• Journal of the Korean Society of Costume
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• v.58 no.10
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• pp.78-94
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• 2008

Contemporary fashion is experiencing a rise in design that combines heterogeneous things, or goes beyond the roles, boundaries, and meanings of existing things. This can be described as a 'heterogeneous fusion' that is different in character from the mixed use of heterogeneous materials, borrowed designs, and exaggeration of the silhouette that have been practices in fashion design, or the non-structure, deconstruction, and recombination that have existed since the age when post-structuralism was a central philosophy. This 'fusion' causes a 'confusion' of the generally accepted mental principle of 'one sense reacting to one stimulus', and breaks the boundary between the various senses, causing confusion in the senses of the individual, and leading him or her to experience unfamiliar feelings. In this process, all information received from external sources is not perceived as it is seen, but rather is perceived through a fusion of the individual's motivations, the environment in which it is perceived, the resulting change in emotion, and the individual's past memories. The combination of these heterogeneous elements visually accepted, or such a non-territorial combination acts as a 'fusion of senses' in the individual's perception, which causes confusion in the homeostasis of perception, and a change in emotion, and serves as a factor that causes the information to be stored in the memory for a long time. In parallel with deconstruction or non-structure, the 'heterogeneous fusion' found in modern fashion is taking root as a representative creative trend, and is represented in various forms such as the mixed use of subjects and materials, non-territorial borrowing, fusion with animal forms, fusion with non-physical geometry, and fusion with heterogeneous hair decoration.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.10a
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• pp.79-90
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• 2006

새로운 것을 학습할 때 학생들은 자신이 어떤 지식 상태를 갖고 있는지에 따라 상당히 다른 이해의 정도를 나타낸다. 유의미한 이해를 이끌어 내기 위해서 교사들은 학생들의 사전 지식상태를 파악하고 그것에 근거하여 학습과제를 제시할 필요가 있으며, 어떤 단원을 학습한 후에 학생들의 지식상태를 파악해 보는 방법도 모색되어야 할 것이다. 본 연구는 충청북도 C도시 4개 초등학교 5학년 학생 285명에게 수학 5-가 6단원을 학습한 후 넓이 측정과 관련된 지식상태 검사를 실시하고 그 결과를 Doignon & Falmagne(1999)의 지식공간론을 활용하여 분석하였다. 학생들의 답안에서 평면도형의 넓이 측정과 관련된 지식의 상태를 파악하고 세 가지 범주-측정의 의미 파악, 공식 활용, 전략의 사용-에서 지식 상태의 위계도를 작성하였다. 첫 번째 범주인 측정의 의미 파악과 관련하여 학생들은 둘레나 넓이의 속성 파악에서 혼동을 보이거나 직관적으로 넓이를 비교해야 하는 과제에서도 계산을 시도하는 지식 상태가 반 이상인 것으로 드러났다. 두 번째 범주인 공식 활용과 관련해서는 학생들의 상당수가 부적합한 수치를 넣어 무조건 넓이 계산을 시도하고 있었다. 또한 세 번째 범주인 전략 사용에 관해서는 분할이나 등적변형 등의 전략을 알고 있는 학생 중에도 40% 가량은 문제를 표상하는데 어려움이 있어 해결하지 못하는 것으로 드러났다.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.91-110
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• 2015

The purpose of this study is to investigate the understanding of pi of elementary gifted students and explore improvement direction of teaching pi. The results of this study are as follows. First, students understood insufficiently the property of approximation, constancy and infinity of pi from the fixation on 'pi = 3.14'. They mixed pi up with the approximation of pi as well. Second, they had a inclination to understand pi as algebraic formula, circumference by diameter. Third, few students understood the property of constancy and infinity of pi deeply. Lastly, the discussion activity provided the chance of finding the idea of the property of approximation of pi. In conclusion, we proposed several methods which improve the teaching of pi at elementary school.

