• Korean Journal of Logic
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• v.9 no.1
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• pp.137-171
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• 2006

베나세라프의 수의 비고유성 논증은 플라톤주의에 대한 강력한 반박들 중의 하나다. 이에 대한 플라톤주의 진영에서의 대응은 현재까지 네 가지 정도가 있었다. 라이트와 헤일로 대표되는 신프레게주의, 샤피로의 ante rem 구조주의, 밸러거의 혈기왕성한 플라톤주의, 그리고 잴타의 원리화된 플라톤주의에서의 대응들이 그것들이다. 이 네 가지 대응들 중 잴타의 원리화된 플라톤주의는 진정한 플라톤주의로 간주되기 매우 힘들며, 신프레게주의는 수의 비고유성 문제해결에 심각한 어려움을 갖고 있다. 한편 수의 비고유성 문제를 어느 정도 극복하고 있는 듯이 보이는 샤피로와 밸러거의 견해들 중, 밸러거의 견해는 인식과 지칭의 문제와 관련하여 심각한 난관에 봉착해 있다. 따라서 현재까지 제시된 이론의 상태에서는 샤피로의 견해가 수의 비고유성 문제를 인식의 문제와 함께 가장 잘 해결하고 있는 것으로 평가될 수 있다.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.45-61
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• 2016

The purpose of this study is to explore students' epistemic goals and considerations in designing an experiment task and to investigate how a shift in the students' epistemology affected their argumentation. Four 7th grade students were selected as a focus group. According to the results, when they designed their own experiment, their epistemic goal was 'scientific sense-making' and their epistemic considerations - the perception of the nature of the knowledge product was 'this experiment should explain how something happened', the perception of the justification was 'we need to use our interpretation of the data' and the perception of the audience was 'constructor' - contributed to designing their experiment actively. When students tried to select one argument, their epistemic goal shifted to 'winning a debate', showing 'my experiment is better than the others' with the perception of the audience, 'competitor'. Consequently, students only deprecated the limits of different experiment so that they did not explore the meaning of each experiment design deeply. Eventually, student A's experiment design was selected due to time restrictions. When they elaborated upon their result, their epistemic goal shifted to 'scientific sensemaking', reviewing 'how this experiment design is scientifically valid' through scientific justification - we need justification to make members accept it - acting as 'cooperator'. Consequently, all members engaged in a productive argumentation that led to the development of the group result. This study lays the foundation for future work on understanding students' epistemic goals and considerations to prompt productive argumentation in science classrooms.

• Journal of Information Technology and Architecture
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• v.11 no.4
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• pp.393-407
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• 2014

The Government Informatization Policy Plan represents the government's technology policy vision and a set of ICT policy agenda and initiatives for the tenure of the government. The Policy Plan, however, normally produces an excess of disconcerted and superfluous ICT policy proposals from various policy units in the government. To cope with the superficiality of the ICT policy set in the Policy Plan, this paper proposes an analysis of the epistemology of the policy set. A policy is constructed as an argument and the structure of the policy argument is analysed using a model of argumentation. The findings show that the present informatization policy is driven by three epistemological motives - the production, consumption, and performance of the ICT Technology. The various assumptions and premises that underlie and direct the generation of ICT policy arguments with different motives are idenfied and then are exposed to strong rebuttal arguments to evaluate their epistemological tenability. The policy implications of the epistemological analysis are discussed in the end.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.56-71
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• 2023

The purpose of this study is to explore the role and effectiveness of argumentation structure and the developmental characteristics of science PCK with Earth science preservice teachers who used argumentation structure as a pedagogical reasoning tool. Since teachers demonstrate PCK in a series of pedagogical reasoning processes using argumentation structures, we explored the characteristics of future-oriented family resemblance-PCK shown by preservice science teachers using argumentation structures. At the end of the semester, we conducted in-depth interviews with 15 earth science preservice teachers who had experienced lesson design and teaching practice using the argumentation structure. Qualitative analysis including a semantic network analysis was conducted based on the in-depth interview to analyze the characteristics of preservice teachers' family resemblance-PCK. Results include that preservice teachers organized their classes systematically by applying the argumentation structure, and structured classes by differentiating argumentation elements from facts to conclusions. Regarding the characteristics of each component of the argumentation structure, preservice teachers had difficulty finding warrant, rebuttal, and qualifier. The area of PCK most affected by the argumentation structure is the science teaching practice, and preservice teachers emphasized the selection of a instructional model suitable for lesson content, the use of various teaching methods and inquiry activities to persuade lesson content, and developing of data literacy and digital competency. Discussed in the conclusion are the potential and usability of argument structure as a pedagogical reasoning tool, the possibility of developing science inquiry and reasoning competency of secondary school students who experience science classes using argumentation structure, and the need for developing a teacher education protocol using argumentation structure as a pedagogical reasoning tool.

