• Journal of the Korean Geographical Society
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• v.49 no.3
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• pp.456-471
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• 2014

Recent educational policy by coalition government in UK is called knowledge turn. A core competency-based curriculum based on the relative knowledge of the social constructivism and postmodernism has been strongly endorsed by the previous new labor government. The view of knowledge regards knowledge as constructed socially, and emphasizes personal everyday knowledge. But the knowledge-based curriculum based on absolutism is strongly endorsed by the current coalition government. It emphasizes objectivity of knowledge. Social realism criticizes both absolutism and relativism on knowledge. Social realism places disciplinary knowledge above everyday knowledge, and considers disciplinary knowledge as powerful knowledge. But it doesn't mean that social realism neglects everyday knowledge. Rather, social realism empathizes relating disciplinary knowledge to everyday knowledge. Recent Living Geography and YPG(Young People's Geographies) project by the Geographical Association is based on the social realism. The aims of the project is to connect academic geography related to young people's geographies with student's everyday geographies, and academic geographers as mentors, tutors and students together are to make school geography curriculum through conversation.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.81-96
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• 2022

Covid-19 calls for minimizing gatherings of people in spaces such as offices. Organizations are encouraging information-sharing activities among employees by using online platform technology. Recently, Organizations are supporting their work using the metaverse. This study confirms the effect of metaverse presence on the intention to share knowledge by forming the intrinsic motivation of the employees and the moderating effect of the individual's digital technological competence. We presented research hypotheses through previous studies such as virtual reality and tested the hypotheses using 309 samples obtained through surveys. As a result, the social, tele, and self presence of the metaverse increased organizational-related intrinsic motivation(organizational identification, value congruence) and had a positive effect on the intention to share knowledge. In addition, digital technological competence moderated the relationship between value congruence and intention to share knowledge. This study suggests the importance of strategies to enhance the presence of metaverse for organizations to increase work productivity by using metaverse and the need to support individual digital competence reinforcement.

• Journal of the Korean Geographical Society
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• v.46 no.4
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• pp.554-566
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• 2011

Consumer capitalism is transforming real geographical knowledge into imaginary one through commodity fetishism. As a result, students' ability to think themselves and commodity relationally become weak. Thus, the students cannot recognize the positional meanings of themselves in the global networks of food and ethically perceive environmental issues that generate due to the interrelation between the students and the commodity networks. In these problematic consciousness and situations, this research examine relation of commodity consumption and ethics through hamburger connection and insists that geographical education helps the students acquire insight into the relationship between food and themselves through relational thinking.

• Korean Journal of Logic
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• v.17 no.2
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• pp.349-358
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• 2014

Human being has attempted to solve the problem of imperfect knowledge for a long time. In 1982 Pawlak proposed the rough set theory to manipulate the problem in the area of artificial intelligence. The rough set theory has two interesting properties: one is that a rough set is considered as distinct sets according to distinct knowledge bases, and the other is that distinct rough sets are considered as one same set in a certain knowledge base. This leads to a significant philosophical interpretation: a concept (or an event) may be understood as different ones from different perspectives, while different concepts (or events) may be understood as a same one in a certain perspective. This paper claims that such properties of rough set theory produce a mathematical model to support critical realism and theory ladenness of observation in the philosophy of science.

• School Mathematics
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• v.6 no.4
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• pp.313-324
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• 2004

One of the major roots of the value and power of mathematical knowledge is the belief on ‘the Pythagorian-Platonic divine mathematicity of the universe’ and the ‘pre-established harmony between mathematics and physics’. This kind of the nature of mathematical knowledge demands strongly the school mathematics to become a subject for humanity education going beyond the practical usefulness. Here, investigating the roots of the thought of mathematical education, we tried to clarify that the traditional educational ideal which has maintained the theoretical knowledge-centered mathematical education is the education of humanity, and investigate the way today's mathematical pedagogy should first turn to if it should realize this ideal.

• Knowledge Management Research
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• v.22 no.1
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• pp.287-308
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• 2021

This study aims to explore how the effects of the perceived social presence on trust and live chat adoption intention vary with the types of live chats in e-commerce context. As technology develops, live chat with the seller in e-commerce is rapidly replaced by AI-assisted live chat called chat-bot. However, it is not well known how the buyers perceive the difference between the chat with seller and the chat-bot. This study therefore proposes first, the perceived social presence toward the seller will influence trust and the live chat adoption. Second, the effects of social presence will be stronger when using live chat with seller than using chat-bot. To validate, we collect data from 232 e-commerce users and confirm the first proposition. However, the higher level of the social presence effect of live chat with seller is not clearly revealed. This study is expected to provide researchers and managers who are interested in AI-based chatbots with useful theoretical and practical implications.

