• Journal of Korean Philosophical Society
• /
• v.146
• /
• pp.193-217
• /
• 2018

Following the lead of Isaiah Berlin, many liberals favor a negative conception of liberty because it limits the amount of interference and coercion that the state has in individual's lives. Such moves leave individuals to place value on their life choices or step back and revise them if desired. It is one thing, however, to argue that modern republicanism characterized by liberty as non-domination contains an alternative conception of liberty.

• International Commerce and Information Review
• /
• v.3 no.2
• /
• pp.235-259
• /
• 2001

최근 군산에 자유무역지역이 신규 지정되고 기존의 마산과 익산의 수출자유지역은 자유무역지역으로 이름이 바뀌었다. 새로 도입된 자유무역지역은 성격상 기존의 수출가공구적인 입장에서 탈피하여 제조, 물류, 금융 등이 동시에 가능한 복합적인 성격을 지향하며, 특히 대중국 수출전진기지로서의 군산자유무역지역의 성패가 서해안시대를 맞이한 국민경제 발전의 관건이 되고 있다. 본 연구는 기존의 자유무역지역의 경험과 외국의 자유무역지역의 제도, 군산자유무역지역의 현안문제 등을 종합적으로 검토하여 자유무역지역의 제도개선과 자유무역지역 통합관리시스템 도입방안을 모색하였다.

• Journal of Korean Philosophical Society
• /
• v.116
• /
• pp.79-110
• /
• 2010

In this paper I will consider the Rousseauistic origin of Knat's theory of Freedom. Kant's autonomous freedom which is the main theme of the Critique of practical Reason have three characteristic elements, namely spontaneity, self-lawmaking and universal validity. Rousseau mentions three kinds of freedom in his works. Natural freedom which is treated in Discourse on the origin of inequality is freedom which a man in natural state have. I proved that natural freedom is the origin of Kant's theory of spontaneity that is a essential part of autonomous freedom. Social freedom which is treated in Social contract is deeply connected with general will. General will is the power of self-lawmaking. We can easily conclude that Rousseau's social freedom is the origin of Kant's theory of self-legislation which is another essential part of autonomous freedom. The last essential part of Kant's autonomous freedom is universality that is inseparably connected with Rousseau's moral freedom which is largely mentioned in Emlie.

• Journal of Korean Philosophical Society
• /
• v.129
• /
• pp.247-265
• /
• 2014

In this paper I will undertake three tasks: first, to identify the difference between John Rawls's liberal conception of liberty and Will Kymlicka's; second, to briefly examine the problems with liberal conception of liberty; finally, to propose a certain alternative that will be able to make liberal conception of liberty more meaningful In Kymlicka's view, Rawls seems to fail to make the best defence of freedom of choice because he wants to explain of individual freedom on the basis of Kant's moral theory about liberty. Kymlicka thinks that it is not a desirable way of defending liberal conception of liberty. According to his liberal theory, Rawls's defence of freedom of choice might make us think that we should have our freedom of choice for its own sake because freedom is the most valuable in the world. So Kymlicka wants to provide stronger argument to defend freedom of choice in liberalism. He insists that it is our projects and tasks that are most important things in our lives. Furthermore, he argues that we should conceive our freedom of choice as a precondition for pursuing those projects and practices that are valued for our good lives. Now I want to look at two concepts of liberty in liberalism with Rawls's theory and Kymlicaka's. In this paper, I shall look at criticisms of the liberal account of freedom of choice. These would give us a certain chance for understanding true freedom.

• Journal for History of Mathematics
• /
• v.19 no.3
• /
• pp.123-146
• /
• 2006

The topic in this thesis stems from the current education situation that represses learners' freedom by excessive instruction and compulsory institution, in spite of the education helping learners free from inner prejudice as one of its chief aims. In this thesis, to discuss with an educational aspect, I call the learners' freedom in the learning process 'freedom-in-process' and the learners' freedom as the result of learning 'freedom-as-result'. Through this discussion, the conclusions are as follows; First, learners who enjoy freedom-in-process get to obtain freedom-as-result in mathematics education. Second, freedom-in-process and freedom-as-result appear repeatedly in the process of looking for and gaining structures. Freedom-in-process and freedom-as-result are both faces of coin, like seed and fruit which are related mutually and fertilized each other. For this purpose, Mathematics teacher must have awareness of the value of freedom, cherish the freedom, and enjoy it with his students.

