• Korean Journal of Heritage: History & Science
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• v.47 no.3
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• pp.160-171
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• 2014

The provision of support for the art of making these items needs to be considered with the focus on the following factors: the local situation of the areas where such traditional handicrafts are still made, the craftspeople involved in their production, and their communities. So far, discussion about how to reinvigorate traditional handicrafts, including those mentioned above, has been concentrated on the measures taken to promote them as part of the handicrafts industry and the allocation of the government's budget for important intangible cultural heritages. The government runs a traditional handicrafts management system and provides financial support for the craftspeople and spaces for exhibiting their work. This form of support has led to systematic management of traditional handicrafts and heightened public interest in cultural heritage, as well as publicizing the country's traditional crafts, but has made little progress in the following areas: the fostering of young people willing to learn traditional skills, diversification of the types of skills to be maintained, or establishment of the networks of collaboration among the craftspeople. The most important aspect among the efforts mentioned above is to maintain cultural traditions that are unique to each region by encouraging local craftspeople to engage in their work with a solid sense of pride backed up by financial support. This study was carried out in connection with the need to reinvigorate the art of making tanggeon (horsehair crown), manggeon (horsehair headband), and gat (black horsehair hat), which few people wear as they are used only for ornamental purposes nowadays. This study examined the circumstances surrounding the artisans engaged in the production of horsehair handicrafts prior to their designation as a cultural heritage, and the changes that occurred in the local communities associated with their production after the designation, in order to assess the status of inheritance of this tradition.

• Journal of Science and Technology Studies
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• v.12 no.2
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• pp.159-183
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• 2012

In order to create a desirable science culture needed in our society, it is necessary to overcome the foreignness of science and technology and to overcome severance from tradition. In this context, this article attempts to understand the characteristics of our traditional science and to explore the possibility of forming a desirable science culture through astronomy, which is an example of traditional science. Thus, this article examined the general characteristics of astronomy that had appeared first in ancient civilization. It also focused on the fact that each civilization has its own unique cultural elements together with astronomical knowledge as a field of science in traditional astronomy. Calendar and lifa(曆法), which are considered science of time, are closely connected with people's daily lives and reveal cultural differences clearly among the subfields of astronomy. In all ancient civilizations, time was represented based on the movements of the sun and the moon, but how time should be concretely represented varied, depending on different cultures. As a result, various calendar system emerged. Throughout East Asia, including our country, the luni-solar calendar was used. The calendar in East Asia, unlike that in the West, was the one derived from the lifa, which was very complex and elaborate astronomical work. The characteristics of the luni-solar calendar can be clearly found in the seasonal customs that represent people's daily lives well; however, lots of so-called superstition are also included in the seasonal customs. For this reason, it is easy to misunderstand that our calendar system is unscientific, or to suspect that our overall traditional science lacks scientific aspects. However, proper understanding of the calendar and the lifa of East Asia can confirm that scientific aspects certainly existed in our tradition. This will be the vital link to tradition that will help overcome the foreignness of today's science and technology.

• 한국과학기술학회:학술대회논문집
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• 2007.12a
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• pp.59-75
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• 2007

• Proceedings of the Korea Technology Innovation Society Conference
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• 2015.11a
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• pp.508-514
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• 2015

• The Science & Technology
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• v.22 no.1 s.236
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• pp.49-51
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• 1989

• 농업기술회보
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• v.44 no.1 s.508
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• pp.54-62
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• 2007

• The Science & Technology
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• v.19 no.9 s.208
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• pp.58-59
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• 1986

• Bulletin of Food Technology
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• v.22 no.3
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• pp.529-536
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• 2009

• Journal of Digital Convergence
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• v.18 no.3
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• pp.349-355
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• 2020

The Fourth Industrial Revolution has emerged, and technologies of various industries are being converged, compounded, or clouded computing, mobile, or big data. The emergence of a variety of skills and new jobs to match them is bringing the public out of the education and occupation of traditional metal crafts. In this change, craft education should find and study the education method suitable for the present times, and apply it to the educational field to raise public interest and revival. To this end, we will investigate the cases of education in other industries where new materials or technologies have been introduced, and use them in education of traditional metal craft techniques. In addition, we will investigate various cases and features of 3D printing technology and use it for education in craft techniques that have limited time, space and resources.

• Korean Journal of Heritage: History & Science
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• v.48 no.2
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• pp.142-157
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• 2015

This study examines how traditional knowledge functions in the specific techniques to make pottery in terms of the traditional knowledge on the pottery techniques of Onggi potters. It focuses on how traditional pottery manufacturing skills are categorized and what aspects are observed with regard to the techniques. The pottery manufacturing process is divided into the preparation step of raw material, the molding step of pottery, and the final plasticity step. Each step involves unique traditional knowledge. The preparation step mainly comprises the knowledge on different kinds of mud. The knowledge is about the colors and properties of mud, the information on the regional distribution of quality mud, and the techniques to optimize mud for pottery manufacturing. The molding step mainly involves the structure and shape of spinning wheels, the techniques to accumulate mud, ways to use different kinds of tools, the techniques to dry processed pottery. The plasticity step involves the knowledge on kilns and the scheme to build kilns, the skills to stack pottery inside of the kilns, the knowledge on firewood and efficient ways of wood burning, the discrimination of different kinds of fire and the techniques to stoke the kilns. These different kinds of knowledge may be roughly divided into three categories : the preparation of raw material, molding, and plasticity. They are closely connected with one another, which is because it becomes difficult to manufacture quality pottery even with only one incorrect factor. The contents of knowledge involved in the manufacturing process of pottery focused are mainly about raw material, color, shape, distribution aspect, fusion point, durability, physical property, etc, which are all about science. They are rather obtained through the experimental learning process of apprenticeship, not through the official education. It is not easy to categorize the knowledge involved. Most of the knowledge can be understood in the category of ethnoscience. In terms of the UNESCO world heritage of intangible cultural assets, the knowledge is mainly about 'the knowledge on nature and universe'. Unique knowledge and skills are, however, identified in the molding step. They can be referred to 'body techniques', which unify the physical stance of potters, tools they employ, and the conceived pottery. Potters themselves find it difficult to articulate the knowledge. In case stated, it cannot be easily understood without the experience and knowledge on the field. From the preparation of raw material to the complete products, the techniques and traditional knowledge involved in the process of manufacturing pottery are closely connected, employing numerous categories and levels. Such an aspect can be referred to as a 'techniques chain'. Here the techniques mean not only the scientific techniques but also, in addition to the skills, the knowledge of various techniques and levels including habitual, unconscious behaviors of potters.