• Journal of the Korean Geosynthetics Society
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• v.6 no.1
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• pp.1-7
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• 2007

In order to improve the bearing capacity of soft ground for the purpose of getting a trafficability of construction vehicles, the geosynthetics-sandmat system has often been used. Yamanouchi had proposed the equation of calculating the bearing capacity about this kind of bearing mechanism, which has a soft ground-geosynthetics-sandmat system. The bearing capacity equation by Yamanouchi has been widely using in our country. However this equation includes an important contradictory concept because if the contact width of vehicles is incresed to reduce the contact pressure, the bearing capacity is decresed on the contray according to this equation. In order to investigate this contradictory concept, the bearing capacity test has been performed on the soft model ground with geosynthetics-sandmat system. From the test results about various kinds of models, the principle that explain the contradictory concept has been found and on the basis of this principle the new bering capacity equation has been proposed by modifying Yamanouchi equation.

• Korean Journal of Construction Engineering and Management
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• v.14 no.3
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• pp.33-41
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• 2013

This study used TRIZ methodology to develop a new steel stud for load bearing or non-load bearing walls. Technical contradiction of high strength with high insulation performance can be solved by TRIZ. We suppose a new shape of high-strength insulated (HSI) Stud. This study showed TRIZ can be usefully applied to the development of new construction materials by solving technical contradictions. Insulation performance of HSI stud can be improved approximately 12% compared to the standard KS stud. Although up to 3.9% of the flexural strength degradation is expected, compressive strength of HSI studs are improved from 4.1% to 8%. In conclusion, improved thermal performance and higher strength can be expected for the HSI stud developed using TRIZ.

• Journal of Korean Philosophical Society
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• v.143
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• pp.87-118
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• 2017

In this paper, I will show several theoretical nonconformities which can be found in P. Singer's concept of human beings. As we know, P. Singer is a well-known animal liberalist. On the one hand, Singer regards man as a subordinate being to nature and on the other, as a transcendent being. This is the first inconsistency of Singer's concept of man. His second inconsistency is related to his position on the power of reason. He believes that it is the product of evolution, and at the same time that it is a power to resist the blindness of evolution. Thirdly, he also exposes the contradictory attitude in evaluation on man's moral ability. Considering these three contradictions, it becomes clear that Singer has failed to prove his claim that there is no qualitative difference between human beings and animals. Despite the popularity of his theory, I believe the theoretical foundation of Singer's animal liberation theory is rather weak. The reason for revealing the weakness of Singer's theory is not to return to the practice of mercilessly handling animals but to show that it is wrong to undermine human dignity under the guise of animal welfare.

• Korean Journal of Logic
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• v.22 no.1
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• pp.151-182
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• 2019

According to the realization criterion that distinguishes deductive argument from inductive argument, the realized necessity relation between the premises and the conclusion defines deductive argument. In this case, 'invalid deductive argument' is an oxymoron. According to the intention criterion, the intended necessity relation between the premises and the conclusion defines deductive argument. In this case, 'invalid deductive argument' is not an oxymoron. In this paper, we will argue for the intention criterion. The realization criterion cannot classify an elliptical argument without referring to the intention represented in the argument. It cannot distinguish an argument from a set of propositions that is not an argument either. On the other hand, the problem that an intention may not be recognized in an argument can be resolved by referring to the principle of charity. Moreover, by distinguishing the expressions showing the conviction or the attitude to the argument from the intention of the argument, we conclude that the intention criterion successfully distinguishes deductive argument from inductive argument.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.885-899
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• 2018

As 'Science Inquiry Experiment' is newly introduced in the high school curriculum, where inquiry and experiment oriented education is insufficient, this study aims to analyze teacher's practice of 'Science Inquiry Experiment' in depth and identify contradictions during its process in the perspective of Cultural Historical Activity Theory. The research participant is teacher SHIN who is exclusively responsible for Science Inquiry Experiment. Starting with reflection on the practice of Science Inquiry Experiment class conducted in the first semester, interviews with participants, participatory observation and local materials were used during the 2nd semester's Science Inquiry Experiment class. A descriptive analysis of the teacher SHIN's practice of Science Inquiry Experiment was carried out and the contradictions in the activity system of the teacher SHIN were identified. The result reveals that in the overall practice of teaching Integrated Science and Science Inquiry Experiment, there were contradictions between teacher SHIN's recognition about cooperation(subject) and shared responsibility with other teachers(division of labor), and between teacher SHIN's recognition about the subjects(subject) and contrasting contents in teacher training courses(community). In the practice of teaching Science Inquiry Experiment, there were specific contradictions between teacher SHIN's recognition about the subject(subject) and time of job assignment(rule), between experimental activities(object) and experimental tools(tool), and between purpose of the subject(object) and directions about assessment(rule). These contradictions directly or indirectly influence the practice of teaching Science Inquiry Experiment. There needs to be support for constructing an activity system capable of supporting and promoting teachers' practice of Science Inquiry Experiment, and we made several suggestions to resolve the problems.

