• Journal of Korean Philosophical Society
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• v.116
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• pp.351-370
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• 2010

Whitehead's metaphysics and philosophy of nature rest on his awareness of the metaphysical problem of the relation between "I", the "creative advance" and forces of the universe. Whitehead attempted to systematize human experience of the world based on logical explorations. In this context it is important to note that his discussion of proposition and language is closely connected with his works on a systematic theory of nature. Whitehead proposes a metaphysical concept of proposition also based on the creative advance of the universe. His theory of proposition is designed to show that human language is constructions of the relations between logical and real events in the creative universe which refer to a particular point of view. In this view, a variety of verbal possibilities in the multiple worlds can be realized in the same proposition. For Whitehead the emergence of novelty in the function of proposition is an essential property of the creative universe. This paper will try to give a discussion to Whitehead's theory of proposition with regard to the emergence of nature. Especially I emphasize in this paper Whitehead's idea and meaning of proposition for the development of the creative advance of nature as one aspect of particular importance.

• School Mathematics
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• v.11 no.2
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• pp.261-280
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• 2009

This study was motivated by recognizing the weakness of teaching and learning about the concepts of statements in high school mathematics curriculum. To report the reality of students' understanding about statements, this study investigated the 33 first-year undergraduate students' understanding about the concepts of statements by giving them 22 statement problems. The problems were selected based on the conceptual framework including five types of statement concepts which are considered as the key ideas for understanding mathematical reasoning and proof in college level mathematics. The analysis of the participants' responses to the statement problems found that their understanding about the concepts of prepositions are very limited and extremely based on the instrumental understanding applying an appropriate remembered rule to the solution of a preposition problem without knowing why the rule works. The results from this study will give the information for effective teaching and learning of statements in college level mathematics, and give the direction for the future reforming the unite of statements in high school mathematics curriculum as well.

• Korean Journal of Logic
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• v.5 no.1
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• pp.45-61
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• 2001

이 글에서 우리는 연관 명제계산과 무한다치 명제계산 사이의 관계를 살핀다. 구체적으로 우리는 연관 명제계산 $BN_{c1}$이 무한다치 명제계산 $L{\L}C^+$를 포함하는 확장 체계로 간주될 수 있다는 것을 보인다. 즉 $L{\L}C^+$에 직관주의 명제논리에 사용된 부정을 첨가한 후, $BN_{c1}$이 이 체계 $L{\L}C^+$로 변역될 수 있다는 것을 보인다.

• Korean Journal of Logic
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• v.4
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• pp.63-87
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• 2000

내일 눈이 올 것이다. 이 명제의 모순적 반대는 '내일 눈이 오지 않을 것이다'이다. 오늘 이 둘 중의 어느 한 명제가 참일 경우, 그 명제는 이미 오늘 참이고 그리고 그의 모순적 반대의 다른 한 명제는 오늘 이미 거짓이다. 만약 오늘 둘 중의 어느 명제가 참인지 이미 결정되어 있다면, 그러한 결정된 사태가 내일 발생되지 않을 조바심에 안달이 날 것이다. 만약, 둘 중의 어떤 한 명제가 참인지 결정되어있지 않으면, 그 역시 내일의 사태가 어떠한 결정적 태도로 주어지고 있지 않은 현재가 찝찔한 것이다. 전자를 결정론, 후자는 비결정론의 입장인데, 에피쿠어의 절충적 의견에 따르면, '눈이 온다'와 그리고 '눈이 오지 않는다'는 둘 다의 결과들이 가능하다. 그에 따르면 실제로 일어나는 것만 가능하므로, 세계의 전 과정에서 결코 일어나지 않았던 것은 언제라도 가능하지 않았다. 전자를 대표하는 디오도어는 현존하는 한 언명은 시간의 질서 안에서 가까운 훗날에나 먼 훗날에도 명제 논리적으로 결정되어있다고 주장한다. 이에 후자를 표방한 크리십은 한 언명의 결과는 그의 모든 조건들이 채워진다면 가능하고, 그의 필연적인 조건들이 결코 충족적으로 채워지지 않으면 다른 한 결과는 결코 일어나지 않는다고 주장한다. 여기서 벌어진 논쟁에서 본고는 명제의 가치를 선형적 구조의 시간에서 해석한 디오도어의 결정론에 대하여 흐트러진 시간의 구조에서 해석한 크리십의 숙명론의 논의의 대비를 보여줄 것이다.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.79-92
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• 2022

This study examines the propositional connections and markers for connecting propositions in the texts of the 3^rd- and 6^th-grade science textbooks developed under the 2015 Revised Science Curriculum. A selection of texts from Korean and social science textbooks were analyzed and compared to those from science textbooks as well. The propositional connections were classified into emphasis, elaboration, exemplification, listing, addition, order, correspondence, causal relation, condition, and purpose types. The markers for the relationship of propositions were classified as demonstrative, using conjunctive, using a comma, using distinctive linguistic elements, and no marker types. The results showed that the frequency of propositional connections in the texts of the 6^th-grade textbooks was lower than that of Korean and/or social science textbooks. However, the frequency of the propositional connections in the texts of the 3^rd-grade textbooks was found to be lower than that of the social science textbook but higher than that of the Korean textbook. The types of order, listing, condition, and causal relation were dominant in science as well as Korean and social science textbooks. Over 40% of the markers for the relationship of propositions were found to be the no marker type, with the ratio of the no marker type being especially higher in the categories of order and causal relation.

