혹의도적사회지위(他主張與醫論병提高醫術惑醫道的社會地位). 타사료(他寫了)"자연진영도(自然眞營道)"전정료대어의학원리화치방기술상참신적철학기초. 타적의학사상불시종병론출발(他的醫學思想不是從病論出發), 이시종생명론출발적(而是從生命論出發的), 즉생명시자연적창조물(卽生命是自然的創造物). 타인위유어사회적모순(他因爲由於社會的矛盾), 대자연화인회생병(大自然和人會生病), 나착사회병리학적기초(拿着社會病理學的基礎), 사병인론체계화(使病因論體系化). 이차병인시제기관관계적고취(而且病因是諸器官關係的告吹), 호성적부조(互性的不調), 인차타나출농정호성관계적호성치료론(因此他拿出弄正互性關係的互性治療論). 창익부정종장부론도삼초화심포적존재(昌益否定從藏腑論到三焦和心包的存在), 병중시위화비특이적기능. 인이주장별유분개적사장사부론(因而主張別有分開的四臟四腑論). 창익강조자연치유법적의학사상(昌益强調自然治癒法的醫學思想), 중시예방의학(重視豫防醫學), 재치료상현현출소극적일면(在治療上顯現出消極的一面). 재가상비판전통적의학론(再加上批判傳統的醫學論). 타이독창적자연철학위기초(他以獨創的自然哲學爲基礎), 당확립신적의학방법론시(當確立新的醫學方法論時), 사호범료조지과급적착오(似乎犯了燥之過急的錯誤). 상차여차(尙且如此), 타적독창사상도현재부단몰유피망기(他的獨創思想到現在不但沒有被忘記), 다소재의학분야상유열렬적후계자화지지자시(多少在醫學分野上有熱烈的後繼者和支持者是), 아문응해요주목적일면(我們應該要注目的一面).