• Journal of Korean Philosophical Society
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• v.116
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• pp.133-154
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• 2010

Eliminativist about mentality want to throw out propositional attitude. In this respect, according to R. G. Swinburne, Lynne R. Baker, this theory seems to be self refuting. But it is not so clear enough in what sense eliminativism is self refuting. There are several construals of self-refutation argument against eliminativism. Among them, Patricia Churchland's simple version is defended here. For doing this, we need to analyze William Ramsey's reconstruction of self- refutation argument and J. L. Mackie's famous concept of self-refutation. As a result of this analysis, we can understand most self-refutation arguments against eliminativism don't succeed to defeat eliminativism with this argument.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.155-168
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• 2017

This study investigates how elementary students used cognitive-emotional rebuttals in the context of modeling activities, especially on how their emotional and cognitive processes lead them to use rebuttals in terms of epistemic affect. Twenty-five fifth grade elementary students participated in the study as part of their science class. During the course of their sixth periods, students constructed a human respiratory system model through continuous discussion. The research results showed that elementary students used an elaboration-oriented rebuttal, a defence-oriented rebuttal, and a blame-oriented rebuttal in their modeling activity. The elaboration-oriented rebuttal interspersed with negative epistemic affect was used to elaborate on a student's explanation, and a negative epistemic affect was elicited from their cognitive discrepancy. On the other hand, defence-oriented rebuttal and blame-oriented rebuttal entangled with negative epistemic affect were used to defeat the students rather than help rigor evaluation of students' explanation, and the negative epistemic affect was elicited from the other students' undesirable behavior. These results suggest that students' rebuttals can be elicited by epistemic dynamics related to the epistemic affect. The study shows that if negative epistemic affect were elicited from the other students' naive or false explanations, such an emotion is natural in terms of model construction, and the model can be further developed through the acceptance of the elaboration-oriented rebuttals by students' emotion regulation. In addition, we suggest that negative emotions aroused from the worsening of relationships during small group modeling activities are difficult to regulate and can have negative effects on students' cooperative model construction.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.1-12
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• 2020

In scientific argumentation, students can use rebuttals to escape uncertainty, which, in this case, can be defined as a vague and fuzzy feeling about other students' explanations. As rebuttals can play a critical role in the sophistication of arguments and the alleviation of uncertainty, this study aims to understand the dynamics of uncertainty and rebuttals by exploring the context of the uncertainty experienced by elementary school students in the argumentation of "Why did the kidney beans not germinate?" and to get insights based on the research results. Twenty fourth-grade students and their homeroom teacher in Kyong-Ki province, South Korea, took part in the research. Students engaged in argumentation in five small groups of four students. The researcher collected qualitative data through video transcriptions, student interviews, and field notes. In the data analysis, the researcher employed the constant comparative method to explore in what context students experienced uncertainty and how they used rebuttals. The results of this study were as follows: First, students tried to reduce their uncertainty through argumentation on why the kidney beans did not germinate. Second, students used elaboration-oriented rebuttals, personal opinion-oriented rebuttals, and blame-oriented rebuttals to reduce this uncertainty. However, when they used blame-oriented rebuttals, their uncertainty and negative emotions increased. Third, intervention by the teacher led students to stop using blame-oriented rebuttals. Instead, they employed elaboration-oriented rebuttals to explore why the kidney beans would not sprout, and finally, they escaped uncertainty by discovering an appropriate explanation. Based on the findings of this study, the researcher discussed how the interaction between uncertainty and elaboration-oriented rebuttals could shape and facilitate argument development in elementary school students.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.717-728
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• 2012

The purpose of this study is to analyze the argumentation of gifted students in the perspective of rebuttal. Rebuttal is a significant indicator of argumentation quality; it is also an essential component for science learning through interaction. However, most previous research point out insufficient use of rebuttal in student's argumentation. The argumentation of 37 8th grade students, enrolled in institutes for the scientifically gifted in Seoul, are observed and recorded for 4 hours. The argumentation topic is about how to measure the brightness of the sun. Based on Verheij's (2005) five types of rebuttal patterns, the features of rebuttal are analyzed. It is found that students' argumentation include all of the five rebuttal types: rebuttal of the data, the claim, the warrant, warrant's applicability, and connection between data and claim. It is also found that these five types can be categorized in two groups. The first group consists of first three types and is characterized by the disagreement with the validity of what has been said. The second group consists of the last two types and is characterized by the suggestion or additional information for missing links in argumentation.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.238-252
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• 2020

In this study, we analyzed the types of rebuttals in the argument structure of learning contents in lesson plans constructed by Earth science preservice teachers, and then we explored examples of how they responded to resolving the rebuttal. As a result of analyzing preservice teachers' assignments, discussions, and interviews collected during a total of 20 hours of classes and group discussions for 5 weeks, all 5 types of rebuttals suggested by Verheij (2005) were identified. Through the data analysis, a total of 18 rebuttal cases derived, and these cases were classified into 3 types according to how preservice teachers solve the rebuttals in class. The conclusions and implications based on the results are as follows: First, this study provided empirical data that the thinking process of validating core elements of argumentation and processes of argumentation is actively taking place in preservice teachers' lesson planning using the argument structure, and expanded the scope of application of argumentation in science education research. Second, the argument structure of learning contents should be used to help teachers to come up with strategies to induce students' curiosity and devotion to learn science contents. Third, preservice teachers should have the opportunity to think about the nature of science, including the variability and uncertainty of scientific knowledge when they discover rebuttals and develop solutions to them. Based on these conclusions, implications and suggestions for science education and further research were suggested.

