• Title/Summary/Keyword: 형식주의

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Hilbert and Formalism (힐버트와 형식주의)

  • Choi, Won-Bae
    • Journal for History of Mathematics
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    • v.24 no.4
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    • pp.33-43
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    • 2011
  • In this paper I discuss if we can regard Hilbert at the time of Hilbert's program as an instrumentalist. For this I first provide some textual evidences for the instrumentalist interpretation, then examine the three recent criticisms in turn. I argue that the reading Hilbert as an instrumentalist is still tenable in spite of these criticisms.

Boundary between Human and Humanism Constructed by Formalism Film <Dogville> (형식주의 영화 <Dogville>이 구성하는 인간과 인간다움의 경계)

  • Kang, Seung-Mook
    • The Journal of the Korea Contents Association
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    • v.9 no.12
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    • pp.138-145
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    • 2009
  • Humanism connotes dignity and esteem with the essential idea of human and more human. This paper has conducted a inquiry of the understanding about human and humanism represented by visual image of film. Especially, this study investigated the way to adhere to reflective attitude about human and society. It is based on theoretical discussion of formalism and auteurism and analyzed the way of constructing time-space structure of (by Lars von Trier) which is known the typical formalism film. According to the findings, appeared to appropriate the ocularcentrism aesthetic to film form and give the self-regulation to definite the idea of film art through picturesque imagination of dramatic stage. Such a result means that it converts the filmic time-space to the virtual things and practicalize the classification of the ethical doctrine of innate goodness and innate sin of human and the definition of humanism. Also it means formalism film overturns the existing institutional mode of representation.

Patterns of mathematical concepts and effective concept learning - around theory of vectors (수학적 개념의 유형과 효과적인 개념학습 - 벡터이론을 중심으로)

  • Pak, Hong-Kyung;Kim, Tae-Wan;Lee, Woo-Dong
    • Journal for History of Mathematics
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    • v.20 no.3
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    • pp.105-126
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    • 2007
  • The present paper considers how to teach mathematical concepts. In particular, we aim to a balanced, unified achievement for three elements of concept loaming such as concept understanding, computation and application through one's mathematical intuition. In order to do this, we classify concepts into three patterns, that is, intuitive concepts, logical concepts and formal concepts. Such classification is based on three kinds of philosophy of mathematics : intuitionism, logicism, fomalism. We provide a concrete, practical investigation with important nine concepts in theory of vectors from the viewpoint of three patterns of concepts. As a consequence, we suggest certain solutions for an effective concept learning in teaching theory of vectors.

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Wittgenstein on Hilbert's Program (비트겐슈타인과 힐베르트 프로그램)

  • Park, Jeong-Il
    • Korean Journal of Logic
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    • v.15 no.1
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    • pp.155-190
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    • 2012
  • As far as Hilbert's Program is concerned, there seems to be important differences in the development of Wittgenstein's thoughts. Wittgenstein's main claims on this theme in his middle period writings, such as Wittgenstein and the Vienna Circle, Philosophical Remarks and Philosophical Grammar seem to be different from the later writings such as Wittgenstein's Lectures on the Foundations of Mathematics (Cambridge 1939) and Remarks on the Foundations of Mathematics. To show that differences, I will first briefly survey Hilbert's program and his philosophy of mathematics, that is to say, formalism. Next, I will illuminate in what respects Wittgenstein was influenced by and criticized Hilbert's formalism. Surprisingly enough, Wittgenstein claims in his middle period that there is neither metamathematics nor proof of consistency. But later, he withdraws his such radical claims. Furthermore, we cannot find out any evidences, I think, that he maintained his formerly claims. I will illuminate why Wittgenstein does not raise such claims any more.

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A Study on the Cognition of Speculative Aesthetics in the Architectural Space (건축 공간의 사변미학적 인식에 관한 연구)

  • Lee, Yong-Jae
    • Korean Institute of Interior Design Journal
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    • v.21 no.1
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    • pp.51-58
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    • 2012
  • The purpose of this study is to present the cognition of speculative aesthetics in the architectural space. Architectural space as the subject of the aesthetical study has been ignored such a long period though it should be centered of the whole architectural theory. Even it has not been dealt with independently but just only as a part of aesthetic or artistic field. Also it is also true that academic approach to the architectural space as per the aesthetic recognition has not been done so satisfactorily. The transcendental subjectivity as the aesthetic cognitive viewpoint of the architectural space means speculative aesthetics and the understands the essential meaning of the function and composition The conclusions of this study are as follows : The formalistic cognitive concepts including organic functional space between the whole and the part and anti-cubic synchronous space are included in the architecture of the speculative cognition, and finally the contextual cognitive concepts including the restoring analogical space of the in-depth constituent factors and associated centripetal spaces.

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A Historical Background of Mathematical Logic and $G{\ddot{o}}del$ (수리논리학의 역사적 배경과 괴델)

  • Park, Chang-Kyun
    • Journal for History of Mathematics
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    • v.21 no.1
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    • pp.17-28
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    • 2008
  • This Paper introduces a historical background of mathematical logic. Logic and mathematics were not developed dependently until the mid of the nineteenth century, when two streams of logic and mathematics came to form a river so that brought forth synergy effects. Since the mid-nineteenth century mathematization of logic were proceeded while attempts to reduce mathematics to logic were made. Against this background $G{\ddot{o}}del's$ proof shows the limitation of formalism by proving that there are true arithmetical propositions that are not provable.

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역사-발생적 원리에 따른 변증법적 방법의 수학학습지도 방안

  • Han, Gil-Jun;Jeong, Seung-Jin
    • Communications of Mathematical Education
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    • v.12
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    • pp.67-82
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    • 2001
  • 발생적 원리는 수학을 공리적으로 전개된 완성된 것으로 가르치는 형식주의의 결함을 극복하기 위하여 제기되어온 교수학적 원리로, 수학을 발생된 것으로 파악하고 그 발생을 학습과정에서 재성취하게 하려는 것이다. 특히, 수학을 지도함에 있어서 역사적으로 발생, 발달한 순서를 지켜 지도해야 한다는 것이 역사-발생적 원리로, 수학이 역사적으로 발생, 발달 되어온 역동적인 과정을 학생들이 재경험해 보게 하기 위해서는 이러한 일련의 과정을 효과적으로 설명할 수 있는 교수-학습 방법이 필요하다. 변증법적인 방법론은 헤겔에 의해서 꽃을 피운 철학으로, 정일반일합(正一反一合)의 원리에 따라 사물의 발생과 진화 과정을 역동적으로 설명할 수 있는 방법론이다. 따라서, 본 연구는 초등학교에서 역사-발생적 원리에 따라 수학을 지도할 수 있는 방법으로 변증법적인 방법을 고찰하여, 역사-발생적 원리의 수학 교수-학습 방법에 대한 시사점을 얻고자 한다.

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