• Korean Journal of Logic
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• v.21 no.2
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• pp.231-268
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• 2018

Wittgenstein asserts in the Tractatus Logico-Philosophicus 5.542 that "A believes that p" is of the form "'p' says p" and "here we have no co-ordination of a fact and an object, but a co-ordination of facts by means of a co-ordination of their objects." What does, then, it mean exactly that 'p' says p? What are "facts" and "a co-ordination" in the expression "a co-ordination of facts"? Are propositional attitude statements significant propositions or not? Furthermore, what is the point of Wittgenstein's criticism of Russell's theory of judgement? In this paper, I will answer these questions on the basis of Wittgenstein's explication of the concept of thought and Ramsey's relevant remark on propositional attitude. Meanwhile propositional attitude statements are bound up with solipsism of the Tractatus Logico-Philosophicus and some of them have senses. Hence both of assertions that all the propositional attitude statements are significant and all of them are nonsense in the Tractatus Logico-Philosophicus are not correct.

• Korean Journal of Logic
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• v.19 no.3
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• pp.401-435
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• 2016

Can a proposition that a sentence like "It is raining" represents be sometimes itself? or is it always ? This is known as the debate between Eternalism and Temporalism and belongs to the sub-category of the wider debate between Classical Propositionalism and Non-classical Propositionalism. Regarding this matter, Cappelen and Hawthorne(2009), supporting Eternalism[Classical Propositionalism], raise interesting objection to anaphoric 'that' argument that is one of the famous arguments supporting Temporalism. In this paper, I try to show how difficult it is to advocate Classical Propositionalism by refuting what Cappelen and Hawthorne claim.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.805-816
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• 2014

In this paper, we survey the development of material implication and we present an analysis of the students' understanding of formal implication. Most of high school students consider material implication $p{\rightarrow}q$ as ${\sim}p{\vee}q$ when they represent the pattern of a collected cards as material implication $p{\rightarrow}q$. But when they collect cards in which material implication $p{\rightarrow}q$ is true, Most of high school students consider $p{\rightarrow}q$ as $p{\wedge}q$.

• Korean Journal of Logic
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• v.14 no.2
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• pp.39-76
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• 2011

We explain some basic elements of Martin-L$\ddot{o}$f's type theory and examine the distinction between propositions and judgments. In section 1, we introduce the problem. In section 2, we explain the concept of proposition in the intuitionistic type theory as a development of the intuitionistic conception of proposition. In section 3, we explain the concept of judgment in the intuitionistic type theory. In section 4, we explain some basic inference rules and examine a particular derivation in the theory. In section 5, we examine one route from the Fregean distinction between propositions and judgments to the distinction between them in the intuitionistic type theory, paying attention to the alleged necessity for introducing different forms of judgments.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.393-418
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• 2016

Theory and fundamentals of mathematics consist mostly of proposition form. Activities by research of the proposition which leads to determine the true or false, justify the true propositions and refute with counterexample improve logical reasoning skills of students in emphases on mathematics education. Also, utilizing of counterexamples in school mathematics combines mathematical knowledge through the process of finding a counterexample, help the concept study and increase the critical thinking. These effects have been found through previous research. But many studies say that the learners have difficulty in generating counterexamples for false propositions and materials have not been developed a lot for the counterexample utilizing that can be applied in schools. So, this study analyzed the current textbook and examined the use of counterexamples and developed educational materials for counterexamples that can be applied at schools. That materials consisted of making true & false propositions and students was divided into three groups of academic achievement level. And then this study looked at the change of the students' thinking after counterexample classes. As a study result, in all three groups was showed a positive change in the cognitive domain and affective domain. Especially, in top-level group was mainly showed a positive change in the cognitive domain, in upper-middle group was mainly showed in the cognitive and the affective domain, in the sub-group was mainly found a positive change in the affective domain. Also in this study shows that the class that makes true or false propositions in education of utilizing counterexample, made students understand a given proposition, pay attention to easily overlooked condition, carefully observe symbol sign and change thinking of cognitive domain helping concept learning regardless of academic achievement levels of learners. Also, that class gave positive affect to affective domain that increase interest in the proposition and gain confidence about proposition.