• 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.

• Korean Journal of Cognitive Science
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• v.6 no.3
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• pp.5-23
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• 1995

According to a well-known argument (so-called the Godelian argument) proposed by Lucas. Godel's theorem refutes the thesis of mechanism. that is, the thesis that human cognitive system is no more than a Turing machine. The main aim of this paper is to show that this argument is not successful. However. I also argue that many pre-existing objections (by Benacerraf, Slezak. Boyer. Hofstadter etc.) to Gooelian argument are not satisfactory. either. Using Tarski's theorem. I then strengthen what I caII the consistency objection to Godelian argument. In my dilemma objection obtained. Godelian argument doesn't work because the argument has a false premise if we have the concept of global truth and the argument cannot be stated if not.

• Korean Journal of Logic
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• v.18 no.2
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• pp.265-289
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• 2015

The idea that an effect counterfactually depends on its cause is simple and intuitive. However, this simple idea runs into various difficulties. The active route account, in order to avoid the difficulties, analyzes causation in terms of counterfactual dependence under certain control. In her recent article, Seahwa Kim criticizes Sungsu Kim's earlier attempt to defend the active route account from its counterexamples. Her criticisms are convincing, and defenders of the active route account or counterfactual analysis of causation in general need another defense. In response, a two-step defense is proposed. First, the scope of the active route account is restricted to 'proximate' causal relation. Second, a control over factors that are in proximate causal relation is offered to figure out 'distant' causal relation. The result is that with proper control, an effect indeed counterfactually depends on its cause.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.25 no.3
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• pp.424-433
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• 2001

We present a new electrostatic repulsive-force microactuator using a lateral repulsive force induced by an asymmetric distribution of electrostatic field. The lateral repulsive force has been characterized by a simple analytical equation, derived from a finite element simulation. A set of repulsive force polysilicon microactuators has been designed and fabricated by a 4-mask surface-micromachining process. Static and dynamic micromechanical behavior of the fabricated microactuators has been measured at the atmospheric pressure for a varying bias voltage. The static displacement of the fabricated microactuator, proportional to the square of the DC bias voltage, is obtained as 1.27 $\mu\textrm{m}$ for the DC bias voltage of 140V. The resonant frequency of the repulsive-force microactuator increases from 11.7 kHz to 12.7 kHz when the DC bias voltage increases from 60V to 140V. The measured quality-factor varies from 12 to 13 for the bias volatge range of 60V∼140V. The characteristics of the electrostatic repulsive-force have been discussed and compared and compared with those of the conventional electrostatic attractive-force.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.1
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• pp.47-58
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• 2008

The 7th national curriculum shifts the fundamental spirit from teachercentered to learner-centered instruction. According to the shift, performance assessment has been emphasized in schools rather than using a variety of standardized tests. However, some researchers and educational policy-makers recently asserted that we need to return to the kind of standardized tests used in the past, giving up performance assessment, for it can actually not be implemented in classroom. This paper is written to refute their assertion. Performance assessment prove one's real worth when it is implemented in learner-centered instruction. Therefore, some assessment methods are discussed which can be used during learner-centered instruction.

• Journal of the Korean Institute of Navigation
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• v.20 no.4
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• pp.59-70
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• 1996

A berth assignment problem has a direct impact on assessment of charges made to ships and goods. In this paper, we concerned with of fuzzy mathematical programming models for a berth assignment problem to achieved an efficient berth operation in a fuzzy environment. In this paper, we focus on the berth assignment programming with fuzzy parameters which are based on personal opinions or subjective judgement. From the above point of view, assume that a goal and a constraint are given by fuzzy sets, respectively, which are characterized by membership functions. Let a fuzzy decision be defined as the fuzzy set resulting from the intersection of a goal and constraint. This paper deals with fuzziness in all parameters which are expressed by fuzzy numbers. A fuzzy parameter defined by a fuzzy number means a possibility distribution of the parameters. These fuzzy 0-1 integer programming problems are formulated by fuzzy functions whose concept is also called the extension principle. We deal with a berth assignment problem with triangular fuzzy coefficients and propose a branch and bound algorithm for solving the problem. We suggest three models of berth assignment to minimizing the objective functions such as total port time, total berthing time and maximum berthing time by using a revised Maximum Position Shift(MPS) concept. The berth assignment problem is formulated by min-max and fuzzy 0-1 integer programming. Finally, we gave the numerical solutions of the illustrative examples.