• Journal of Korean Philosophical Society
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• v.129
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• pp.23-51
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• 2014

Christine M. Korsgaard believes that constructivism can respond to moral skepticism without depending upon moral realism. The purpose of this paper is to examine Korsgaard's kantian constructivism and her positions on moral realism. According to Korsgaard moral realism cannot answer normative questions in that it sees the function of moral concepts as describing the reality and so accepts the model of applied knowledge for action. In contrast Korsgaard insists that constructivism is better at justifying normativity since it regards moral concepts as representing the solutions to practical problems and so shows that moral principles are necessarily involved in the practical problems of agency. Korsgaard's constructivism has antirealistic elements such as pure proceduralism, the constitutive model to exclude ontological, metaphysical meanings, and the account of human beings as the sources of values. In spite of those antirealistic elements it is difficult to jump to a conclusion that Korsgaard's constructivism is antirealism. Korsgaard, in the early book, The Sources of Normativity, says that kantian constructivism has something to do with a form of realism, or procedural moral realism. And in the following books she argues that constructivism is compatible with realism although she pays attention to the practical implications of constructivism and then sets aside its ontological relevance. That is, Korsgaard does not want that her constructivism results in antirealism. Korsgaard's realism, however, is too weak to be called as realism. There is, also, a question why one would rather take a constructivist approach if one holds on to realism.

• Knowledge Management Research
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• v.21 no.4
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• pp.211-225
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• 2020

We investigate factors affecting chatbot use intention of online shopping mall users. We identify theoretical foundations from the literature and postulate that accuracy, personalization level, intelligence, intimacy, social presence, and piracy concern should affect intention to use more or negative intention to use. Based on 300 responses from online shopping mall chatbot users in Korea, we run the statistical analysis to assure the reliability and validity of the measurements. From the multiple regression analysis, we find that personalization level, intelligence, social presence, and privacy concerns significantly affect intention to use more. In contrast, we find that accuracy and privacy concerns significantly affect negative intention to use. This work will present pragmatic implications upon the design and management of chatbot in order to not only incent customers to use more but reduce factors that may cause negative use intention. Among functional factors, personalization and intelligence increases the intention to use more while accuracy decreases negative intention to use. Among emotional factors such as intimacy and social presence, we find that only social presence significantly increases intention to use more. Privacy concerns is found to decrease intention to use and increase negative intention to use.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.1-24
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• 2008

The purpose of this study is to uncover weaknesses in the constructivism in mathematics education and to search for ways to complement these deficiencies. We contemplate the relationship between the capability of construction and the performance of it, with the view of the 'Twofold-Structure of Mind.' From this, it is claimed that the construction of mathematical knowledge should be to experience and reveal the upper layer of Mind, the Reality. Based on the examination on the conflict and relation between the structuralism and the constructivism, with reference to the 'theory of principle' and the 'theory of material force' in Neo-Confucianist theory, it is asserted that the construction of mathematical knowledge must be the construction of the structure of mathematical knowledge. To comprehend the processes involved in the construction of the structure of mathematical knowledge, the epistemology of Michael Polanyi is studied. And also, the theory of mathematization, the historico-genetic principle, and the theory on the levels of mathematical thinking are reinterpreted. Finally, on the basis of the theory of twofold-structure, the roles and attitudes of teachers and students are discussed.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.137-156
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• 2008

This article discusses the purpose of mathematics education based on the epistemology of Michael Polanyi. According to Polanyi, studying is seeking after the truth and pursuing the reality. He opposes to separate humanity and knowledge on account that no knowledge possibly exists without its owners. He assumes tacit knowledge hidden under explicit knowledge. Tacit knowing is explained with the relation between focal awareness and subsidiary awareness. In the epistemology of Polanyi, teaching and learning of mathematics should aim for change of students' minds in whole pursuing the intellectual beauty, which can be brought about by the operation of their minds in whole. In other words, mathematics education should intend the cultivation of mind. This can be accomplished when students learn mathematical knowledge as his personal knowledge and obtain tacit mathematical knowledge.