• 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.

• 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.

• Journal of Korean Philosophical Society
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• v.123
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• pp.165-187
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• 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 the Korean earth science society
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• v.22 no.5
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• pp.427-447
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• 2001

Science teachers need to understand what science is, how students learn, how to teach science effectively, and the rationale for their teaching methods. Along this line, this article discusses constructivist learning theory as an alternative to the traditional pedagogy and the origin of various versions of constructivism. Constructivism is defined and used in a variety of contexts including philosophical constructivism, constructivist research paradigm, sociological constructivism, and educational constructivism. Educational constructivism (or psychological constructivism) can be divided into three distinct versions (i.e., individual, radical, and social constructivism) depending on unique ontological and epistemological beliefs that underlie each version. Each version of educational constructivism supports different conceptions of science teaching and learning that are consistent with its specific ontological and epistemological beliefs. In this article, the main tenets of each version of educational constructivism are examined with regard to ontological beliefs, epistemological commitments, and pedagogical beliefs. In addition, two major criticisms on constructivist pedagogy as well as implications for research methods for each version are also discussed.

• Journal for History of Mathematics
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• v.24 no.1
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• pp.63-73
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• 2011

This paper analyses conceptual change from Euclid's dictionary definition to Hilbert's mathematical definition about primitive terms in Geometry. Realism, conceptualism, nominalism about mathematical objects are related to this conceptual change.

• Journal of the Korean Geographical Society
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• v.37 no.3
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• pp.262-275
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• 2002

The purpose of this paper is to suggest a particular approach to geomorphology education based on an epistemology (anti-realist of geomorphology knowledge. Anti-realist epistemology of geomorphology may be characterized by the belief that (1) geomorphology knowledge is made or constructed rather than discovered, (2) knowledge construction begins with the perception of meaningfulness of the landform, and (3) it means recognizing the given land in terms of shape or form; (4) the construction is, in other words, a subjective or inter-subjective interpretation by the perceivers; (5) knowledge develops along with the hermeneutic circles. Aims of geomorphology education according to this epistemology, may be (1) to have children not so much construct geomorphology knowledge as live the very construction, (2) to have children maintain an enduring interest in their surrounding landform, and (3) to have them appreciate the intimate connections between the landform of a region and the modes of living in that region. In short, aims of geomorphology education may have to be ontological, i.c., to have children engaged in the understanding as a process of living rather than for the resulting knowledge.

• Journal of the Economic Geographical Society of Korea
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• v.15 no.4
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• pp.457-463
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• 2012

This study examines the epistemological approach of the economic geography and the approach in the ontology of geography which has been studied based on the region, and thereby aims at the systematization of economic geography. Since 1956, Korean economic geography study has been conducted under the development of studies in developed countries without discussing the uniqueness of the study or the systematization of the research approaches. As a result, the systematization is built after the economic geography is divided into neoclassical economy, geographical political economy, regional structure of the national economy, and local autonomous entity economy on a axis of epistemology and ontology for the systematization of approaches. We should pursue the intellectual change adding the major economic phenomena theories such as the world-system perspective, the regulation theory, network theory, and the institutionalism etc. into the systematization of the economic geography.

• Journal of Korean Philosophical Society
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• v.147
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• pp.239-260
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• 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 Philosophical Society
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• v.105
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• pp.215-242
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• 2008

Die Erkenntnistheorie von Berkeley entwickelt sich in der Auseinandersetzung mit den Lehren von Descartes und Locke, und sie ist als die idealistische Linie durch Hume mit dem deutschen Idealismus verbunden. Berkelez nimmt die Erfahrung als Ausgangspunkt der $M{\ddot{o}}glichkeit$ des Denkens an, und bei ihm kann die Erkenntnis durch die radikale Untersuchung des Objekts zur Sicherheit gelangen. Durch diese Untersuchung will er den Skeptizismus und die Spekulation, die sich auf das innere, unerfahrbare Wesen der Dinge bezieht, vernichten. Wir $k{\ddot{o}}nnen$ also bei ihm die Sinnesideen(ideas imprinted on the sense) als die Objekte der Erkenntnis, den Geist (mind) als das Subjekt der Erkenntnis und das $Ged{\ddot{a}}chtnis$ und die Einbildungkraft (memory and imagination) als die Vermittlung der Erkenntnis auffassen. Berkeley nennt solche Objekte die sinnlich von uns wahrgenommenen Dinge. Solche Dinge sind zwar wirkliche Dinge, aber sie bestehen als die durch die Sinne wahrgenommenen Ideen nicht $selst{\ddot{a}}ndig$ $au{\ss}erhalb$ der Geister, der sie wahrnimmt oder erkennt, existieren. Daher ist nach Berkeley 'esse'(das Sein solcher Dinge) 'percipi'(Wahrgenommenwerden): "esse est percipi".