• Korean Journal of Child Studies
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• v.37 no.2
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• pp.127-142
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• 2016

Objective: This research examined mothers' and preschoolers' uses of mental state terms during pretend play and linked such use to children's independent mental state terms used in hypothetical narratives. Methods: Fifty four-year-olds and their mothers were engaged in pretend play and the preschoolers were asked to provide hypothetical narratives. Mothers' and preschoolers' mental state terms were analyzed in terms of types and frequencies. Results: During pretend play, the mothers and preschoolers used desire state terms most variously and frequently, followed by cognitive and emotion state terms. In the hypothetical narratives, the preschoolers used desire state terms most variously and frequently; however they talked about emotion state terms more variously and cognitive state terms more frequently. In addition, the mothers' mental state terms were correlated with the preschoolers' mental state terms during the pretend play, and the mothers' and preschoolers' uses of mental state terms during pretend play were related to the preschoolers' mental state terms in hypothetical narratives. Conclusion: Findings from this study highlight that, during the preschool period, a mothers' mental state language might foster her child's understanding of mental states in himself/herself and in others.

• The Journal of Korean Philosophical History
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• no.28
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• pp.331-362
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• 2010

Simjae defined the relationship between Learning of Classics and Learning of the Mind-and-Heart as mutually interdependent. Clarifying "righteousness and principle" lies within the purview of "knowledge" and cultivating the mind-and-heart based on such knowledge lies within the realm of "action." Learning of Classics and Learning of Controlling the Mind-and-Heart thus can be understood as relationship between knowledge and action. If Simjae's theory of knowledge and action is applied to the relationship between Learning of Classics and Learning of the Mind-and-Heart, we can derive the following conclusion. His assertion that "knowledge precedes action" indicates that classical studies to explore the principle of goodness must precede mind-and-heart studies to cultivate the mind. In fact, only when we know what is the right principle can we cultivate our mind based on that principle. However, Simjae attached importance to action in terms of its significance. This means that the Learning of the Mind-and-Heart is "eventually more important" than the Learning of Classics which explores the principle of goodness. Thus, when linked to his theory on knowledge and action, Simjae 's philosophy founded on the twin pillars of classical studies and mind-and-heart studies can be summarized: "One must first delve into the principle of goodness through Confucian classical studies and then rectify one's mind based on knowledge thus gained."

• The Journal of Society for e-Business Studies
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• v.16 no.3
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• pp.225-247
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• 2011

Universities have been investing in their information systems to keep their management functions working efficiently and effectively. Thanks to these efforts, faculty members and other university employees can perform their tasks efficiently almost anywhere and anytime. Several universities embarked upon information systems projects to take advantage of emerging information technologies in their administration and management. Only a limited number of universities have achieved their objectives; some others have been even tinkering with the idea of abandoning their newly developed academic information systems. The development of academic information systems often start with a relatively high risk of system failure. Sometimes, these systems encounter unforeseen obstacles or fail in systems development. These universities with problems also can overcome these issues by collecting their wisdom. The mindfulness theory is suitable for dealing with implementing academic information systems. This research analyzes an academic information systems development case from a mindfulness perspective, and also addresses its research implications and theoretical contributions.

• The Journal of Korean Philosophical History
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• no.29
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• pp.55-88
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• 2010

Jeong Yakyong deconstructs the Li theory of human nature in order to restore the original tradition of Confucius and Mencius. He downgrades theoretical statuses of Taeguk(ultimate pole) and Li, and denies truth values of the sameness premise of human nature and Li. He argues that human nature must be non other than mind's preference, and thus that human substance must not be human nature, but mind. Since mind can do good things as well as bad things, he tries to lead mind to do good things by way of restoring a primitive worship for Sangje(heavenly emperor). However, his major concepts and premises do not fit with original meanings of old confucian biblical books. Futhermore, his preference theory of human nature contains many contradictions and errors. Thus, his theory could not be evaluated as one which had transcended the Li theory of human nature.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.1-24
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• 2008

The purpose of this study is to uncover weaknesses in the constructivism in mathematics education and to search for ways to complement these deficiencies. We contemplate the relationship between the capability of construction and the performance of it, with the view of the 'Twofold-Structure of Mind.' From this, it is claimed that the construction of mathematical knowledge should be to experience and reveal the upper layer of Mind, the Reality. Based on the examination on the conflict and relation between the structuralism and the constructivism, with reference to the 'theory of principle' and the 'theory of material force' in Neo-Confucianist theory, it is asserted that the construction of mathematical knowledge must be the construction of the structure of mathematical knowledge. To comprehend the processes involved in the construction of the structure of mathematical knowledge, the epistemology of Michael Polanyi is studied. And also, the theory of mathematization, the historico-genetic principle, and the theory on the levels of mathematical thinking are reinterpreted. Finally, on the basis of the theory of twofold-structure, the roles and attitudes of teachers and students are discussed.