• Journal of Science Education
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• v.36 no.1
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• pp.153-165
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• 2012

This study investigated the frequent mistakes and the causes of the alternative conceptions in the animal classification by using the questionnaire and interview with the middle school students (N=300). As results, some students have difficulties classifying suggested animals into vertebrates or invertebrates : snakes (31.7%), shrimps (28.3%), turtles (25.6%), frogs (24.7%), and starfish (10.7%) in order of precedence. These errors seemed to be caused by intuitive thinking over characteristics of physical motions and appearance of suggested animals, wrong inference from comparing to features of familiar animals and the lack of observation experience of the vertebrate backbone. Furthermore, the results showed that relatively many students made a mistake classifying subgroup members of vertebrates such as classifying salamanders into the class Reptilia (45.3%) and turtles into Amphibia (40.3%). It is likely that those errors are affected by ambiguousness of classification terminology (e.g. the term of Amphibia) and weak ability in relating the physiological and ecological feature to standard of classification feature. In addition, sociocultural factors could influence animal classification as 'bat in birds', 'whale in fish, and 'penguin in mammals'. The present study implied that teaching and learning animal classification may require an appropriate guide focused on activities to explore major characteristics used for the animal classification standard through providing more chances of animal observation rather than the cramming method of learning induced by technical memorizing.

• Journal of Korean Philosophical Society
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• v.129
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• pp.315-339
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• 2014

Diese Abhandlung untersucht Jacobis ${\ddot{U}}ber$ die Lehre Spinoza und den von diesem veranlassten Spinoza-Streit. Damit sie $enth{\ddot{u}}llt$ zuerst Jacobischen Zusammenhang zwischen transzent und immanent und folgt auf seine Wirkungsgeschichte in der Moderne. Ich rekonstruiere den Streit zwischen Jacobi und Lessing und danach interpretiere dessen Rezeption durch Hegel und Schleiermacher. Lessing stellt anstatt der traditionellen Begriffe der Gottheit ἑν ${\kappa}{\alpha}{\iota}$ ${\pi}{\alpha}{\nu}$ auf. $Demgegen{\ddot{u}}ber$ behauptet Jacobi Salto mortale um ihn ${\ddot{u}}berschreiten$ zu $k{\ddot{o}}nnen$, indem er Lessing als Pantheist und Atheist bestimmt. Salto mortale bei Jacobi ist der Sprung zu dem ${\ddot{U}}bernat{\ddot{u}}rlichen$ und dem Glaube. Der Streit zwischen Jacobi und Lessing ist der zwischen dem Naturalismus und ${\ddot{U}}bernaturalismus$ und $dar{\ddot{u}}berhinaus$ der zwischen dem Athismus und Theismus. $W{\ddot{a}}hrend$ die Natur der Inbegriff der Bedingten ist, ist Gott der absolute Anfang der Natur $au{\ss}erhalb$ des Naturzusammenhangs. $W{\ddot{a}}hrend$ Spinoza Gott im $nat{\ddot{u}}rlichen$ Zusammenhang begreift, $fa{\ss}t$ Jacobi den im ${\ddot{u}}bernat{\ddot{u}}rlichen$ auf. Deus sive natura bei Spinoza $ver{\ddot{a}}ndert$ sich Gott im Menschen bei Jacobi. Gott im Menschen ist nichts anders als das Prinzip des Lebens und das aller Vernuft. In diesem Zusammenhang $fa{\ss}t$ Hegel Gott als Geist denn Subjekt des Lebens auf und $h{\ddot{a}}lt$ das Wesen des Geistes $f{\ddot{u}}r$ die sich selbst vermittelnde Bewegung. Dies zeigt sich als die Spinoza ${\ddot{u}}berbietende$ Immanenzphilosophie. $Demgegen{\ddot{u}}ber$ behauptet Schleiermacher die Einheit des Endlichen und Unendlichen in der $religi{\ddot{o}}sen$ Anschuung. Die Verbindung von Mensch und Gott ist die im Endlichen immanent bleibende Anschauung der $g{\ddot{o}}ttlichen$ Eigenschaft. Dies zeigt das transzendente im immanenten.