• Journal of Science and Technology Studies
• /
• v.1 no.2 s.2
• /
• pp.439-467
• /
• 2001

We need to establish a systematic and consistent program in order to enhance 'science culture.' Such a program cannot be obtained without understanding the methods of doing science, with which the philosophers of science have been concerned. I divide the historical development of the philosophical understandings of doing science into three as follows: 1) the 'normative' philosophy of science, 2) the 'historical' philosophy of science and 3) the 'naturalized' philosophy of science. Based upon the classification, I propose the 'critical constructionism' and explicate its theses. I then argue that critical constructionism can incorporate the strengths of the above schools of philosophies of science. Considering the cross-disciplinary nature of the science studies, it is claimed that critical constructionism alone can mediate and facilitate the collaborative understanding of science and contribute to enhancing the science culture because of its comprehensive understandings of the methods of doing science.

• Journal of Science and Technology Studies
• /
• v.1 no.1 s.1
• /
• pp.51-68
• /
• 2001

Science cultures in the dimension of social interaction must be correlated with science cultures or science literacy in the dimension of psychological interaction. In order to develop a mature science culture, it must be assumed 1) that a science culture in a society ran be evaluated and 2) that we have to set up the criteria for evaluating it. This paper, based on the assumptions, makes an attempt to analyze the concept of science literacy underlying the PISA (Programme for International Student Assessment) conducted by OECD. The analyses are driven by the questions such as 'which philosophical backgrounds are absorbed into the concept of PISA' science literacy?' and 'What suggestions can be found with respect to the goal of enhancing the science culture?' In conclusion, the science literacy in PISA reflects the elements proposed by logical empiricism, naturalized philosophy of science, and social constructivism, which are being incorporated by the 'collaboration research program' conducted by the newly-emerging interdisciplinary field of 'science of science.' Finally, some further suggestions are added to the analyses to pursue more positive directions to induce mature science cultures in our society.

• Journal of Korean Philosophical Society
• /
• no.93
• /
• pp.231-260
• /
• 2011

Simondon's theory of individuation and methodology of transduction presents a possibility of contemporary natural philosophy and a new perspective about the relation between philosophy and sciences. According to Simondon's anti-substantial viewpoint, being, as a metastable system charged with potential energy, complicates itself with quantum leaps transversing successive equilibriums. Individuation is the becoming of phases of being which transits from preindividual state to individuated states. Physical individuation as a paradigmatic model of individuation in general demonstrates not only insufficiency of form-oriented hylomorphism, but also spontaneous formational capacity of matter and reality of energetic relational operation immanent in matter. Genesis of a individual (structure or form) occurs as a resolution of the disparation between orders of magnitude, that is, the difference of potentials immanent in nature through the internal resonance, communication by information, transductive relation between the opposites. I'm trying to show that Simondon revives 'physis' of ancient natural philosophy by his own transductive applications of contemporary physics' conceptions, and therefore suggest a new non-reductive materialism. Especially Simondon's 'transduction' which is neither induction, deduction, nor dialectic, but an original ontological process and a peculiar method of thinking, I think, is worthy of note in order to construct network of knowledge and inter-relation between various sciences.

• Journal of Science and Technology Studies
• /
• v.1 no.1 s.1
• /
• pp.5-27
• /
• 2001

This paper makes a preparatory attempt to reconstruct 'the Korean Science Culture' toward which I think the Koreans should direct and orient themselves rather than describe the history of the science culture in Korea. This task requires us to define 'science culture.' So I propose, based on the definitions of science culture so far made, to consider the model of 'Humanized Science Culture' as a regulating ideal of the Korean Science Culture. To support the model, analyzing the concept of 'science literacy' of the 2061 Project, I posit the model of KDSC (Korean Designer of Science Culture) as the Koreans who will actually come to design the Korean Science Culture. KDSC refers to 'a reasonable man' who will represent a desirable Korean, rather than to a natural Korean. Then I spell out the conditions of becoming a KDSC and scrutinize the philosophical backbones of those conditions. Finally, I make a few suggestions for developing a program of designing and implementing the Korean Science Culture from the viewpoint of a model of KDSC.