• Journal of Digital Convergence
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• v.16 no.11
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• pp.123-135
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• 2018

The purpose of this study is to develop an altruistic behavior enhancement program for middle school students based on the Maumgram. To do this, we conducted basic research on the altruistic behavior program by collecting and analyzing related literature. The contents of the survey are related to the factors necessary for program analysis and content analysis. It has been validated twice in total by eight experts on the composition and content of the program. The program design consisted of three stages of observation, conversion, and relationship orientation, and selected contents suitable for altruistic programs and conducted them once a week for middle school students, self-inspection, understanding, empathy and communication. However, further study is needed to verify the effect of applying the program in the future. This study will provide basic data on the character education of middle school students by promoting the tendency of altruistic behavior through adjusting training of selfishness.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.257-273
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• 2008

This study examined the development of children's theory of mind by types of false-belief tasks and various mental states. Seventy six 3-, 4-, 5- and 6-year olds were asked to infer others' minds or choose other's behaviors. Ten tasks, including two picture book tasks, were used to tap the children's understanding of various mental states. Results showed that children did well in their understanding of diverse perception and desire, but they did poorly in emotional inference based on false-belief, and second order false-belief. Children performed better in picture book tasks than in classical tasks for the understanding of false-belief and false-belief based emotion.

• Korean Journal of Child Studies
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• v.35 no.3
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• pp.15-29
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• 2014

This study explored the relationships between maternal mind-mindedness, parenting stress, parenting behaviors and preschoolers' emotional intelligence. The subjects consisted of 107 preschoolers and their mothers. The result of this study are summarized as follows; First, maternal mind-mindedness had an indirect effect on parenting behaviors through parenting stress. Second, maternal mind-mindedness had a direct impact on emotional intelligence. These results clearly indicate that maternal mind-mindedness plays a crucial role in parenting behaviors and preschoolers' emotional intelligence.

• Journal of the Korean Home Economics Association
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• v.40 no.8
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• pp.49-60
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• 2002

The purpose of this study was to analyze effects of child's age, language ability, social competence, parenting style, and socioeconomic status on preschoolers' theory of mind. The subjects were selected randomly from kindergartens and composed of three hundred 3-, 4-, and 5-year-olds and their parents and teachers. The data was analyzed by analysis of covariance and t-test. The major findings of this study were summarized as follows: it was found that language ability, parenting style, SES, and social competence had a positive effect upon preschoolers' theory of mind. This relation remained significant with children's age controlled. Children's theory of mind was more strongly related when their parents were highly affectionate with their children, children's language ability was greater, parents held higher socioeconomic status than those who had less prominent one, or children with higher social competence.

• Korean Journal of Adult Nursing
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• v.23 no.4
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• pp.397-402
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• 2011

Purpose: This study was designed to explore the relationship of depression with stress, anxiety and mindfulness in nursing students in 2010. Methods: A cross-sectional design was used and data was collected through structured questionnaires. Depression, stress, anxiety, and mindfulness were measured by using the Depression, Anxiety and Stress Scale (DASS) and the Mindfulness Attention Awareness Scale (MAAS). The data were analyzed using t-test, one-way ANOVA, Pearson correlation coefficient, and stepwise multiple regression. Results: A total of 131 nursing students participated in this study. Depression was positively associated with stress (r=.81, p<.001) and anxiety (r=.76, p<.001), and negatively associated with mindfulness (r=-.73, p<.001). Multiple regression analyses showed that in different type of residence, anxiety and mindfulness were statistically significant predictors of depression with explanatory power of 67%. Conclusion: When nurse instructors manage depression among nursing students, the strategies need to address stress, anxiety, and mindfulness. This study may help nursing students to better manage their depression.