• The Journal of the Korea Contents Association
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• v.18 no.11
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• pp.338-347
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• 2018

This writing presents a structural methodology that conceptualize' Fransis Ford Coppola's perspective and adaptation style of his screenplay derived from the author Mario Puzo's original novel "The Godfather". This paper is divided into two different stages: The first stage, namely the "formal stage", encapsulates the analysis of narration and exploring the effects of structural transformations, such as deleting, creating and modifying from the novel to the screenplay. The second stage, entitled "semantic stage", is concerned with ascertaining the difference between the structure itself and the adapter's perspective on the original novel. The opening sequence of will be used as a case study to explore these issues in examining its adaptation style specifically while also offering a template for adapting a screenplay from a novel.

• Journal of Science Education
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• v.35 no.1
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• pp.48-58
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• 2011

This study was performed to develop a model for mentorship education in the science education institute for the gifted. Existing mentorship education models were focused on R&E, which involved science high school students as research participants. For this purpose, a new model was proposed with comparatively definite stages and terms, and based on the theoretical background concerning science inquiry abilities and scientific creativities or the mentorship education in the science education institute for the gifted. Existing mentorship models for science-gifted students were analyzed and compared with the scientific inquiry process and science paper form. A science paper form consisting of four stages was selected. A new model was constructed consisting of six stages, and this model was modified to be made fit for application to students in the physics mentorship course at the science education institute for the gifted in K National University. Good points and improvable points of the model through the application were identified, and the model was modified accordingly. In conclusion, a new model was proposed as a mentorship model for science-gifted students. This model was constructed using the PREPARATION-INTRODUCTION-METHOD-RESULT-CONCLUSION-FINISH format.

• Journal of the Korean Geographical Society
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• v.48 no.5
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• pp.786-801
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• 2013

This study aims to elucidate features of the geography assessment of France in which geography has a high status in school curriculum. The main data for analysing are the geography examinations(1999-2013) of the Baccalaur$\acute{e}$at. In terms of objectives of the assessment, the exams put emphasis on promoting cultural knowledges of students and developing their competences in graphic languages. In terms of formal aspect, the exams take a simple layouts to raise a readability, use variable test tools, especially an essay and a 'croquis'. They also emphasize students self-directedly constructing and representing geography knowledges and their inquiry abilities with geography materials. In terms of contents aspect, the exams mainly cover subjects of political-economic geography, particularly a spatial organization, a development inequality and the world powers in global contexts or macro spatial scales. One of a distinguishing characteristics of Baccalaur$\acute{e}$at's History-Geography examinations is that it designs to keep balance between two parties; history and geography.

• Journal of Korean Philosophical Society
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• v.137
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• pp.151-191
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• 2016

Kant and Lacan strongly criticized the epistemological premise of formal logic. However, Lacan was opposed to Kant in terms of subject, object, knowledge and truth. From the viewpoint of Kant's transcendental logic, formal logic does not have the ability to represent the nature of truth. On the other hand, from the viewpoint of Lacan's psychoanalytic logic, Kant's transcendental logic misunderstands or only partially represents the state of things. But I would like to try to criticize the epistemological premise of the two forms of logic. Transcendental logic takes the evident and new function in that it has studied the necessary condition of content rather than the form of thinking which formal logic considers as his object of study. Transcendental logic evidently studies the categories which dominate our way of thinking. Can we say that the 12 categories which Kant provided are sufficient in explaining the necessity of thinking? Lacan's psychoanalytic logics tells us that Kant's categories are only a kind of metaphor related with hypothesis that tries to explain the possibility of synthetical judge a priori. Is Lacan's psychoanalytic logic sufficient in explaining the possibility of science? It is not sufficient in explaining the objectivity and strictness of science, for it depends on metaphor and metonymy which are useful to literature and unconsciousness. I would like to try to synthesize Kant's transcendental and Lacan's psychoanalytic logic in terms of structure-constructivism which combines both formal and dialectical logic, which is consistent with the ideal of human science, and not blinkered science. My conclusion is that Kant's ethical and esthetical theory should be modified though Lacan's psychoanalytic logic, and Lacan's theory of the unconsciousness revised by Kant's transcendental logic.

• The Journal of Sustainable Design and Educational Environment Research
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• v.22 no.3
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• pp.14-29
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• 2023

This study aims to elucidate the content and format of school safety standards to clarify the roles and responsibilities of schools in realizing school safety. Toward this end, difficulties in operating school safety standards at various sites were classified into four small groups with a total of 26 educational administrators, superintendents, and researchers to listen to the opinions of experts in the field and analyze related data. As a result, we comprehensively analyzed in-depth interviews with the respondents who are working at provincial offices of education regarding the proposed school safety standards. We also analyzed the necessity of developing these standards and examining the appropriateness of their content and format. Results were derived from four aspects, including the field applicability of such standards. The study draws the following conclusions. First, it focuses on setting the direction for the development of school safety standards. Second, it highlights the exploration of the system and content of these standards. Third, it pertains to the preparation of a draft of these standards.