• Journal of Korean Philosophical Society
• /
• v.147
• /
• pp.239-260
• /
• 2018

Is an artificial intelligence robot, a non-human beings newly emerging in the age of technology, a threat to human beings, or a mutual cooperation or ensemble with human beings? The desire to control nature through the use of the power of science and technology is manifested in the fear that humans can annihilate themselves. This study attempts to identify the problems of Cartesian epistemology underlying these questions and fears and to answer these questions based on Merleau - Ponty 's ontological ontology using the Ontology and Latour' s ontology and technological philosophy. The cogito derived from the Cartesian philosophy became the basis of the structure of dichotomous epistemology of 'subjectivity and objectivity' based on human - reason. In the human-centered world, all non-human beings were tools or controls for humans. The problem of the modern people is not only to get help from the natural scientific methods to control the nature including man, but also to think that scientific method is the only way to understand the world. In criticizing this, Merleau-Ponty shows that the body mediates between human beings and non-human beings, and provides a possible ontological basis for the ontology. Merleau - Ponty 's phenomenological methodology and ontology are newly developed by Simondon under the influence of phenomenological philosopher and phenomenology. The relationship between human beings and nonhuman beings by Simondon appears as an ensemble of human and technical objects or a mutual co - operation of human and technical objects. In particular, Latour goes a step further in Simondon and defines all the bodies living in the world as actor-network theory, denying the core concept of modernity. Merleau - Ponty 's phenomenological view can be a new possible basis for the philosophical discussion of the technological age. We will see that the problem itself can be solved by shifting modern fear to a phenomenological attitude.

• Journal of Korean Medical classics
• /
• v.19 no.4
• /
• pp.212-218
• /
• 2006

당금시대(當今時代), 정진입도동서방문명형성상호간적융합공제(正進入到東西方文明形成相互間的融合共濟), 병탐색착이상생적관계진행발전적전절기(幷探索着以相生的關係進行發展的轉折期). 동양사상통과관찰정체적직관여통합적사유방법(東洋思想通過觀擦整體的直觀與統合的思維方法), 설명료우주변화규율화인간적각종난해지미(設明了宇宙變化規律和人間的各種難解之謎), 종이창조출료위대적음양오행론사상(從而創造出了偉大的陰陽五行論思想). 단시수착 '서세동점' 적조류(但是隨着 '西勢東漸' 的潮流), 신위동양인이교육화사유방법이축보서양화(身爲東洋人而敎育和思維方法已逐步西洋化), 미능계승아문적위대전통(未能繼承我們的偉大傳統), 반피서양적과학문명화물질문명소흡수(反被西洋的科學文明和物質文明所吸收). 연이(然而), 서양적임하일종철학급과학(西洋的任何一種哲學及科學), 몰유일개능구이일종원리래설명우주화인간급만물적변화(沒有一個能구以一種原理來說明宇宙和人間及萬物的變化), 즉몰유일개능여동양적음양오행론상필적적철학화이론(卽沒有一個能與東洋的陰陽五行論相匹敵的哲學和理論). 포괄음양오행론재내(包括陰陽五行論在內), 동양사상이기흔강적설복력, 수착과학진보(隨着科學進步), 기가치개시중신피인식(其價値開始重新被認識). 이전뇌화수자혁명위대표적현대문명(以電腦和數子革命爲代表的現代文明), 역시근거음양론적이진법위기초이창조출래적(亦是根據陰陽論的二進法爲基礎而創造出來的). 애인사탄(愛因사坦), 탕천수수(湯川秀樹), 니극발이(尼克勃이), 가포라등(기布羅等), 균대동양사상적위대성가이인가(均對東洋思想的偉大性加以認可), 병종차득도영감(幷從此得到靈感), 취득위대적과학성과(取得偉大的科學成果). 음양오행론시불가마살적절대진리(陰陽五行論是不可磨殺的絶對眞理). 불관대기이론가치급본질무지적인(不管對其理論價値及本質無知的人), 즘양급여평가, 단시저일이론시일개해석자연화인간본질급설명기변화적이론(但是這一理論是一個解釋自然和人間本質及說明其變化的理論), 결부회상실기진정적가치(決不會喪失其眞正的價値).

• Science of Emotion and Sensibility
• /
• v.1 no.1
• /
• pp.3-11
• /
• 1998

In an urgent situation of interdisciplinary research and method, we feel eagerly the necessity of discussing the philosophical background of ´the science of emotion and sensibility´. If human cognitive faculties lie in split dualism of sensibility and reason, it is difficult to find out the whole image of just recognition, Therfore, it is so important that we should pursue the interrelational context between reason and sensibility through the rationalization of sensibility and the sensibilization of reason. Both reason and sensibility constitute the immanant system of knowledge, The science of sensitive cognition has lower cognitive faculty in contrast to the science of logic, but commonsense plays a rloe to expand the world knowledge which the logical cognition can not fully accomplish. it is dur task to expand the problem of sensibility from the level of humanities on the ground of the communal to the scientific objecticity, which is based on the observation of natural appearances.

