• Korean Journal of Logic
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• v.16 no.2
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• pp.233-271
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• 2013

Quinean "ontology" mislead us because it has been used ambiguously even in his single article. It can mean what there is, ie. ontological states of affairs, on what there is, ie. a study of them, or on on what there is, ie. meta-ontology. So it is natural to be confused when we try to fully understand what does Quine do by talking about ontological commitment and criterion of it. We will discriminate these ontologies, and clarity the scope and the task of ontology as a discipline. Ontology is on what there is, meta-ontology is a study on ontology. Ontological commitment is a kind of ontological assertion within ontology, the criterion of ontological commitment is located in meta-ontological level. As a result of this clarification, we can remove some obstacles to get a good grip on Quinean criterion of ontological commitment. Also, we are able to recognize ontological descent, the way by which Quinean substantive ontology proceed.

• Korean Journal of Logic
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• v.13 no.2
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• pp.167-201
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• 2010

This paper aims to scrutinize the possibility of mereology as philosophically satisfiable metalogic. Motivation for this is straightforward. As I see, a traditional approach to metalogic presented in the name of mathematical logic posits the existence of mathematical entities such as sets, functions, models, etc. to give definitions of logical concepts like logical consequence. As a result, whenever logic is used in any individual sciences, this set-theoretical metalogic cannot but add these mathematical entities to the domain of them. This fact makes this approach contradict to the ontological conservativeness of logic. Mereology, however, has been alleged to be ontologically innocent, while it is a formal system very similar to set theory. So it may well be that some people thought of mereology as a good substitute for set theoretic metalanguage and concepts for ontologically neutral metalogic. Unfortunately, when we look into argument for the ontological innocence of mereology, we can find that mereological entities such as mereological sums or fusions are not ontologically neutral. Thus we can conclude that mereological approach to metalogic is not promising at all.

• Journal for History of Mathematics
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• v.23 no.2
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• pp.23-56
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• 2010

본 논문의 목적은 집합론이 메타논리학에 필수불가결하다는 주장, 즉 필수불가결성 논제에 반대하는 것이다. 만일 집합론이 메타논리학에 필수불가결하다면, 집합론을 포함하게 되는 논리적 탐구는 논리학의 가장 근본적인 특성들인 주제중립성과 보편적 적용가능성을 결여하게 되기 때문이다. 논리학의 주제중립성은 논리학의 명제들이 개별 과학과 같은 특정한 지식 분야에 국한되지 않는다는 것을 말하며, 논리학의 보편적 적용가능성은 논리학의 명제들과 추론 규칙들이 모든 과학 분야들과 합리적 담론들에서 사용될 수 있다는 것을 말한다. 나아가 주제중립성과 보편적 적용가능성을 지니기 위해서는, 논리학을 기술하는 메타논리적 용어들과 개념들 역시 이러한 특성들을 지녀야만 한다. 하지만 필수불가결성 논제를 받아들이게 되면, 우리는 논리학이 적용되는 모든 분야에서 집합론의 용어들과 집합론적 개념들이 필수불가결하다는 것을 받아들여야만 한다. 그리고 이는 분명 불합리한 일이다. 필수불가결성 논제가 그럴듯하지 않다는 것을 보이기 위해서 나는 집합과 관련된 존재론적 문제를 살펴볼 것이다. 이러한 탐구는 집합이 어떤 식으로 이해되든지 간에 존재론적으로 보수적인 "논리적 존재자" 로 간주되기 어렵다는 것을 보여줄 것이다.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1158-1172
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• 2004

This study searched secondary school students' epistemological views and ontological views about nature and the root causes of such their views. The subjects were 156 secondary school students and data were gathered by the questionnaire developed based on preceding researches. As a result, many secondary school students had epistemological views of unknowable nature. There were various root causes of their epistemological views such as regularity and harmony of nature, predictable and circular natural phenomenon, causation, the relation between human and nature. On the other hand, a lot of secondary school students had ontological view of supernatural nature. Their religious beliefs were very powerful influence their supernatural ontological views. The nature is the object of science and the physical world. Because those views supply science educators basic backgrounds how leaners understand science class, secondary school students' epistemological views and ontological views are precious information. From now on, it is necessary to study relations between students' epistemological views and ontological views and their science class processes.

• Korean Journal of Cognitive Science
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• v.3 no.2
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• pp.177-223
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• 1992

Three studies examined the Keil's(1983)arguments that ontological categories form a hierarchy and they could be strong constraints on induction.In experiment 1,the jungments of sentence acceptability of 5-year-olds and adults showed that they have the hierarchically structured ontological knowledge.In experiment 2,it has been demonstrated that the both age group of subjects use their ontological knowledge to make inferences about the properties of the unknown things described in terms of a predicate.In the last experiment it has been demonstrated that subject can use the ontological knowledge in order to infer what other things could have the unknown organs.

