• The Journal of Korean Philosophical History
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• no.23
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• pp.349-392
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• 2008

Modern Neo-Confucianism was formed as a school by solving the modern problems in China through accepting western philosophies with Chinese basic philosophies since New Cultural Movement. Marxism, Liberalism, and Modern Neo-Confucianism are called three representatives of Chinese modern philosophies. Since the People's Republic of China was founded in 1949, Modern Neo-Confucianists have tried to keep their philosophy and cultural conservatism in Hong Kong and Taiwan. Modern Neo-Confucianism which had been prohibited before 1978 was brought again to people's attention in the middle of 1980s by their active lectures and writings. Furthermore, the study on Modern Neo-Confucianism was supported by the Chinese government in 1987. China was trying to find the way to enhance Chinese tradition and to develop China to a modern society at the same time through the study on Modern Neo-Confucianism. The purpose of Modern Neo-Confucianism is to keep Chinese tradition which was broken off, to develop China to a modern society, to control the problems caused by capitalism socially, and ultimately to strengthen socialism in China in the political aspect. The study on Modern Neo-Confucianism in the 1980s focused on introducing, organizing, and understanding Modern Neo-Confucianism as its early stage. This study was led by Marxists with their methods and viewpoints. Even though the acceptance and understanding of Modern Neo-Confucianism was limited in a short period, the study on Modern Neo-Confucianism in the 1980s propagated Modern Neo-Confucianism. Modern Neo-Confucianism also played an important role to grow the argument about the critical succession of Chinese tradition and to reconsider the fact that modernization does not mean only westernization.

• Journal of Intelligence and Information Systems
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• v.20 no.2
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• pp.149-162
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• 2014

Course guidance is a mentoring process which is performed before students register for coming classes. The course guidance plays a very important role to students in checking degree audits of students and mentoring classes which will be taken in coming semester. Also, it is intimately involved with a graduation assessment or a completion of ABEEK certification. Currently, course guidance is manually performed by some advisers at most of universities in Korea because they have no electronic systems for the course guidance. By the lack of the systems, the advisers should analyze each degree audit of students and curriculum information of their own departments. This process often causes the human error during the course guidance process due to the complexity of the process. The electronic system thus is essential to avoid the human error for the course guidance. If the relation data model-based system is applied to the mentoring process, then the problems in manual way can be solved. However, the relational data model-based systems have some limitations. Curriculums of a department and certification systems can be changed depending on a new policy of a university or surrounding environments. If the curriculums and the systems are changed, a scheme of the existing system should be changed in accordance with the variations. It is also not sufficient to provide semantic search due to the difficulty of extracting semantic relationships between subjects. In this paper, we model a course mentoring ontology based on the analysis of a curriculum of computer science department, a structure of degree audit, and ABEEK certification. Ontology-based course guidance system is also proposed to overcome the limitation of the existing methods and to provide the effectiveness of course mentoring process for both of advisors and students. In the proposed system, all data of the system consists of ontology instances. To create ontology instances, ontology population module is developed by using JENA framework which is for building semantic web and linked data applications. In the ontology population module, the mapping rules to connect parts of degree audit to certain parts of course mentoring ontology are designed. All ontology instances are generated based on degree audits of students who participate in course mentoring test. The generated instances are saved to JENA TDB as a triple repository after an inference process using JENA inference engine. A user interface for course guidance is implemented by using Java and JENA framework. Once a advisor or a student input student's information such as student name and student number at an information request form in user interface, the proposed system provides mentoring results based on a degree audit of current student and rules to check scores for each part of a curriculum such as special cultural subject, major subject, and MSC subject containing math and basic science. Recall and precision are used to evaluate the performance of the proposed system. The recall is used to check that the proposed system retrieves all relevant subjects. The precision is used to check whether the retrieved subjects are relevant to the mentoring results. An officer of computer science department attends the verification on the results derived from the proposed system. Experimental results using real data of the participating students show that the proposed course guidance system based on course mentoring ontology provides correct course mentoring results to students at all times. Advisors can also reduce their time cost to analyze a degree audit of corresponding student and to calculate each score for the each part. As a result, the proposed system based on ontology techniques solves the difficulty of mentoring methods in manual way and the proposed system derive correct mentoring results as human conduct.