• The Mathematical Education
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• v.52 no.4
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• pp.549-565
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• 2013

To help students understand the deduction system in the proof, we analyzed the textbook on mathematics at first. As results, we could find that the textbook' system of deduction is similar with the Euclid' system of deduction. The starting point of deduction is different with each other. But the flow of deduction match with each other. Next, we searched for the example of circular argument and analyzed. As results, we classified the circular argument into two groups. The first is an internal circular argument which is a circular argument occurred in a theorem. The second is an external circular argument which is a circular argument occurred between many theorems. We could know that the flow of deduction system is consistent in internal-external dimension. Lastly, we proposed the desirable teaching direction to help students understand the deduction system in the proof.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.1007-1026
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• 2012

The purpose of this study was to develop analytic framework for dialogic argumentation to show the context and flow visualizing interactions of argumentation, to be able to present quality of argumentation specifically. For this, we formulated a method of the argumentation diagram using feature of diagram simple and structurally visualizing interrelation between argument components, and then quantified quality of argumentation to argument level score on this basis. We have developed the learning material for argumentation about a vertical circular motion and used the obtained translations from applying it in developing the framework. We chose argument statements among full transcript and then coded as Toulmin's argument components, and these codes was effectively arranged and linked to show argumentation diagram. Results by argumentation diagram could be useful understanding of interactive argumentation context and the flow and present frequency, the combination of argument elements, rough qualitative level of argumentation. To quantify argumentation quality, we gave different scores to different link lines reflecting indication of argumentation quality like that diversity of argument component, justification, presence or absence of rebuttals. The process of identification of argument level is very simple, qualitative level of argumentation represented as concrete score could present various and concrete argument level. Developed analytic framework might contribute to argumentation research field, because it can present effectively dialogic argumentation result. Also, various analysis cases might guide designing an effective argumentation practice and circular motion learning.

• The Journal of Korean Philosophical History
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• no.59
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• pp.155-190
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• 2018

The paper has focused on the 20 Iching-hexagrams from the eleventh t'ai[ ] to the final one of the Upper Book li[離] to examine the principles of learning and education involved in Xugua zhuan[序卦傳], the Ordinal Sequence of the Hexagrams as one among Ten Wings in I Ching. Some implications involved in this part of the Book of Change provides us with numerous teachings and educational principles. I try to concisely note the three teachings of the major argument as shown in the paper. Firstly, we should take the process of learning as the circular system of thought[環 相型], not as the linear system assuming the final destination like the Final Cause in the Aristotelian teleology. In the same token, the process of learning should be regarded as 'initiation', which has been initially adopted to justify the concept of education by R. S. Peters. As a circular system, there are two kinds of initiation. The one sense is 'crossing the threshold of illiteracy' seen as 'small initiation', which apprehends the points of argument in the previous paper, namely, on hexagrams from ch'ien[乾] to t'ai[泰]. The other sense is 'getting on the inside of the worthwhile activities', seen as 'Grand Initiation', which apprehend the present points of argument. Secondly, as shown in the paper, the Book enables us to recognize the process of learning as 'Seeing What Is There'. This requires us the Principles of Mean and Perfection, which are to be taken differently from the Western ones. For this a learner should always hold the endless self-reflection and attitude to re-examine the original intention of one's own, whilst he is involved in the task of learning. Finally, we should take the Principles of Change seriously, such as extremity-reversibility[物極必反] and the sense of conformity, in order that we can establish the proper educational principles to tackle the social domains of learning as well as the personal ones.

