• Korean Security Journal
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• no.17
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• pp.33-51
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• 2008

According to dictionary, the meaning of protection is "guard and protect" that means protecting the Protectee's safety in case of sudden attack or various accident and Security means all protecting activity including Protectee and place where he is in or will be as comprehensively meaning of safe. As you see in the definition, Protection and security is the act to protect or will to protect from a security-threat act. A security-threat act can be discussed in the range of the concept of a criminal act in Criminal Law. A security-threat act is based on criminal act in Criminal Law, we are going to review such a security-threat act in a point of view in a sphere of learning in today's remarkable a brain-neuro science and cognitive science based on cognitive psychology, and to use an analysis on such a security-threat act to make a foundation for a establishment of the scientific preventive social security countermeasure. To do so, First of all we are going to review a security-threat act based on criminal act in Criminal Law in a point of protection police logic view. Next, we are going to introduce how cognitive science understand about act of man before we analyse a threat act as one of an act of man in cognitive science point of view. Finally, we are going to discuss the need of cognitive scientific analyse in order to establish the Scientific Preventive Social-security Countermeasure at the same time we are going to analyse a threat act in a cognitive scientific view.

• The Journal of Korean Philosophical History
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• no.25
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• pp.293-313
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• 2009

A general sequence of moral instruction in elementary school is advanced to understanding of contents, application of understanding, reflection of application. The understanding of contents as first stage of instruction is related with abstract moral concepts. A model of concept analysis as one of the moral instruction models could be applied to understand on abstract moral concept. We can find rationale of that model from the 'analysis of concept' that is proposed by John Wilson. His 'analysis of concept' is thinking technique based on informal logics of ordinal language. These technique is constituted of 'Isolating questions of concept', 'Right answers', 'Model cases', 'Contrary cases', 'Related cases', 'Borderline cases', 'Invented cases', 'Social context', 'Underlying anxiety', 'Practical results', 'Results in language'. And these techniques could be categorized some of stages like finding a concept for analysis, finding a cases for understanding, concerning on the contexts about using context, concerning on the verification of defined concept. But it has difficulties that directly applicate these stages and technique to elementary school students. For instruction in elementary school, teacher should be translated these terms about each stages and technique to terms suited for students. And it is good for students that these activity can inspire students' interests. In this thesis, I'm trying to translate original terms about concept analysis technique to terms that elementary school students can understand. And then, I'm intending to propose of moral instruction method about truth telling as a example.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.158-170
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• 2022

The purpose of this study is to understand the characteristics of Aristotle's view of nature that is, the static view of the universe, and find implications for education. Plato sought to interpret the natural world using a rational approach rather than an incomplete observation, in terms of from the perspective of geometry and mathematical regularity, as the best way to understand the world. On the other hand, Aristotle believed that we could understand the world by observing what we see. This world is a static worldview full of the purpose of the individual with a sense of purposive legitimacy. In addition, the natural motion of earthly objects and celestial bodies, which are natural movements towards the world of order, are the original actions. Aristotle thought that, given the opportunity, all natural things would carry out some movement, that is, their natural movement. Above all, the world that Plato and Aristotle built is a static universe. It is possible to fully grasp the world by approaching the objective nature that exists independently of human being with human reason and observation. After all, for Aristotle, like Plato, their belief that the natural world was subject to regular and orderly laws of nature, despite the complexity of what seemed to be an embarrassingly continual change, became the basis of Western thought. Since the universe, the metaphysical perspective of ancient Greece and modern philosophy, relies on the development of a dichotomy of understanding (cutting branches) into what has already been completed or planned, ideal and inevitable, so it is the basis of traditional teaching-learning that does not value learner's opinions.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.32 no.2
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• pp.42-54
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• 2014

This study was conducted to identify landscaping elements such as location, situation and feng shui included in the spatiality of Jangseong Pilmaseowon and to interpret aesthetic features of visual-perceptual spatial composition according to its arrangement. As it is shown in 'Pilamseowon', 'Pilbongseowon', and 'Gimhaseoseowon' appearing in antique maps, the awareness considering 'Pilam' as 'Pilbong' and 'Gimhaseo' was revealed. Mountain Pilamsan[Mountain Munpilsan] which is the location of seowon and Pilam(Brush-shaped rock) is the core of establishment of location identity of Pilamseowon and the symbol of Haseo Kim In-hu, which shows that they are deeply related to Ingeoljiryeong(人傑地靈: 'a place derives reflected glory from an illustrious human') based on connection. Pilamseowon shows locational characteristics of living in stream(溪居) facing panoramic 'jeungsan field' without Ansan(案山). Based on the teachings of Neo-Confucianism, Village Maekdong which is the birth place of Haseo, Pilam, seowon geomancy considering the Danbonghamseo-type(丹鳳含書形) geographical shape, formative reflection, Pilmaseowon and structures revealed in building naming more clearly show symbolic landscaping features resulting from 'theory of 'Heaven-Man Unity'(天人合一)' representing the union of nature and haman, than other seowons. The maximization of centrality through connected yards constructed with the 'jeondang hujae(前堂後齋)' arrangement in the order of Whakyeon-lu, Chenogjeol-dang, Jindeak-jae or Sungui-jae, and Woodong-sa is a unique feature of spatial frame of Pilmaseowon. In addition, it reveals the centrality reinforced with 'the move of inner center through arrangement of Kyeongjang-kag and Kyesengbi inside 'YuSik(遊息)' space and religious space' and the landscaping arrangement of Pilmaseowon from installation and device for reinforcement of territoriality. Moreover, it was found that orders and aesthetic features based on Neo-Confucianism were logically realized in the formation of Pilmaseowon with visual and compositional landscaping arrangement such as 'reinforcement of view centrality through composition of windows and doors', 'securement of visual transparency through framing and duplication', and 'realization of hierarchy through height of jaesil toenmaru'. The meaning system and spatial or visual aesthetic features of Pilmaseowon newly arranged and interpreted through landscaping recomposition is not a coincidental but inevitable result. It is another resource basis and an element that can improve the internal exuberance of Pilamseowon. This landscaping reading study is expected to improve the understanding of landscapes of Pilmaseowon and elevate the sensibility of unrevealed cultural landscapes.

