• The Korean Publising Journal, Monthly
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• s.306
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• pp.79-79
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• 2001

• The monthly packaging world
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• s.187
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• pp.87-91
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• 2008

• Journal of Labour Economics
• /
• v.14
• /
• pp.227-250
• /
• 1991

• Proceedings of the Korean Society of Environment and Ecology Conference
• /
• 1999.04a
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• pp.86-88
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• 1999

• Journal of the Daesoon Academy of Sciences
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• v.14
• /
• pp.407-428
• /
• 2002

• Korean Institute of Interior Design Journal
• /
• v.23 no.3
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• pp.92-99
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• 2014

Quantum theory of Niels Bohr received the Nobel Prize in Physics was rooted to the Oriental thought 'Yin-Yang and the Five Elements 陰陽五行', and architect Frank Lloyd Wright is also known as Lao Tzu's thoughts on the best architectural theory. Thus, the western architecture and oriental thought is very similar to the concept development. On the basis of this fact, the architectural philosophy of Mies van der Rohe is closely contact with Lao Tzu's Taoism, that is 'The greatest has no boundary 大象無形, Tao Te Ching chap.41' or 'The way to be is not to be 有道者 不處, Tao Te Ching chap.24'. Hence the aim of this thesis is to investigate the interrelation between the German architect Mies van der Rohe's 'almost nothing' and the Chinese philosopher Lao Tzu's 'Taoism'.

• Korean Journal of Rural Living Science
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• v.2
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• pp.63-76
• /
• 1991

• Venture DIGEST
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• s.111
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• pp.54-55
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• 2007

동네 할머니들이 만들어 이웃 간에 구수하게 나눠먹을 것 같은 두부 한 모로, 연매출 1,800억 원대의 벤처기업이 된 두부가게 시노자키아! 그들에게서 대표적인 역발상 창업기법을 배운다.

• The Journal of Korean Philosophical History
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• no.38
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• pp.7-38
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• 2013

From the philosophy of Laozi, we can infer the two types of the individuals, such as Youwei individual and Wuwei individual. The Youwei individual characterizes its expandibility, which appears as an aggressive character, and the society where this has set in is a false society. The Wuwei individual discards a false power and authority, concentrates on its realities and life, and further restricts its rights in a voluntary way. Their behavioral pattern like this allows the other party to secure an autonomous space and ensures that he or she can live a full life in person. The society these Wuwei individuals have formed through their own relationships is Xuantong Society. The Xuantong Society proposed by Laozi restricts individual rights, but it rather guarantees individual's autonomy, life and happiness, and suggests an individual-community model in which common good is created endlessly even though it does not establish the common good. This is very different from the points of view which guarantees individual rights and at the same time attempt to realize the common good together.

• The Journal of Korean Philosophical History
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• no.38
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• pp.303-328
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• 2013

The purpose of the present article is to understand moral instruction through Ethics written by Spinoza and enable the implications drawn from its understanding to give shape to lesson plans. In his representative book titled Ethics, Spinoza speculates ultimate substance from the metaphysical perspective and converges it into ethics. The ultimate substance, which is a cause of itself, refers to immanent cause of all things that have numerous attributes as essence. All things in nature develop the substance and exchange influence among individuals at the same time. A human in the influential relationship perceives things based on one's beneficialness and assigns moral words of good and evil. However, a human, who is a mode of substance, should escape from morals that are superficial, relative, and objective, in order to realize nature. Becoming a more complete human requires going through moral imagination in reality but going beyond the imagination ultimately. Moral instruction premises the moral imagination of a student who exists as a mode; meanwhile, it is a study to escape from the influence of moral imagination. Good and evil arise from the limitation that an existing human has, but if a life is to preserve the necessity of ultimate substance, moral instruction can be defined as the processes of alleviating the influence that hinders a human's nature from being realized. Giving shape to this processes with the basis on the Spinoza's epistemic argument, moral instructional texts can be composed of stages to form more adequate moral ideas about moral subjects gradually and cumulatively. The moral instruction like this expects moral awareness which is relatively perfect than the present moral imagination. Furthermore, with the teaching and learning like this sustained, it is expected that ultimately the limitation arising from sensible perception can be overcome to approach the realization of a human's nature.