• The Korean Nurse
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• v.11 no.4 s.60
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• pp.52-57
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• 1972

보사부가 지난 3월13일 $\ulcorner$의료법 시행규칙 개정령 $\cdot$을 공포하고 의원에 종사하고 있는 무자격자 단속에 나선 처사에 대해 서울시 의사회 의무이사로 있는 최명삼 씨는 간호원에 대한 일방적이고 부당한 소론을 보건신보 6월26일자에 공개했다. 이에 대해 본회에서는 분개한 나머지 합법적이고 구체적인 내용으로 그 반박문을 보건신보 7월6일자에 발표, 그의 부당한 논리를 시정한 바 있다. 여기 최명삼씨의 $\ulcorner$무자격간호원 정비문제$\lrcorner$라는 제목의 기사와 본회 신수복 총무의 반박문을 그대로 전, 독자들의 올바른 자세와 인식을 촉구하는 바이다.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.701-725
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• 2017

Students need to have opportunities to share their ideas with peers by taking part in the conversation voluntarily that is, by persuading others and reflecting the consequences. Recognizing the importance of this point, this study intended to examine students' argumentation occurring in the process of performing tasks in the math classroom. Also, it tried to explore the types of the argument that students used in the classroom and the reason why they employed them with a focus on 'rebuttal', which is one of the six elements of the argument scheme such as claim, data, warrent, backing, qualifiers, and rebuttal. The analysis of argumentation is based on the five argumentation schemes suggested by Verheij(2005). The experimental class was conducted twice a week with four participants who are third grade middle school students. In the argumentation class students were promoted to address two different kinds of geometrical tasks. After the second session of class, the researcher conducted the semi-structured interview. Accordingly, this study contributes to the existing research by making students to have concrete and active argumentation while obtaining the sound understanding of the argumentation.

• 사회경제평론
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• v.31 no.1
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• pp.63-105
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• 2018

Keynes proposed revolutionary claims in his General Theory that the capitalist economy have the following characteristics: unemployment is general, unemployment could not be automatically restored, business cycle and crisis are inherent in the capitalist economy. Hicks refuted Keynes that unemployment is a special case of depression, and Modigliani argued that it is only valid under a particular assumption of wage rigidity. Also, Pigou and Patinkin contended that unemployment can be automatically recovered in the flexible wages and prices system. These refutations have made the revolutionary reforms appeared in Keynes's General Theory to decline. However, their claims did not correctly interpret Keynes's theories, nor effectively refute them. They interpreted Keynes narrowly within the framework of the classical tradition and refuted Keynes using the claims of the classics. The revolutionary nature of Keynes's General Theory could be not undermined by their refutation, but rather may be more useful in analyzing today's economic reality.

• Management & Information Systems Review
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• v.31 no.4
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• pp.261-286
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• 2012

Rumors are widely prevalent in marketplace and It can be problematic and dangerous for the company's reputation and damages their image. Recently, many companies are given trouble by rumors. As getting invigorates the social media, there is high possibility to shape the vicious rumors without any confirmation whether information is true or not. It affects the companies' reputation and trust they have built for long time, also sales drop off. Despite numerous denials, the rumor persisted, keeping occur again and again all the times. Refutation purposes to decrease levels of belief in a rumor. First, establish Study 1 that a variation in identification influences the impact of a rumor on individuals' beliefs. Furthermore, we analyze the effectiveness of a refutation under varying degree of one's level of identification with the rumor object. According to research result, the response pattern of identification and disidentificaion consumers are very different. Disidentifiers, who engaged in systematic processing, believed the rumor less only when the refutation contained strong arguments. Identifiers, processing heuristically, remained unbelieving in the rumor. Study found that identification is an important moderator of consumer response to negative rumors. These defensive processes alleviate the bad influence of that information, and also can reduce the likelihood of attitude degradation.

• Korean Journal of Logic
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• v.16 no.1
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• pp.45-59
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• 2013

In his book Worlds and Individuals: Possible and Otherwise, Takashi Yagisawa Yagisawa argues that his own theory is better than Lewis's theory by showing that his own theory can deal with important objections to modal realism more successfully than Lewis's. In particular, Yagisawa claims that by adopting modal tenses, he can respond to many important objections to modal realism in a uniform way. In this paper, I argue that Lewis can also successfully respond to Peacocke's objection in an exactly parallel way to Yagisawa's by distinguishing existence at the actual world from existence at other possible worlds and that Yagisawa's response to van Inwagen's objection does not succeed. I conclude that Yagisawa fails to show that his own theory is better than Lewis's.