• Korean System Dynamics Review
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• v.1 no.2
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• pp.33-60
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• 2000

This study aims to conceptually identify the circular causal-relationship which is structured between downsizing and technological innovation in organization. First, through the literature review concerning downsizing and (technological) innovations, we have outlined the conceptual building blocks and research boundaries in this field. Second, we used system thinking method to accomplish our research purpose. The research findings are as follows. First, the promotion of financial resources by downsizing have trade-off relations that have negative of effects in short terms, but positive effects in long time. Second, workforce reduction by downsizing usually has negative influence on employees. Third, capital reduction by downsizing generates not only the climates of cost-cut but also the fact that although the climates may increase economic performance in short terms, it may interrupt technological innovations in long terms. In conclusion, this theses suggests that the relationship of downsizing and technological innovations have complex causal and feedback structures. Therefore, the results of this thesis propose that the argument or practices of downsizing with partial emphasis is very dangerous. Finally some limitations are also discussed.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.149-155
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• 2022

The view of not fully denying the application of accomplice regulations to non-punishable opponents has fallen into a formal and logical circular argument that only provides formal grounds for non-punishment and has failed to provide practical grounds. In addition, it can be said that it has a criminal policy problem contrary to the legal sentiment of the general public by not punishing the active government travel activities of non-punishable accomplices. Therefore, in order to solve this problem, it is necessary to respect the legislator's intention that general non-punishment accomplices can be punished if they exceed the 'minimum government travel commission'. Therefore, if an unpunishable accomplice acts at least within the act required to realize the constituent requirements, the application of the accomplice regulations shall be excluded, and the accomplice regulations shall be applied only if they exceed that extent. In addition, if the indispensable counterparty is a protected person or has no responsibility (possibility of expectation), it can be said that it has provided a practical basis for the inability to punish, so it can be understood as impossible to punish. This interpretation method is thought to be able to present concrete validity in marginal cases where the counterparty is more responsible by substantially presenting the basis for an unpunishable accomplice.

• Journal of Environmental Science International
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• v.22 no.12
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• pp.1671-1681
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• 2013

The study selected 10 regions among major Korean cities. Then the study classified the yearly change of relative humidity of those regions for 37 years based on 1996 (from 1974 to 2011) aimed at high temperature days, and examined them by stage regarding daily maximum temperature. For large cities and small cities, in general relative humidity had been likely to increase at high temperatures of $30^{\circ}C$ or over before 1996, whereas it has decreased since 1996. For suburban areas, relative humidity had been prone to diminish before 1996, whereas it has been likely to either increase since 1996 or rarely some of the cities have not shown any change. The increasing tendency of relative humidity before 1996 in large cities and small cities is believed to be because of an increase of the latent heat of vaporization by the supply of steam from cooling towers established in downtown areas. Meanwhile, the decreasing tendency from 1996 is concluded to be caused by the change from counter-current circular cooling towers, which produce a great quantity of steam including arsenic acid, to cross-flow cooling towers, which produce hardly any steam containing arsenic acid. This change was in accordance with the modification and pursuit of an urban planning law that ordered cooling towers that had been installed on rooftops be installed in the basement of buildings in consideration of a "Green network creation" project by the Ministry of Environment, urban beautification, concerns since 1996 over building collapses, and according to an argument that steam containing arsenic acid could be harmful to human health owing to chemicals contained in the water in the cooling tower in summer.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1216-1234
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• 2004

School science practical work is often criticized as lacking key elements of authentic science, such as peer argumentation or debate through which social consensus is obtained. The purpose of this paper is to review the recent studies about the argumentation and to explore the conditions and the model of argumentative scientific inquiry, which is specially designed open inquiry in order to facilitate students' peer argumentation. For this purpose, a theoretical discussion for the argumentative scientific inquiry as the way of authentic inquiry in schools was developed. The conditions for argumentative scientific inquiry were found to be the following: multiple arguments, students' own claims, opportunities for oral and written argumentation, equal status of debaters, and community of cooperative competition. For these conditions, the argumentative scientific inquiry was organized into experiment activities and argumentation activities. During argumentation activity, students should be guided to advance written argumentation through writing a group report for peer review and oral argumentation through a critical discussion. Through the argumentation between groups and in group, the students' arguments would be elaborated repeatedly. The feedback from argumentation links experiment activities to argumentation activities. Hence, the whole process of this inquiry model is circular.