• Journal of the Korean association of regional geographers
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• v.20 no.4
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• pp.473-483
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• 2014

The geographical knowledge is composed of academic geographical knowledge, school geographical knowledge, applied geographical knowledge and popular geographical knowledge according to the diverse social need and demand. And the geographical knowledge has developed through the knowledge circulation system, which is connected to knowledge production, delivery, application and to reproduction among these knowledge fields. The discontinuity of knowledge circulation can lead to crisis of geographical whole. Therefore, for sustainable development of geography, it is necessary to firmly build a virtuous circulation system of geographical knowledge which is linked to a knowledge production and accumulation by an academic geography, knowledge delivery by a school geography, knowledge social application by an applied geography, knowledge application in everyday life by a popular geography and knowledge reproduction by an academic geography.

• Journal of the Korean Geographical Society
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• v.49 no.3
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• pp.456-471
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• 2014

Recent educational policy by coalition government in UK is called knowledge turn. A core competency-based curriculum based on the relative knowledge of the social constructivism and postmodernism has been strongly endorsed by the previous new labor government. The view of knowledge regards knowledge as constructed socially, and emphasizes personal everyday knowledge. But the knowledge-based curriculum based on absolutism is strongly endorsed by the current coalition government. It emphasizes objectivity of knowledge. Social realism criticizes both absolutism and relativism on knowledge. Social realism places disciplinary knowledge above everyday knowledge, and considers disciplinary knowledge as powerful knowledge. But it doesn't mean that social realism neglects everyday knowledge. Rather, social realism empathizes relating disciplinary knowledge to everyday knowledge. Recent Living Geography and YPG(Young People's Geographies) project by the Geographical Association is based on the social realism. The aims of the project is to connect academic geography related to young people's geographies with student's everyday geographies, and academic geographers as mentors, tutors and students together are to make school geography curriculum through conversation.

• Proceedings of the KGS Conference
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• 2002.11a
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• pp.146-148
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• 2002

21세기는 지식과 정보량이 폭증하여 방대한 정보를 신속하고도 체계적으로 전달할 수 있는 정보통신 기술의 중요성이 그 어느 때보다 강조되는 지식정보화 시대이다. 지식정보화 사회는 무엇보다 컴퓨터와 정보통신기술(ICT: Information ＆ Communication Technology)이 주도하는 사회로서 정보와 지식의 생산과 소멸이 급속하게 이루어지기 때문에, 이러한 변화에 적극적으로 대처하기 위해서는 자신에게 유용한 정보를 찾아내고 분석하여 활용하는 능력이 필요하다.(중략)

• Journal of the Korean Geographical Society
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• v.32 no.2
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• pp.197-215
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• 1997

The purpose of this study is to show practices of teaching method based on the type of knowledge in geography education. The results of examining the type of knowledge according to the five themes in guidelines for geographic education in america are as follows: the empirical-analytic knowledge-centered contents are suited for designing concepts inquiry-centered teaching. The historical-hermeneutic knowledge-centered contents are suited for designing problem solving-centered teaching. The critical knowledge-centered contents are suited for designing decision-making-centered teaching. In this shsdy, 1 emphasized teaching method based on the type of knowledge in Ceographv Education according to the responses of students and academic achievement. However, in practice l propose that teachers construct their lesson plans according to their various spheres of interest.

• Journal of the Korean association of regional geographers
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• v.15 no.1
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• pp.99-114
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• 2009

The purpose of this paper is to identify the authour of Baekdusanhaenggi, Yun Hwasu's understanding of place and the types of geographical knowledge shown in the book. He regarded ideologically the place as a paradise or a sacred land on the base of empirical understanding of it. Geographical knowledge in Baekdusanhaenggi was expressed as two main types; geographical content and geographical concept. The content of geographical knowledge consist of physical geography such as climates, vegetations, geographical features and human landscapes such as settlement landscapes, cultural landscapes. The geographical concept consist of locations, distances, regions.

• Proceedings of the Korea Database Society Conference
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• 1997.10a
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• pp.407-424
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• 1997

지리정보 시스템에 기반한 응용 시스템 개발에 있어 필수적인 기능으로 지도작성, 데이타 관리, 해석 기능 외에 지식 표현 및 추론 기능을 들 수 있다. 본 논문에서는 지식베이스 관리 및 연역 추론 기능을 갖는 지식기반 지리정보 시스템의 개발과 연역 기능을 활용한 시스템 기능 확장에 대하여 논한다. 본 시스템에서는 사용자 인터페이스(Visual Basic), 지리정보 시스템(ArcView, ArcInfo), 추론 시스템(Eclipse)을 상호 밀결합 방식으로 결합, 구현하였으며, 각 서브 시스템은 서로 중간 파일 시스템의 사용없이 데이타 및 명령어의 전송 및 공유가 가능하다. 또한 사용자는 사용자 인터페이스를 통하여 개개의 서브 시스템을 인식하지 않고 단일화된 환경하의 작업이 가능하다. 시스템의 연역 기능은 일반적으로 거론되는 지식베이스 관리, 의사결정 지원 기능 외에도 사용자 환경개선, 복합 공간 객체의 표현, 공간질의 연산자 구현 등의 시스템 기능 확장에 활용될 수 있다. 특히 본 시스템에서는 사용자 환경 개선에 초점을 맞추어 사용자가 정보의 내부 구조나 문제 영역, 명령어 사용 방법 등을 잘 알지 못하더라도 유용한 정보를 얻도록 지원, 유도하는 협력질의 응답 기능과 명령어 자동 생성 기능을 제공한다. 또한 본 논문에서는 이들 방식을 이용한 두가지 응용 시스템(여행정보 시스템, 환경관리 시스템)의 구현 예를 들어 본 시스템의 실용성과 유용성을 보인다.