• Journal of Korean Philosophical Society
• /
• v.123
• /
• pp.165-187
• /
• 2012

Our freedom is natural, however we are amazed at the fact that we don't sometimes have the freedom. we have to have a freedom and must be a freedom. But we think our life is restrained. Why do we think that? This is due to epistemological thinking. Also critic of Sartre' freedom is due to that. Especially Merleau-Ponty's researchers say that Sartre is an epistemologist on the problem of the freedom and his freedom is an absolute freedom. Aim of this paper is to find out problem of the critic. To achieve this, first we need to exmaine what absoulte freedom is. It is abstract and ideological. According to Merleau-Ponty, it dosen't exist. This paper argues that Sartre's freedom is not epistemoligical but ontological. It is going to come out in relation between '$l^{\prime}{\hat{e}}tre-en-soi$' and '$l^{\prime}{\hat{e}}tre-en-soi$'. Then, on the problem of the freedom, we can discover that Sartre and Merleau-Ponty are no different from each other. Finally, As I argue about Merleau-Ponty's freedom, I will show that it is 'a freedom of situation' and 'a freedom of choice'. Also, This freedom is Sartre's freedom. Sartre showes a situation is my freedom.

• Journal of Korean Philosophical Society
• /
• no.114
• /
• pp.177-212
• /
• 2016

Kants Begriff der Freiheit des Willens ist sehr kompliziert und verwirrend. Denn sowie es Ziel der ${\gg}$Kritik der praktischen Vernunft${\ll}$ ist, die reine praktische Vernunft zu beweisen, liegt der Fokus von Kants Begriff der Freiheit auf der Freiheit von Zwang, wobei Kant eine unbestimmte Haltung zur Freiheit von Notwendigkeit einnimmt und sie dann $schie{\ss}lich$ leugnet. Leibnizens Begriff der Freiheit dagegen hebt die Freiheit von Notwendigkeit hervor, denn er sagt, dass der menschliche Wille nicht nur vom Zwang der Leidenschaft, sondern auch von Notwendigkeit frei sei. Die Struktur von Leibnizens Freiheitslehre unterscheidet sich zwar sehr von der Kants, aber die Charakterlehren beider Denker, in denen die $M{\ddot{o}}glichkeit$ der Vereinbarkeit von Freiheit und Notwendigkeit behandelt werden, weisen viele Parallelen auf. Zudem ist Leibnizens Begriff der Freiheit sehr eindeutig. Daher ist ein Vergleich von Leibnizens und Kants Begriff der Freiheit nicht nur sinnvoll und $f{\ddot{u}}hrt$ zu einem besserem $Verst{\ddot{a}}ndnis$ von Kants Freiheitsbegriff, durch die vergleichende Analyse stellt sich zudem auch heraus, dass auch bei Kant nicht nur Freiheit von Zwang, sondern auch Freiheit von Notwendigkeit $m{\ddot{o}}glich$ ist. Leibniz geht $f{\ddot{u}}r$ seine Freiheitslehre von dem Begriff der Freiheit vom Zwang der Leidenschaft, welcher von allen Rationalisten anerkannt wird, sowie von dem Begriff der Freiheit von der Notwendigkeit, welcher von Spinoza negiert wird, aus. Kant dagegen definiert Freiheit als $Unabh{\ddot{a}}ngigkeit$ von den Naturgesetzen, was diesen Begriff von Anfang an unklar macht. Kant war sich anfangs der Zweideutigkeit dieses Konzepts nicht $bewu{\ss}t$ und hat es undeutlich gebraucht, doch in der Neuauflage von ${\gg}$Die Religion innerhalb der $blo{\ss}en$ Vernunft${\ll}$ erkennt er den Unterschied in den zwei Begriffen der Willensfreiheit, weshalb er bei der Rechtslehre in der ${\gg}$Metaphysik der Sitten${\ll}$ dazu kommt, die Wahlfreiheit zu negieren. Aber in den Abschnitten, wo Kant in der ${\gg}$Kritik der reinen Vernunft${\ll}$ und der ${\gg}$Kritik der praktischen Vernunft${\ll}$ die Vereinbarkeit von Freiheit und Notwendigkeit behandelt, $f{\ddot{u}}hrt$ Kant aus, so wie auch Leibniz, dass der intelligible Charakter des Menschen sich durch wiederholte freie Wahl formt, womit sich $best{\ddot{a}}tigt$, dass auch Kant die Freiheit der Wahl anerkannt hat. Kant leugnet die Wahlfreiheit, weil er der Ansicht ist, dass der Begriff der Freiheit als ein einheitlicher Begriff definiert werden muss. Doch Freiheit muss nicht zwingend einheitlich definiert werden. Da Freiheit von Zwang und Freiheit von Notwendigkeit nicht $widerspr{\ddot{u}}chliche$ Begriffe sind, $k{\ddot{o}}nnen$ sie dem selben Willen gleichzeitig zugeteilt werden. Auch wird erst hierdurch Autonomie $m{\ddot{o}}glich$ gemacht.