• The Journal of the Korea Contents Association
• /
• v.11 no.1
• /
• pp.123-133
• /
• 2011

Rapid development of life sciences about human cloning in real world is reflected alternately ahead and behind in the movies and it brings up the conversation topics about the scenario of diverse human life in the near future. This study is the consideration of the characteristic of the human cloning motif in movies, focused on the feature film which consider human cloning a philosophical point of view. The emergence and evolution of somatic cell cloning conclude the problem of philosophical anthropology. And identity and un-naturality of human clone boils down to desire and dilemma of character in . The dramatize to the exclusion of genre's attribution and the setting of twofold relationship between original and clone as well as real mother and daughter prove the critical mind of as stated above. This study also reported it reinforces the characteristic of the human cloning motif in movies that plotting with parallel narrative and the consistent attitudes with various cinematic expression and techniques.

• Journal of the Korean Society of Earth Science Education
• /
• v.15 no.3
• /
• pp.354-372
• /
• 2022

The purpose of this study is to explore the philosophical position of various scientific theories based on the scientific worldviews for science education. In addition, it aims to expand science education, which has usually dealt with epistemology and methodology, to ontology, that is, to the problem of metaphysics. It can be said that there exists a physical realism, traditionally defined as a strong determinism of the metaphysical belief. That is fixed and unchanging objective scientific knowledge independent of our minds, which was established by Newton, Einstein and Schridinger. What can be seen in the natural laws of dynamics can be called 'mathematicization'. Einstein also shook the traditional views to some extent through the theory of relativity, but his theory was still close to traditional thinking. On the contrary, to escape from this rigid determinism, we need anthropomorphic concepts such as 'possibility' and 'chance'. It is a characteristic of the modern scientific worldviews that leads the change of scientific theory from a classically strong deterministic thought to a weak deterministic accidental accident, probability theory, and a naturalistic point of view. This can be said to correspond to Darwin's theory of evolution and quantum mechanics. We can have three types of epistemological worlds that justify this ontological worldviews. These are rationalism, empiricism and naturalism. In many cases, science education does not tell us what kind of metaphysical beliefs the scientific theories we deal with in the field of education are based on. Also, science education focuses only on the understanding of scientific knowledge. However, it can be said that true knowledge can bring understanding only when it is connected to the knowledge of learned knowledge and the learner's own metaphysical belief in the world. Therefore, in the future, science education needs to connect various scientific theories based on scientific worldviews and philosophical position and present them to students.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2010.04a
• /
• pp.219-219
• /
• 2010

교육학의 질적 연구는 문헌 연구, 면담 연구, 비참여 관찰 연구, 참여 관찰 연구로 분류한다. 문헌연구에는 내용분석, 철학적 연구, 역사학적 연구, 문학적 비평이 들어가고, 면담연구에는 구술사, 전기, 탐문(探問) 저널리즘 등이 포함되고, 비참여 관찰연구에는 전문적 감정(鑑定), 인간의 종적 특성 연구, 관찰자 연구, 비개입적 행동 연구 등이 포함된다. 마지막으로 참여 관찰연구는 일반적 현장연구, 문화 기술적 연구가 포함된다. 질적 연구는 사람, 사물, 현상의 범주화나 수량화가 가해지기 이전의 상태, 즉 '있는 그대로'의 상태에 최대한 접근하는 방법으로써, 고정관념을 깨고 기존의 이론을 최대한 유보한 채 연구에 임하는 것으로 최근에 발달한 인문사회과학적 연구방법이다. 질적 인식이 자연언어에 주로 의존하는 데 비해 양적 인식은 인공언어에 많이 의존한다. 수식과 도형, 부호등은 대표적인 인공언어이다. 모든 사물이 질과 양의 속성을 다 가지고 있듯이 모든 연구는 질적 과정과 양적 과정을 다 포함하고 있다. 질적이냐, 양적이냐 하는 구분은 연구방법론의 문제인데 연구방법론은 연구논리와 연구기법을 포함한다. 본 연구는 인공언어인 수와 식에만 익숙한 수학교육에서, 질적 연구가 왜 필요한지, 어떤 특성이 있는지 논의함으로써 수학교육의 새로운 방법론을 제시하고자 한다.