• The Journal of Information Technology and Database
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• v.4 no.1
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• pp.3-17
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• 1997

지리정보 시스템에 기반한 응용 시스템 개발에 있어 필수적인 기능으로 지도작성, 데이터 관리, 해석 기능 외에 지식 표현 및 추론 기능을 들 수 있다. 본 논문에서는 지식베이스 관리 및 연역 추론 기능을 갖는 지식기반 지리정보 시스템의 개발과 연역 기능을 활용한 시스템 기능 확장에 대하여 논한다. 본 시스템에서는 사용자 인터페이스(Vusual Basic), 지리정보 시스템(ArcView, ArcInfo), 추론 시스템(Eclipse)을 상호 밀결합 방식으로 결합, 구현하였으며, 각 서브 시스템은 서로 중간파일 시스템의 사용없이 데이터 및 명령어의 전송 및 공유가 가능하다. 또한 사용자는 사용자 인터페이스를 통하여 개개의 서브 시스템을 인식하지 않고 단일화된 환경하의 작업이 가능하다. 시스템의 연역 기능은 일반적으로 거론되는 지식베이스 관리, 의사결정 지원 기능 외에도 사용자 환경개선, 복합 공간 객체의 표현, 공간질의 연산자 구현 등의 시스템 기능 확장에 활용될 수 있다. 특히 본 시스템에서는 사용자 환경개선에 초점을 맞추어 사용자가 정보의 내부 구조나 문제 영역, 명령어 사용 방법 등을 잘 알지 못하더라도 유용한 정보를 얻도록 지원, 유도하는 협력질의 응답 기능과 명령어 자동 생성 기능을 제공한다. 또한 본 논문에서는 이들 방식을 이용한 두가지 응용 시스템(여행정보 시스템, 환경관리 시스템)의 구현 예를 들어 본 시스템의 실용성과 유용성을 보인다.

• Journal of the Korean association of regional geographers
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• v.20 no.3
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• pp.344-355
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• 2014

This study examines American geography educators' familiarity and knowledge of Korea, their perception on sovereignty education, and their knowledge on Korea's sovereignty issues using the survey conducted at the annual conference of the National Council for Geographic Education (NCGE) in the United States in 2010 and 2012. This study also analyzes how much these knowledge and perception influence on values of sovereignty education and Korea's sovereignty issues and further investigates proper educational approaches on territorial issues in Northeast Asia. Knowledge on the geography of Korea of American geography educators is higher than their knowledge on Korean culture. Both experiences attending educational programs about Korea and visiting Korea further enhance their knowledge on the geography of Korea and Korean culture. They agree the importance of sovereignty education in geography education and believe that sovereignty education should promote students' sense of patriotism and encourage students to be global citizens who promote public interests. However, they value less on teaching on the economic value of their own country's territory and students' ability to understand territorial conflicts with other countries. American geography educators' perception on sovereignty education improves their familiarity with and knowledge of Korean territorial issues. This study identifies that providing opportunities to learn about Korea and Korean territorial issues can maximize geography educators' accessibility to Korean territorial issues, regardless of their interest in territorial issues. These findings help Korean government develops better strategies for formulating and implementing future international public relations practices for Korean territorial issues.

• Journal of the Korean Geographical Society
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• v.40 no.4 s.109
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• pp.454-472
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• 2005

This study is to discuss on intrinsic justification of 'citizenship' and 'spaces of citizenship' to inquiry possibility of citizenship education through geography subject. According to Peters' educational view as forms of knowledge and initiation, citizenship was intrinsically justified through examination of forms of geographical knowledge. The analysis of paradigms in geography shows that 'the human' and 'the social' are generally combined in 'space'-centered language and ideologies through post-positivism. That is, it refuses the concept of physical space which is value neutral, and seeks turn to spaces of citizenship which is value-intrinsic through social space theory. Given that changes in the forms of geographical knowledge lead changes in content knowledge of geography subject, citizenship is to be justified intrinsically. Thus, citizenship as content knowledge of geography subject is to be justified not extrinsically through acceptance of social studies' educational aim in itself but intrinsically through forms of geographical knowledge. And geographical education as initiation into value and belief of citizenship based on these spaces of citizenship is not about making students have arrived at a destination, but about them travel with a different view.

• Journal of the Korean Geographical Society
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• v.39 no.4
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• pp.683-695
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• 2004

It is generally found that geography majors' progression in society has a very limited scope in Korea and this is one of the causes of lessening geographers' job market. As an attempt to draw a solution to this problem, this paper, by a close examination of the French case, tries to discuss the possibility of geographers' participation in the public sector. Geographers' participation in political and social issues has long history. They acted as providers of geographical knowledge on human and physical features of the world and also as counsellors for effective administration and politics. French geographers evaluate that it is the characteristics of geography that enable geographers to progress into the public sector. They also perceive that such fields as regional development, environment, economy, tourism, international politics are possible ones for geographers. Some implications can be drawn from this case study to extend geographers' participation in the pubic sector in Korea; it is required to sustain open mind to every field of social sciences, to improve specialized as well as generalized knowledge on geographical features, and to provide practical knowledge on spatial analysis and management.