• Journal of Science Education
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• v.44 no.2
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• pp.183-196
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• 2020

This study explores the effects of STEAM program using Arduino on preservice science teachers toward their STEAM core competencies. The STEAM program using Arduino consists of four stages: presentation of situation, creative design, emotional touch, and evaluation. The preservice science teachers learned the theoretical backgrounds of STEAM and Arduino. Then, they were given the chance to think about an environmental issue, which is fine dust. The preservice teachers designed an air cleaner and a fine dust measuring instrument using Arduino. The preservice science teachers also produced the air cleaner and the measuring instrument using Arduino. They measured the level of fine dust in the classroom before and after the use of the air cleaner. That is, the preservice teachers experienced each stage of STEAM: seriousness of fine dust, design and production of the measuring instrument of fine dust and air cleaner, and evaluation of the effectiveness of air cleaner. Further, they reflected on their experiences of STEAM program using Arduino. The results indicate that these preservice science teachers statistically improved communication competency, problem-solving competency, gathering information competency, logical analytical thinking competency, and creativity competency. However, there were no statistical improvements on teamwork competency and self-development competency. This study suggests that experiencing STEAM program using Arduino is valuable for the preservice science teachers to develop STEAM core competencies and further implement STEAM program their science classes in the future.

• Journal of International Area Studies (JIAS)
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• v.13 no.1
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• pp.345-368
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• 2009

Our research task have goal to describe a treaty rhetoric known as 『La Rhétorique ou L'Art de Parler』(1688) which corresponds to a very wide field of which the step is not yet dubious in our country. Thus to study the rhetoric of Lamy borrowed from the thought of Descartes, we left the concept d' origin of language in traditional rhetoric in connection with logic and grammar (in first part). Also the second part is devoted to the tropes and the figures that are modified and deteriorated by the language of passion called 'rhetoric of passion or psychological of figure', etc. And the third part interests in the body of the speech being the character of l' heart. Under the influence of the rhetoric of Lamy, French rhetoric at the 17th century is held for an essential text when one interests in the history of the ideas and rhetoric, marked in its specificity (passion). The project of Lamy registered in the concept of passion like 'manners of speaking'. To close this study, which does one have to retain? The first remark to note is that Lamy founds his rhetoric in opposition to traditional designs dating from the beginning of Aristote. Second remark is the idea that one finds based in famous the books of Dumarsais at the 18th century and Fontanier at the 19th century. Admittedly, Lamy is a true rhetorician, grammairien which interests in the question of passions in the speech forces to reconsider the idea spread since Mr. Foucault, and makes it possible to understand the passage of the Great century at the Century of Lumuères. Even if this opinion is not shared, it will be agreed that the work of Lamy on passions or the phenomena sensory and psychological in the center of the language deserves reflexion.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.582-598
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• 2000

There are many bioethical issues in line with the rapid advance of biology. In this situation, it is important for students to make a rational decision on value problem. In this study 'value inquiry in biology education' is defined as 'the process of rational value judgement and wise decision-making in the biology-related value problem' and the model was developed. To develop the model, value inquiry models were reviewed. Value clarification model is helpful for the formation of the personal value as the process of individual value inquiry, but it isn't helpful for clarifying the value conflicts. Value analysis model focuses on the rational solution of value problem through the logical procedure. But it has the limitations that overemphasizing the logical and systematic aspects results in devaluating students' affective aspects. So it is necessary to coordinate psychological and logical aspects of value inquiry. In this regard, the model was developed, including identifying and clarifying value problem, understanding biological knowledge related to conflict situation, considering on the related persons, searching for alternatives, predicting the consequences of each alternative, selecting the alternative, evaluating the alternative, and final value judgement and affirming it. The educational objectives of value inquiry were selected in consideration of the ability to carry out the steps of the developed model. And the selected contents were animal duplication, test-tube baby, genetic engineering, growth hormone injection problem, brain death, organ transplant, animal to be experimented and were organized on the basis of the 6th and the 7th science curriculum. And the suitable instructional models for the value inquiry education were selected: bioethical value clarification decision-making model, group presentation according to the value analysis model, role play and debate, and discussion through web forum. And the interview was considered to be suitable to evaluate the students' value inquiry ability and the rubric was made to evaluate the attainment of the educational objectives for value inquiry.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.268-277
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• 2020

