• Journal of architectural history
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• v.13 no.4 s.40
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• pp.55-74
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• 2004

This study researched the art-educational thoughts as a modern idea influenced with the social and philosophical transitions in the 19th century. Moreover, this study focused on Frank Lloyd Wright's educational thoughts, because those educational revolutions had appeared as one of the results that Western society's character was rapidly changed by those revolutions, so called, Industrial Revolution, American and French Revolution, and Cultural Revolution of Romanticism, from late 18th century, and eventually because that revolutionary educational ideas had closely and basically many relations with Wright's thought. As a result, even though Wright's education such an apprenticeship was a traditional shape, which was not the old-fashioned educational method discipling to the skillful man, but against the existing education through the self-learning from experiences in nature. That is similar to transcendentalists such as Emerson who searched for having an inspiration in Nature. Namely, Wright himself had struggled against the existing dualistic educational concepts through Wright's monistic thoughts on art-education including architecture based on not naturalism but the philosophy of nature by romantic idealistic philosophers such as Shelling, Fickle, Kant, Hegel including with his Master, Sullivan, and by revolutionary educators such as Freobel, Ruskin, Dewey, and above all by his Unitarian doctrine. However, Wright's thoughts was at that time so radical, and as Wright himself acknowledged that, 'because the philosophy back of it, of course, as you know, is midway I guess between East and West', such all philosophical objects to influence on Wright were so abstruse idea which is usually called 'Romantic' or 'Mystic' that is mingled with East's and West's essence. That is, because Wright himself catched that the theories and methods of the art-educational thoughts would not be easily perceived, and he judged that in a word as a character which could not be taught. After all, Wright's romantic progressivist art-educational thoughts have not been perceived, disseminated in general and widely.

• Archives of design research
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• v.17 no.3
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• pp.393-402
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• 2004

The Gifts that Freobel devised in 1837 were the first instructional media using concrete and systematic toys as materials for early childhood education. The shapes of hexahedrons, cylinders and balls and conception of point, line, plane and six colors shown in the forms of Freobel's Gifts are the basics of formative elements in modem design. However, the Gifts, or educational toys, which were presented to practice Freobel's educational ideas actually in the educational fields were hardly examined or analyzed from the viewpoint of design. In this study, the structural principles, which were applied to the plastic formation of the Gifts under the influence of Freobel's educational philosophy, are examined by analyzing the visual formative characteristics of Freobel's Gifts. Accordingly, through an analysis on the formative principles of the Gifts, it is studied how a system of abstract and philosophical thought was visually applied to forms. This study is a probing research on the formative characteristics presented in the Gifts and is an investigation of formation theory about geomatrice forms. The effects and problems of the formative features of teaching materials for little children are also examined from the viewpoint of design in this study.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2015.10a
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• pp.353-354
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• 2015

등대해양문화공간은 국민의 해양사상 증진과 해양문화 예술진흥 및 해양교육을 위하여 지정된 시설이다. 우리나라 8곳의 등대해양문화공간 중 간절곶등대에서 개최되는 각종 행사 개최 현황 및 시설 운영 현황을 살펴보고, 등대해양문화공간의 효율적이며 발전적인 운영 방안에 대하여 논의하고자 한다.

• 중국학논총
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• no.68
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• pp.141-161
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• 2020

This paper aims to analyze China's political education, which plays a role of vehicle in the Chinese Communist Party (CCP) promoting its ideological strategy, in order to figure out the utility of the CCP's ideological strategy. After Reform and Opening Up, the CCP rebuilt and reinforced political education in China according to its ideological strategy. Especially after the Tiananmen incident in 1989, the CCP made nationalism and patriotism as the core part of political education, and expanded its curriculum. Such reinforcement of political education has a advantage in maintaining the CCP's governance by creating a nationalist consensus against the western ideas. Although it can be helpful for the stability of domestic politics, it also has negative possibilities which isolate China in the global community and obstruct China's development.

• Journal of the Korea Convergence Society
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• v.7 no.1
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• pp.145-153
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• 2016

The purpose of this study is to suggest a suitable learning style for 300 college students who are attending Duniversity in Jeonnam providence according to QSSC(Questionnaire of Sasang Contribution Classification), major and brain dominance after finding out the difference of learning style according to Sasang constitution and major and brain dominance according to major. First, Soyangin's learning style was found out extroversion -type, but soeumin's learning style was found out introvert type. There was difference on physical type on learning style according to major. Third, there were found difference for a few questionnaire of the dominance of brain. According to above findings, The results of study suggest that we need to develop a unique teaching method which based on learners constitution and major instead of uniform teaching method.

• Journal of Communication Design
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• v.65
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• pp.70-81
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• 2018

From 1949 to 1966, after the new China was established, in order to consolidate newborn regime and erect national image, "proletariat revolutionary education" had become the main way of literary and artistic creation in the new era. In this era, Chinese animation began to produce to form the characteristics of emphasizing the ideological expression and political education from 1949 to1966, but it also made people misunderstand that it was the results of comprehensive containment of Soviet literary thoughts and creative models. In fact, Regardless of the subject matter, narrative, and role, Chinese animations have inherited and developed the ideological characteristics of the "Mun-yi-jae-do" literary view, forming a creative style that is different from the Soviet "dogmatism." The characteristics of "revolutionary hero role", "mythological expression of revolutionary thought" and "unique storytelling narrative mode" in Chinese animation from 1949 to 1966 were the inheritance and development of the "hero role", "mythological story", and "art of storytelling" of the important expression means of traditional art creation after the establishment of the "Mun-yi-jae-do".