• Korean Journal of Logic
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• v.9 no.2
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• pp.117-175
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• 2006

이 논문은 매디가 왜 수학적 실재론을 포기하고 그녀 특유의 수학적 자연주의를 표방하게 되었는지를 탐구하려 한다. 이 문제에 관하여 널리 받아들여지고 있는 한 가설에 따르면, 매디의 입장 변화는 콰인-퍼트남 필수불가결성 논증을 비판하고 포기함으로써 야기되었다. 필자는 이 가설이 지닌 설득력을 인정하지만, 그것만으로는 실재론의 포기의 충분한 이유가 될 수 없다고 생각하며, 그 대신 과학과 수학의 유비 문제가 매디의 입장 변화를 이해하는 데 더 나은 조망을 제공한다는 점을 보여주고자 한다. 이를 위해서는 콰인과 괴델에 크게 빚졌던 실재론자 시절 매디의 사유가 얼마만큼 수학과 과학의 유비에 지배되었는지를 살펴보아야 하는 동시에, 왜 매디가 이 유비를 포기함으로써 실재론을 포기하게 되는지를 이해하여야 한다. 아울러 이 유비의 포기에 대한 다소의 비판적 검토를 통해 매디의 수학적 존재론의 지적 여정을 왜 필자가 존재론적 퇴보라 믿는지에 대한 몇 가지 이유가 시사될 것이다.

• Journal of Science Education
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• v.33 no.1
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• pp.56-68
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• 2009

The purpose of this study was to investigate students' ontological categories about rocks and the earth's crust and plate tectonics. A total of 169 high school students in the first grade were involved in the study, and in order to extend the boundary and tendency of the research, structuralized questions and coding frame were generated. Additionally, the results from all students were codified in four levels according to coding frame (matter, transformation, proto-process, and process). Followings are the results. First, the ontological categories of students about the concepts of this research were classified dominantly into a matter and transformation within the boundary of 67% of rocks, and 75% of the crust. The propensity of plate tectonics in terms of ontological category were analyzed by being codified into 68% of process category which proved to have relatively process-oriented perspective. Secondly, the inclination to allocate ontological categories of each students in terms of field concepts were confirmed in 16% and 31% per each student that were codified into process categories and matter categories. Most students that were codified into matter category responded to high tendency to view the world as a combination of simple substances. Moreover, the students had ontological faith that speculates only through a state or an incident in terms of concepts that form a structure of knowledge.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.221-233
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• 2002

This study investigated preservice science teachers' understandings of philosophical foundations(i.e., ontological and epistemological beliefs) underlying constructivist notions of learning. The teacher education program these subjects participated in explicitly addressed philosophical notions consistent with different views of constructivism. For these preservice science teachers, the program provided them with the opportunity to reflect upon the implications that their ontological and epistemological commitments had for their role as a science teacher. Data from four in-depth interviews were used to explore changes in each preservice science teacher's ontological beliefs, epistemological commitments, and pedagogical preferences. Results indicated that ontological beliefs and epistemological commitments were not necessarily consistent with conceptions of science teaching and learning for these preservice teachers. While some students internalized idealist and relativist perspectives, they did not integrate these relativist epistemological views into their preferred instructional practices. Also, regarding the fallible and tentative nature of knowledge, data in this study indicated that participants' epistemological beliefs about scientific Knowledge did influence how they were thinking about their roles as science teachers. Implications for teacher education programs and research on preservice science teacher's philosophical beliefs are discussed.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.242-258
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• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.291-311
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• 2014

This research is to understand young children ontologically by examining features of young children in the picture books for the early childhood. For the purpose, under the consultation with a picture book specialist and three level process of selection, 4 picture books were chosen as analytic objects. The study questions is as follows. What is ontological understandings on young children throughout picture books for the early childhood? Under this purpose the books chosen were John Burningham's , David Wiesner's , Hina Back's , Peter Sis's . The books went through dramaturgical coding and were thematised based on the theories of ontological phenomenology. Study results show that young child-being appearing in the picture-books are thematised as 'multi layered being with Ntwurf and Geworfenheit(Aldo)', 'responsible being risen above greed(Plotsam)', 'reflective being on face of others(Fairy of Jangsutang)', 'being who encourages educational response of adults.(Madlenka's Dog)' These results revealed that young child-being have features not different from (multi layered aspect of being), unique from(encouraging educational response), and beyond adult-being(responsibility and response towards others). Despite several limitations, this study helped understand the young children ontologically by revealing that they, not only as developmental beings with imperfection, dependence, and immaturity but as multi layered and requesting, responsible being, having the same features as adults and, at times, rise above adult-being.