This study emphasizes that the survival strategy of universities should be a co-evolution strategy based on ecological thinking. Therefore, the purpose of the research is to present a theoretical framework for dividing the university innovation ecosystem into four stages and building a co-evolution strategy for each step, as universities play a prominent role in regional innovation ecosystems. Thus, our research method focused on literature research, and the theoretical framework for the university innovation ecosystem used Moore's Enterprise Ecosystem Model (1996). The university's ecological innovation strategy is divided into four stages of development, and a step-by-step co-evolution strategy is presented. Findings are summarized as follows. The pioneering stage involves the creation of values of the university-led innovation ecosystem. The expansion stage focuses on the establishment of critical mass. The authority stage covers maintaining authority and bargaining power. The renewal stage features continuous performance improvement. In particular, this theoretical model of the university-regional innovation ecosystem is meaningful in that it provides a theoretical basis for enhancing the effectiveness of government financial support projects, and for individual universities, it provides a framework for strategies suitable for their ecosystem building process.

• Journal of the Daesoon Academy of Sciences
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• v.33
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• pp.63-90
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• 2019

In pluralistic political realities that have been exposed as antagonistic relationships between self and others, the principle of 'Coincidentia Oppositorum' in Daesoon Thought emphasizes the complementarity between self and others and presents us with a new form of cognition and attitude which can overcome pluralistic political realities. Though solipsism that objectificates others on the basis of the self, the principle of 'Coincidentia Oppositorum' presents us a new form of cognition and attitude with which we can approach others. The principle of 'Coincidentia Oppositorum' is based on the logic that we can secure and extend ourselves only in relation between self and others. Self is not fully formed or perfected without others. Previous discussions on the principle of 'Coincidentia Oppositorum' as it is exists within Daesoon Thought have been limited to Eastern Philosophy. On one hand, this inclination may be due to a narrow understanding of Western Philosophy. The flow of Modern Western Philosophy can at times be a self-reflective output for solipsism. On the other hand, the understanding of the principle of 'Coincidentia Oppositorum in context of a dualistic contrast between Eastern Philosophy and Western Philosophy is not concordant with the principle of 'Coincidentia Oppositorum' which emphasizes the creation of harmony between self and others. This paper aims to investigate avenues to create harmony between Eastern Philosophy and Western Philosophy regarding the principle of 'Coincidentia Oppositorum' in Daesoon Thought. Specifically, attention will be paid to 'flesh' as used by Merleau-Ponty. In his writings, flesh is the matrix which activates the fundamental involvement between self and others. Self is a being of flesh and an ambiguous being which is formed in a double position (seeing and being seen). Flesh can secure and extend the self only through its relationship to an other or multiple others. Restoring the other that has been excluded from modern Western Philosophy, Merleau-Ponty's flesh call for contemplation into the meaning of the other and of otherness.

• The Journal of Korean Philosophical History
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• no.31
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• pp.347-374
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• 2011

Along with Hujiwara Seika(藤原惺窩), Hayashi Razan(林羅山) is called the founder of the Japanese Confucianism in the Eto(江戶) era. And it is necessary for us to grasp that how Razan understand the theory of I-Ki(理氣論), then we can investigate the characteristics of his thought. In ordinary, people understand that the theory of I-Ki, as a completed view of the world, is integration of the structure of theory of the neo-Confucianism. So a certain thinker's ideological attitude is determined according to how people understand the theory. And then we can grasp the structure of his view of the world and human. Therefore, the purpose of this paper is to study how Razan had understanded the I(理) and Ki(氣). In spite of a scholar of Zhu Xi(朱熹), Razan didn't accept Zhu's view of I-Ki, he seem to lean toward the view of Wang Yangmings'(王陽明) in the his early learning days. But that doesn't mean he is a scholar of doctrine of Wang Yangming. When he meets the logical contradiction under the process of investigating the problem of Sein and Sollen, he just only to explain it with logic of Ki(氣) which is closed by mind. Meanwhile if we suppose I(理) is pure goodness and there is no things outside of I(理), if so Razan doubts about that where is the root of evil and he try to investigate the answer. In his latter years, Razan takes Zhu Xi's doctrine again get out of the mental attitude to the view of I-Ki(理氣). The outcome of precedent study about Razan points a fact that Razan needs a little more digging into the ieda of 'Fact and Sollen' which had been the reason of ideal confusion of him. But his ideal confusion is not the point of issue. Point is that Razan had understanded I-Ki(理氣) with monistic of Shim(心) in his early years. As a result, that bring about the outcome which exclude ontological thinking, and had come to grips with aspects of Sollen of all things in understanding of the doctrine of Zhu Xi. And I think that is the clue to understanding of Razan's learning.