• 전기의세계
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• v.48 no.7
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• pp.4-10
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• 1999

• 대학교육
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• s.48
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• pp.19-25
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• 1990

• The Magazine of the IEIE
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• v.28 no.12
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• pp.43-52
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• 2001

• The Korean Publising Journal, Monthly
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• s.267
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• pp.14-15
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• 1999

• Cement
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• s.194
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• pp.8-13
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• 2012

• The Monthly Diabetes
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• s.48
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• pp.60-63
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• 1993

• Korean Journal of Cognitive Science
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• v.23 no.3
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• pp.367-388
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• 2012

The centennial of Alan Mathison Turing(23 June 1912 - 7 June 1954) is an appropriate occasion on which to assess his profound influence on the development of cognitive science. His contributions to and attitudes toward that field are discussed from the metamathematical perspective. This essay addresses (i)Turing's mathematical analysis of cognition, (ii)universal Turing machines, (iii)the limitations of universal Turing machines, (iv)oracle Turing machine beyond universal Turing machine, and (v)Turing test for cognitive science. Turing was a ground-breaker, eager to move on to new fields. He actually opened wider the scientific windows to the mind. The results show that first, by means of mathematical logic Turing discovered a new bridge between the mind and the physical world. Second, Turing gave a new formal analysis of operations of the mind. Third, Turing investigated oracle Turing machines and connectionist network machines as new models of minds beyond the limitations of his own universal machines. This paper explores why the cognitive scientist would be ever expecting a new Turing Test on the shoulder of Alan Turing.

• Journal of Digital Convergence
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• v.12 no.10
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• pp.485-491
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• 2014

The aim of this study is to suggest development guidelines of educational smart application for the students with development disability based on Universal Design for Learning(UDL). The basic guideline set were organized by analyzing UDL studies on different media. The totally 35 preliminary guidelines which consist of 14 items of contents presentation, 12 items of education strategy and 9 items of education engagement were settled through review of smart contents expert developer and professors in special education. Based on the preliminary guideline, a survey was conducted to determine effective guidelines among end users which consist of the teachers who educate students with disability, parents with disabled children and professors in special education major. 3 categories and 20 guidelines are presented by analyzing survey result through excluding items whose importance factor were lower than average of importance.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.51-66
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• 2019

The Korean ministry of education has adopted an educational policy about digital textbooks at K-12 schools since 2018, in order to provide students with individualized learning contents and activities. However, digital textbooks has been yet prepared and delivered for the students with disabilities in the inclusive education. This study aims to develop the guidelines on digital textbooks for students with disabilities applying universal design for learning, recognizing the requirements for the digital textbooks which can be utilized in the K-12 inclusive classrooms for diverse students. In this respect, guidelines on digital textbooks were developed based on previous studies and cases. The first draft of guidelines were reviewed with two rounds of the delphi methods with special teachers. In addition, scenarios were developed, representing the rich educational contexts with digital textbooks applying the guidelines in a practical way for students with 4 types of disabilities. This study can contribute to establishing educational policies and environments related to the digital textbook development and dissemination for students with disabilities.

• Journal of Korean Philosophical Society
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• v.141
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• pp.203-224
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• 2017

In Laozi Tao(道) is not only the universal law of all existence but the eternal law of morality. In Laozi Tao as the eternal law of morality is the absolute criteria of value-judgement. In this respect in Laozi Tao is the perfect value or the absolute criteria of value-judgement. And so someone can evaluate Laozi's perspective on the theory of value is value-absolutism. Nonetheless, Laozi allows all theories of value in Laozi. Laozi's thought on the value is indifferent to what kind of value one has. But Laozi's ideal of the theory of value is value-universalism through Tao as the absolute criteria of value-judgement. So in Laozi the perspective on value is the universalization of value-absolutism. In Laozi, the medium of value-universalism is being of Sage(聖人) and all human's inpersonation of Teh(德). If this two conditions fulfilled, all human beings can reach the state of "subtle identification(玄同)" and can be sages, and value-universalism take the form of valuelessism.