• Korean Journal of Logic
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• v.13 no.2
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• pp.1-26
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• 2010

The primary purpose of this paper is to examine critically the theory of critical thinking proposed by the late Professor Young-Jung Kim. He defined the basic properties of critical thinking as active reflectivity, and listed deepness, multilaterality and domain-transitivity as primary properties for which critical thinking aims. He, then, pursued how critical thinking can be merged with creativity and proposed the concept 'critico-creative thinking'. I argue that his theory of critical thinking has some limitation, but we can develop his critico-creative thinking further.

• The Journal of the Korea Contents Association
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• v.14 no.10
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• pp.795-809
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• 2014

The aim of this study is to confirm the effect of the experience of media education and the media literacy, the ability to understand and use media rightly. In the research results in this study, the experience of media education has a positive effect on the critical thinking disposition. Especially, the experience of media education in school influences all constituents of the critical thinking disposition positively and the experience of media education in home also does the constituents except for only truth-seeking positively. The industrial motivation, one of factors of the media literacy, has influence on all constituents of the critical thinking disposition, and the technical use ability, one of them, does the constituents except for systematicity. And inquisitiveness, objectivity, systematicity, and self-confidence of the critical thinking disposition are affected by the self-expression of the media literacy. The media audience factor has open-mindness, systematicity, and self-confidence of the disposition, and the media language factor does truth-seeking, open-mindness, and objectivity.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.612-622
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• 2016

The purpose of this study was to identify the relationship between problem solving ability, critical thinking disposition, creativity and nursing process competence of nursing students. The participants in the study were 246 nursing students enrolled in 2nd year of a BSN program in S city, Korea. Data were collected from June 10 to June 20, 2015 using a structured questionnaire. Relationship between general characteristics and solving ability, critical thinking disposition, creativity and nursing process competence was analyzed by t-test, ANOVA and Kruskal-wallis. Correlation among problem solving ability, critical thinking disposition, creativity and nursing process competence was analyzed by pearson correlation coefficient. There was a statistically significant difference in problem solving with the reason for application, major satisfaction. There was a significant positive correlation between problem solving ability, critical thinking disposition, creativity and self efficacy. Nursing process competence was't a significant between problem solving ability, critical thinking disposition, creativity and self efficacy. These findings show that there is a need to develop strategies to improve self efficacy and nursing process competence for student nurses.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.263-270
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• 2019

This study was done to identify the relationship between safisfaction with major, critical thinking disposition and nurse image of nursing students. Subjects were 280 associates nursing students (2nd, 3rd, 4th grade) in M university. SPSS 21.0 was used to analyze the data for the descriptive statistics, t-test, ANOVA, Scheffe's test, and Pearson correlation coefficients. The score for satisfaction of major was 3.81, critical thinking disposition scoring 3.52, nurse image scoring 3.85. Satisfaction of major was significantly positive correlation between critical thinking disposition and nurse image of nursing students. Therefore, increase to satisfaction of major in nursing student, it is necessary to study how to improve the nurse image by improving the critical thinking disposition of nursing students.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.80-80
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.81-90
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Journal of Convergence for Information Technology
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• v.11 no.8
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• pp.224-231
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• 2021

The purpose of this study is to find out whether critical thinking education improves critical thinking disposition of nursing college students. The participants were 173 second graders. The education was conducted three times, two hours each, for a total of six hours of intensive critical thinking education and continuous education during Nursing Process class. The survey was conducted in the first week and 14th week of the course. The collected data was analyzed with IBM SPSS 21.0. Findings: The results showed that the average rating of critical thinking before and after education was raised(3.65±0.41→3.83±0.46, t=6.796, p<.001). Among the sub-items, creativity, which had the lowest score before education, has been raised the most(3.13±0.78→3.43±0.86, t = 5.842, p<.001). The effectiveness of critical thinking education has been confirmed. But it is a lack of evidence on the relevance of the details. It is suggested that repeated research is needed to ensure the quality of education, develop teaching methods, and develop tools for verifying effectiveness.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.169-192
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• 2019

This study aims to examine the prospecting view of future society from a critical perspective, and to explore the direction of home economics education that can lead to transformation of future society from Habermas's critical theory. For this, Habermas's critical theory was understood, and the direction was explored in which field should act to guide future society when home economics education took a critical science perspective. Direction for praxis of home economics education was explored in both lifeworld and system area of society based on the critical theory that individuals, families and society are mutually beneficial and continue through interactions. The praxis of home economics education from a critical science perspective has been found through examples of IFHE's advocacy and policy participation activities. In conclusion, it supported the reason that home economics education as a critical science should form a social, political and economic system as well as lifeworld with valued human conditions and practice professional activities in academic, daily life and societal areas which will lead to the critical and participatory changes in individual and family life.

• Journal of Digital Convergence
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• v.13 no.6
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• pp.197-203
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• 2015

This study was investigate difference between critical thinking ability and disposition for the development of convergence. Data were collected from Nov. 5th to 16th 2012, using critical thinking instruments. There was no statistically significant difference in critical thinking ability according to scholastic standards and problem-based learning classes but difference according to level of education(senior students were higher than the other grades), clinical practice education and completion of critical thinking subject. There was no statistically significant difference in critical thinking disposition according to anything. Upon examining the correlation between critical thinking ability and disposition, it was significant, although small. Therefore we should separate for evaluation into two parts; critical thinking ability and disposition.

• Journal of the Korean Institute of Landscape Architecture
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• v.43 no.2
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• pp.87-104
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• 2015

As the influence of Landscape Urbanism has grown, various criticisms on the discourse also have increased. A study on critical opinions of Landscape Urbanism is necessary to fully comprehend the theoretical structure of the discourse and its limitations. This study introduced the concept of Intension and Extension, which is used in the field of Logics and Semiotic, as an analytical tool to interpret various criticisms based on different views in a more objective and synthetic way. After examining the development of criticisms of Landscape Urbanism, 30 texts with important critiques on the theory were selected and analyzed. Criticisms can be classified as internal criticism and external criticism according to specific topics they are engaged with. The study only covers internal criticism as a research scope. The internal criticisms on Landscape Urbanism are re-categorized into topics of theory, practice and the relation between theory and practice. Vagueness of concepts and error in concepts are two types criticism related to the issue of theory. Lexical Ambiguity and Intensional Vagueness are the main causes of conceptual vagueness in Landscape Urbanism. Conceptual vagueness related with the problem of redefining an existing concept through expanding its meaning reveals a structural dilemma. There are three types of criticism included in the topic of practice: absence of practical results, form-oriented practice, and ambiguous identity in practical results. Ambiguous identity is caused by Extensional Vagueness allowing borderline cases. Because these borderline cases overlap with extensions of landscape architecture, it is hard to differentiate projects of Landscape Urbanism and those of conventional landscape architecture. Most criticisms on the relation between theory and practice raise the question on the practical method. Two types of criticism are engaged with the topic of the practical method: errors in practical methods and absence of practical methods. The absence of practical methods is a fundamental problem of Landscape Urbanism which is hard to solve by the proposed solutions. However, these structural problems are not only the weak point but also the factor that is able to prove the potentials expand the scope of Landscape Urbanism. In addition to the results of the study, internal criticisms on Landscape Urbanism should be examined in the following studies in order to predict the next direction of Landscape Urbanism.