• Proceedings of the Korean Vacuum Society Conference
• /
• 2013.08a
• /
• pp.168.1-168.1
• /
• 2013

고분자유기물로 사용되는 발광층에 탄소나노튜브를 합성하여 AC로 구동되는 고분자유기물소자를 제작하였다. 고분자유기물소자는 총 4개의 층(ITO/CRS/탄소나노튜브를 함유한 MEH-PPV/Al)으로 구성하였다. ITO가 코팅된 유리기판 위에 발광층을 보호하는 역할을 하는 절연층[cyanoethyl pullulan(CRS)], 유기발광물질인 poly[2-methoxy-5-(2-ethyl-hexyloxy)-1,4-phenylene-vinylene](MEH-PPV)에 탄소나노튜브의 함량을 조절하여 발광층으로 사용하였으며, 절연층과 발광층은 스핀코우터를 이용하여 증착하다. 마지막으로 thermal evaporator을 이용하여 Al을 증착하였다. 고분자유기물소자는 발광층에 함유된 탄소나노튜브에 함량에 따른 전압, 전류 그리고 밝기 특성을 분석하였다. 탄소나노튜브가 0.015wt% 함유된 고분자유기물소자에서 최대 밝기 특성과 낮은 소비전력을 얻을 수 있었다. 고분자유기물에 탄소나노튜브를 합성된 효과를 알아보기 위하여 임피던스분석을 통하여 고분자유기물소자의 저항, 캐패시턴스, 기생저항을 알아보았다. 고분자유기물소자의 캐패시턴스의 변화는 탄소나노튜브와 고분자 유기물(polymer-CNT matrix) 에서 생성되는 블록들이 매우 얇은 유전층을 구성할 것으로 예상되며 이는 micro-capacitance로 고분자유기물소자의 구동에 영향을 미치는 것으로 예상된다. AC구동 고분자유기물소자에 탄소나노튜브를 함유하여 높은 효율을 얻을 수 있는 장점으로 차세대 디스플레이나 조명으로 탄소나노튜브의 쓰임새를 기대해 본다.

• Journal of Science Education
• /
• v.37 no.1
• /
• pp.203-220
• /
• 2013

The purpose of this study was to investigate how 'free inquiry' was implemented in middle school science classrooms. In order to do this, survey and interviews were administered. The subject of survey was 165 science teachers at 58 middle schools and interviewees were 4 teachers and 10 students. As a result, 49.6% of science teachers in school year 2010, and 34.1% in 2011 applied 'free inquiry'. Teachers applied 'free inquiry' during one semester, and they let the students select topic of 'free inquiry'. Teachers grouped students according to students' opinion or their gender and ability, and one group was consisted of 4 students. The effect of applying 'free inquiry' was that students improved the interest on science, science inquiry ability and self directed learning capability. Students were interested in doing 'free inquiry', and they wanted to do it again. Teachers claimed that it took much time and effort to apply 'free inquiry', and students lacked science inquiry skills and interest on science. The teachers who did not apply 'free inquiry' stated reasons such as the shortage of instructional time, and they didn't think that 'free inquiry' should be implemented. For the effective implementation of 'free inquiry', this study suggested that teachers should be recognized the intention of 'free inquiry', teaching-learning materials about 'free inquiry' be developed and provided, and laboratory assistants be employed.

• International Commerce and Information Review
• /
• v.4 no.2
• /
• pp.303-326
• /
• 2002

최근 경제자유구역에 관한 법률이 통과되면서 인천, 부산, 광양항이 그 첫 번째 대상지로 지정될 예정이다. 그러나 경제자유구역 제도는 동북아 비즈니스 중심국가 상업의 일환으로 매우 중요한 사업이지만 수도권과 대도시 중심의 지역간 불균형발전 초래, 유사한 제도인 자유무역지역이나 관세 자유지역, 국제자유도시, 외국인투자유치지역 등과의 중복성으로 자칫 비효율적인 투자가 우려되고 있다. 본 연구는 군산항 인근을 경제자유구역으로 지정할 필요성과 잠재력을 제시하고, 경제자유구역제도의 발전방향과 유사지역과의 통합정보 관리시스템 도입방안을 제시하고자 한다.