• The Journal of Korean Philosophical History
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• no.28
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• pp.87-116
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• 2010

In elementary, environmental education have been doing in various subjects. The features of environmental instruction would be reflected on contents of environmental education and characteristics of each subjects. These contents of environmental education might be contained normative contents, and it is moral subject that treats these normative contents systematically. Then environmental instruction of moral subject in elemental school should be approach and inquire teaching contents related to environment education. In elementary school curriculum of moral subject, teaching contents related to environment are 'preciousness of life' and 'right views of Nature and protection of the environment'. By these contents, moral instruction can approach to life of animal and plants centered on the reason to take them preciously and relation between nature and humans centered on the moral consideration. It is a difference that approaches to the environmental education not by factual understanding but by normative understanding in moral instruction. It must be focused on ethical inquiry for normative approach and reserving identity of moral subject. Necessary conditions for ethical inquiry to the environmental instruction are moral status of things besides humans. For the ethical inquiry to the moral status of nature environments, teachers could be set the logic of instruction based on the developments of environmental ethics. Formal cohesiveness of environmental instruction could be developed in sequence of ethical inquiry on moral status to the life of animal, life of plants, and whole system of nature. For this, teacher could reflect on their instruction focused on some explanations. That is, it is explanation to the animal life based on the individual-extended human oriented ethics for human, plants life based on the individual-non human oriented ethics, whole natural system based on the holistic-non human oriented ethics. When teachers reflect these explanation, they can compose their instruction as 'finding something in common with humans and animals', 'reflection on the attitude to the commons', 'thinking about reasons on the different attitudes to the commons', 'the things that disappear as plants die', 'thinking on values about non organism'. These plan of instruction could be critically reconstruct by other teachers. But environmental consciousness by ethical inquiry should be hold on instruction to the environment reflected on identity of moral subject.

• Korean Journal of Logic
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• v.9 no.1
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• pp.97-136
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• 2006

비트겐슈타인의 규칙따르기 개념에 대한 올바른 이해는 그의 후기 철학의 궤적을 살피는데 있어서 중요하다. 비트겐슈타인의 규칙따르기 문제에 대해 회의적 해석으로 유명한 크립키는 "탐구"의 201절을 문제 삼으며 '역설'의 문제를 새로운 형식의 철학적 회의주의로 간주했다. 본 논문은 규칙의 역설에 대한 크립키의 논증이 비트겐슈타인의 관점과 무엇 때문에 충돌하는지를 밝히면서 그와 함께 비트겐슈타인이 '규칙의 역설'을 제시한 궁극적 이유를 규명하는데 있다. 규칙의 역설에 대한 크립키 논증의 의의와 한계를 비판적으로 다룸으로서 필자는 다음과 같은 점을 주장할 것이다. 비트겐슈타인에게 있어서 규칙은 우리들의 행동을 이끄는 지침의 역할을 하며, 규칙의 문제를 추론과 연관시켜 수학이 엄격한 규칙을 따르는 인간의 지적 활동이며, 규칙에 대한 비트겐슈타인의 관점은 귀납적 회의주의와 무관하다. 이런 맥락에서 비트겐슈타인을 회의주의자 혹은 상대주의자로 평가하는 것은 문제가 있다. 그런 점에서 비트겐슈타인은 오히려 어떤 이론이나 선입견에 사로잡히지 않은 봄의 방식을 강조한 철학자로 평가하는 것이 옳다.

• Journal of Science Education
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• v.38 no.2
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• pp.356-375
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• 2014

The purpose of this study was to develop the informal education based elementary gifted education program utilizing local resources in Yeongheung island for enhancing the creative problem solving, science process skills, scientific attitudes. This program was totally consisted 36 lessons and 3 part. For this purpose, 7 weeks' informal gifted education program utilizing local resources was treated to a class students who were 5th graders of elementary school in Yeongheung island. The results of this study were as follows : First, the change of science creative problem solving ability in the gifted class was found statistically meaningful difference. Second, science process skills were showed statistically meaningful difference. Third, scientific attitudes were not showed statistically meaningful difference. Fourth, the student responses about effectiveness of this programs were generally positive. Therefore, the gifted education programs showed meaningful results. Based on the results of this study, a number of studies to overcome the limitations will be needed.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.167-189
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• 2005

본고에서는 영재교육에서 실제 학습자료의 부족과 이산수학의 중요성이 부각되고 있는 최근의 동향을 감안하여, 초등학교 영재교육에 적용 가능한 이산수학 프로그램을 개발하고자 한다. 우선 프로그램의 개발에 선행하여 관련 이론에 대한 고찰을 하였으며 제 7차 초등학교 수학과 교육과정의 이산수학 관련 내용을 분석하석 교육과정의 내용을 심화 ${\cdot}$ 발전할 수 있는 방안에 초점을 두었다. 특히 이산수학과 관련된 기존의 수학학습 프로그램들은 대부분 순수 수학적 이론을 제시하고 그에 따른 문제를 풀어보는 형식으로 구성되어 있는데, 본고에서는 이산수학의 이론을 중심으로, 문제해결에서 알고리즘적으로 사고하는 능력을 키울 수 있도록 하는 것에 초점을 두어 프로그램을 개발하고자 한다. 즉, 프로그램 자체가 하나의 수학적 원리를 탐구해 가는 과정이 되는 것이다. 또한 이산수학이 수학적 문제해결 학습과 연관됨에 착안하여 프로그램은 Polya의 문제해결학습을 바탕으로 구성하고자 한다.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.772-784
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• 2010

'Science festival' is an annual public event featuring a variety of science- and technology-related workshops and live demonstrations of experiments by student presenters. This study was to explore the student presenters' and student visitors' perceptions of the science festival. The subjects were 323 student presenters who managed laboratory booths and 495 student visitors who attended the festival for six days. We developed a questionnaire based on the modified items of ones both from Ahn & Park (2009) and Lee et al. (2010). Data included students' participation backgrounds, differences of their perceptions about the educational effects according to participation types and school levels, and student presenters' perceptions of scientific inquiry that they had through the preparation of the festival. Findings suggested that student presenters perceived their experience of preparing for the festival as meaningful scientific inquiry process such as asking and solving problems. Based on the results, discussion and implications for communitybased programs as an informal science education were presented.