• Annual Conference of KIPS
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• 2007.11a
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• pp.671-674
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• 2007

전위그래프는 스타 그래프와 그의 변형 그래프를 포함할 수 있는 일반화된 그래프이다. RFM 그래프는 스타 그래프가 갖는 좋은 성질을 가지면서 하이퍼큐브보다 망 비용이 적은 값을 갖는 상호연결망이다. 본 논문에서는 그래프의 에지 정의를 이용하여 전위그래프와 RFM그래프 사이의 노드를 일-대-일 사상하는 방법을 제시한다. 이러한 사상 결과를 통해 전위그래프는 RFM그래프에 연장율 4, 확장율 1에 임베딩 가능하고, RFM그래프는 전위그래프에 O(n)에 임베딩 가능하다.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.97-130
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• 2014

The purpose of the study was to investigate the aspects of analogy of high school student's thinking process revealed in the inquiry activity with synthetic division. The case study method of qualitative research was conducted with two high school 10th grade students. Structure-mapping model(SMM) of Gentner and similarity frames which were proposed by other researchers were utilized to analyze the data. Two students used analogy as a tool and they could discover synthetic division of more than 2 degrees, but they revealed different levels of mathematics discovery depending on the different degree of analogical thinking. Surface similarity in the process of inquiry activity played a vital role in analogical thinking. We asked students to explore and discover analogy based on structure similarity. Analogy based on the systematic approach made it possible to predict upper domain. Analogy based on the procedure similarity induced internalization. We could conclude that analogy has instrumental, heuristic and reflective characteristics.

• Korean Journal of Health Education and Promotion
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• v.12 no.1
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• pp.151-164
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• 1995

한국보건사회연구원의 조사결과에 의하면 이상적인 성비는 1960년의 160에서 1991년에는 130으로 크게 낮아졌다. 아직도 한국 부인들의 이상자녀수는 여아보다 남아가 더 많게 나타나고 있다. 남아의 가치에 대해서는 1960년대에는 노후봉양이 가장 으뜸가는 변수였으나, 최근에는 가계계승보다도 그 중요도가 떨어지고 있는 경향을 보이고 있다. 또한 정서적 유대, 즉 아들이 있어야 든든하다는 식의 주장이 보다 강한 이유로 지적되고 있다. 이러한 남아선호사상은 사회적으로 상당한 영향을 미치는 요인이 되고 있다. 즉 성비의 불균형과 장래의 결혼시장의 혼란이 초래된다는 문제가 그것이다. 예를 들면 현재 셋째 및 넷째 아이의 성비가 크게 상승하고 있는 문제이다. 즉, 1992년의 경우 첫째 아이의 출생성비는 여아 100명당 남아 196.5이고, 넷째 아이의 경우는 229.0으로 더욱 높게 나타났다. 그리고 2000년에는 결혼적령의 남녀 성비의 차이는 신부보다 신랑이 19.1%나 많아질 것이며, 이러한 차이는 2010년에 가면 더욱 심화되어 신부감보다 신랑감이 무려 28.6%가 초과될 전망이다. 가뜩이나 농촌 총각들이 장가 들기가 어려운 터에 장가 못갈 총각이 크게 늘어날 수 밖에 없는 사정이 된다면 사회적으로 큰 혼란이 야기될 것임에 틀림없다. 이러한 성비의 불균형이 초래되는 배경은 남아선호사상의 잔존으로 저출산 내에서 태아의 성을 감별함으로써 선택적인 인공유산을 하는데서 비롯되는 것으로 볼 수 있다. 따라서 현재에도 불식되지 않고 있는 남아선호사상에 대한 주의를 다시 한번 환기시켜야 할 것이다. 특히 이 분야의 보다 깊은 연구를 지속적으로 실시하여 대응전략의 제시에 노력해야 할 것이며, 우선 무엇보다도 여성들의 사회적 지위향상 등 여권신장에 관한 정책적 노력과 더불어 교육 홍보를 통한 노력이 강화되어야 할 것이다. 아울러 태아의 성감별 등 바람직하지 못한 의술남용 행위 등을 근절토록 보다 강력한 법적 적용에도 행정력을 집중시켜 나가야 할 것이다.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.333-357
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• 2007

One of the most important issues in mathematics education is to restore the educational foundation of school mathematics, which requires fundamental discussions about 'What are the reasons for teaching mathematics?'. This study begins with the problematic that mathematics education is generally pursued as an instrumental know-ledge, which is useful to solve everyday problems or develop scientific technology. This common notion cannot be overcome as long as the mathematics education is viewed as bringing up the learners' ability to work out practical problems. In this paper we discuss the value of mathematics education reflecting on the theory of 'two fold structure of mind'. And we examine the ideas pursued by mathematics educators analyzing the educational theory of Plato and Froebel. Furthermore, we review the mathematics educational theory of F. Klein, an educator who led the reformation of mathematics education in the early 20th century and established the basic modern philosophy and curriculum of mathematics education. In particular, reflecting on the 'two fold structure of mind,' we reexamine his mathematics educational theory in the aspect of the mind cultivation so as to elucidate his ideas more clearly. Moreover, for the more deep discussion about Klein's thoughts on the mathematics education, his viewpoint on tile teaching of 'functional thinking' for the mind cultivation is reexamined based on the research results found in the developments of mathematics education after Klein. As the result we show that under the current mathematics education, which regards mathematics as a practical tools for solving everyday problems and an essential device for developing science and technology, there is a more important value for cultivating the human mind, and argue that mathematics education should contribute to the mind cultivation by emphasizing such an educational value.