• Korean Journal of Logic
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• v.20 no.2
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• pp.241-271
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• 2017

Dialetheism is the view that there exists a true contradiction. This paper ventures to suggest that Priest's argument for Dialetheism from $G{\ddot{o}}del^{\prime}s$ theorem is unconvincing as the lesson of $G{\ddot{o}}del^{\prime}s$ proof (or Rosser's proof) is that any sufficiently strong theories of arithmetic cannot be both complete and consistent. In addition, a contradiction is derivable in Priest's inconsistent and complete arithmetic. An alternative argument for Dialetheism is given by applying $G{\ddot{o}}del$ sentence to the inconsistent and complete theory of arithmetic. We argue, however, that the alternative argument raises a circularity problem. In sum, $G{\ddot{o}}del^{\prime}s$ and its related theorem merely show the relation between a complete and a consistent theory. A contradiction derived by the application of $G{\ddot{o}}del$ sentence has the value of true sentences, i.e. the both-value, only under the inconsistent models for arithmetic. Without having the assumption of inconsistency or completeness, a true contradiction is not derivable from the application of $G{\ddot{o}}del$ sentence. Hence, $G{\ddot{o}}del^{\prime}s$ and its related theorem never can be a ground for Dialetheism.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.343-354
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• 2018

In this study, the first experience of the whole research process of a novice scientist (student A) who participated in the Undergraduate Research Program (URP) was analyzed. The data were collected through observation, interviews, and document analysis with the cultural historical activity theory being used as a theoretical lens. At the beginning of novice's research, the mentor guided him in setting a research goal and provided mediating artifacts. Student A formed a research team based on the vertical relationship without a shared mental model. Two major contradictions occurred and they were the sources of changes of student A's activity system. The first contradiction was between the mentor's educational philosophy and the mentee's educational needs, which was resolved in a way that student A asked and used the mentor's network to obtain his needs about task-specific details. The second contradiction arose because the team members wanted horizontal relationship while student A wanted to stick to the vertical relationship. After student A accepted the opinions of the team members, they cooperatively changed the division of labor in the activity system. Student A decided to become a scientist and not a physics teacher, even if his major is physics education after finishing his URP research process. His URP experience also created and expanded his network in the academic field, and his negative attitude toward collaboration changed positively. Through the analysis of the structure and changes in the activity system of URP research, implications for instructional method and support system of the apprenticeship can be obtained.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.8
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• pp.1883-1892
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• 2015

TRIZ is a theory of inventive problem solving. Recently the importance of creative capabilities is being emphasized and many successful cases using TRIZ are being introduced, therefore interest in TRIZ has been increasing. But TRIZ is not easy to learn alone compared to other creative thinking tools. Although it is effective to learn TRIZ through various cases, it is not easy for beginners to experience those many cases. Therefore, we developed a software called Do-TRIZ for TRIZ learning. Do-TRIZ provides descriptions and various examples of key concepts to make it easier for beginners to learn TRIZ. Also, the learners can add new cases continuously on Do-TRIZ. Especially, process-based problem solving modules have been implemented on Do-TRIZ, in order to make it possible to solve problems based on technical contradiction, physical contradiction, and IFR(Ideal Final Result). The learners can use the modules to solve their problems and to share the results. Also, we implemented Do-TRIZ Memo app that works with Do-TRIZ.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.307-320
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• 2019

This study explores how an elementary school homeroom teacher who continued to lecture, can use diversified science teaching methods for learner-centered instruction. Using an auto-ethnographic approach over the course of a year, self-memory data, facebook diaries, class diaries, and interview data of an elementary teacher's day-to-day preparations and practice of elementary science, in the context of a Korean elementary school, were collected. The data was analyzed through cultural historical activity theory, examining how the interplay of key elements (i.e., the subject as a homeroom teacher with instructional expertise, norms, community, division of labor, tools, and goals) was characterized within and across distinct two-activity systems, and how these elements shaped the teacher's teaching methods into either lecture format or diversified teaching. The study revealed that a non-cooperative community, lack of division of labor, and norms that neglect preparation for science class were the elements that perpetuated the lecture format, and that a contradiction between goals and tools occurred in the activity system. However, these elements were able to be transformed into a cooperative community, shared labor, and norms that saved preparation time for both science class and diversified teaching methods, and those changed elements facilitated the teacher in using diversified teaching methods (e.g., experiments, subject-integrated classes, field work), thereby mitigating the contradiction. This study also discusses that diversified teaching methods can be facilitated when dealing with norms, community, and division of labor elements in an elementary school context as well as improving individual teachers' instructional expertise.

• Cross-Cultural Studies
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• v.33
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• pp.241-262
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• 2013

Nietzsche in the early 20th century, many Western thought came to China pushed the time, who want to reform the Chinese young intellectuals was a great welcome. Around 5.4 times writers representing China Journalism Guo Mo ruo Mao Dun and social needs of the times according to the spirit, according to their ideology, no tubes and four optional understand Nietzsche. Was acceptable, in the process, Nietzsche was transformed hem into various forms. In this paper, two Guo Mo ruo Mao Dun accept Nietzsche as Nietzsche socreated their own awards and also looked at these similarities and difference. Nietzsche Guo Mo ruo the remnants of the old feudal ideas and traditions were to break down and accept only select perspective. Nietzsche's self-discovery and individual liberty, and against the reality and accept the terms of loan 5.4 seconds, an ideal Nietzsche award was created. However Guo Mo ruo particular aspect of the acceptance of Nietzsche, whereas Nietzsche regarded as an extreme pessimist history, and his extreme caution and idealistic form of individualism was often criticized. Mao Dun the core ideas of Nietzsche 'Superman' and 'will power' noted. 5.4 All time view of life, a new morality must re-evaluate the need for a practical, based on the old tradition of Nietzsche completely against the spirit of rebellion was to have especially appreciated. But this was different Mao Dun Nietzsche and moral beliefs. What is the old morality Nietzsche corrupt, bourgeois morality and ethics, and was negative for democracy and freedom, Mao Dun dark realities facing the old Chinese feudal and traditional idea ofrevolution as a democrat were negative for. Guo Mo ruo Mao Dun optional for Nietzsche's acceptance was 5.4 times that contemporary needs can be met.