• Korean Journal of Logic
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• v.22 no.2
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• pp.309-332
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• 2019

In Kang(2017), Jinho Kang persuasively criticized the attempt of Peter Hanks using his concept of cancelled predication to solve the Frege-Geach problem. According to Kang, Hanks had successfully shown the incoherence of Scott Soames's concept of neutral predication, but if it is true, then Hanks's concept of cancelled predication also falls into the same incoherence. I agree with Kang that Hanks faces the same incoherence, and I think that Hank's answers are unconvincing. As I see, however, it is possible for Hanks to overcome Kang's criticism. In this paper, I will reply to Kang's criticism by using conceptual resources in Hanks's own theory. In particular, the idea is that the final predication is compositionally explained by the type it belongs to without having truth-values because cancelled predication itself gives rise to target-shifting toward the type. By doing so, Hanks can successfully solve the Frege-Geach problem even though he let some remarks about cancelled predication unclear and confusing. In addition, it will be revealed that his notation is misleading as well.

• Journal of the Daesoon Academy of Sciences
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• v.35
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• pp.217-253
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• 2020

This study analyzes the principles of the 'Earthly Paradise' (仙境, the realm of immortals), 'Virtuous Concordance of Yin and Yang' (陰陽合德), and the 'Reordering Works of Heaven and Earth' (天地公事) while combining them with Joseon art. Therefore, this study aims to discover the context wherein the concept of Taiji in 'Daesoon Truth,' deeply penetrates into Joseon art. Doing so reveals how 'Daesoon Thought' is embedded in the lives and customs of the Korean people. In addition, this study follows a review of the sentiments and intellectual traditions of the Korean people based on 'Daesoon Thought' and creative works. Moreover, 'Daesoon Thought' brings all of this to the forefront in academics and art at the cosmological level. The purpose of this research is to vividly reveal the core of 'Daesoon Thought' as a visual image. Through this, the combination of 'Daesoon Thought' and Joseon art will secure both data and reality at the same time. As part of this, this study deals with the world of 'Daesoon Thought' as a cosmological Taiji principle. This concept is revealed in Joseon art, which is analyzed and examined from the viewpoint of art philosophy. First, as a way to make use of 'Daesoon Thought,' 'Daesoon Truth' was developed and directly applied to Joseon art. In this way, reflections on Korean life within 'Daesoon Thought' can be revealed. In this regard, the selection of Joseon art used in this study highlights creative works that have been deeply ingrained into people's lives. For example, as 'Daesoon Thought' appears to focus on the genre painting, folk painting, and landscape painting of the Joseon Dynasty, attention is given to verifying these cases. This study analyzes 'Daesoon Thought,' which borrows from Joseon art, from the perspective of art philosophy. Accordingly, attempts are made to find examples of the 'Virtuous Concordance of Yin and Yang' and Tai-Ji in Joseon art which became a basis by which 'Daesoon Thought' was communicated to people. In addition, appreciating 'Daesoon Thought' in Joseon art is an opportunity to vividly examine not only the Joseon art style but also the life, consciousness, and mental world of the Korean people. As part of this, Chapter 2 made several findings related to the formation of 'Daesoon Thought.' In Chapter 3, the structures of the ideas of 'Earthly Paradise' and 'Virtuous Concordance of Yin and Yang' were likewise found to have support. And 'The Reordering Works of Heaven and Earth' and Tai-Ji were found in depictions of metaphysical laws. To this end, the laws of 'The Reordering Works of Heaven and Earth' and the structure of Tai-Ji were combined. In chapter 4, we analyzed the 'Daesoon Thought' in the life and work of the Korean people at the level of the convergence of 'Daeesoon Thought' and Joseon art. The analysis of works provides a glimpse into the precise identity of 'Daesoon Thought' as observable in Joseon art, as doing so is useful for generating empirical data. For example, works such as Tai-Jido, Ssanggeum Daemu, Jusachaebujeokdo, Hwajogi Myeonghwabundo, and Gyeongdodo are objects that inspired descriptions of 'Earthly Paradise', 'Virtuous Concordance of Yin and Yang,' and 'The Reordering Works of Heaven and Earth.' As a result, Tai-Ji which appears in 'Daesoon Thought', proved the status of people in Joseon art. Given all of these statements, the Tai-Ji idea pursued by Daesoon Thought is a providence that follows change as all things are mutually created. In other words, it was derived that Tai-Ji ideology sits profoundly in the lives of the Korean people and responds mutually to the providence that converges with 'Mutual Beneficence.'

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.141-150
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• 2020

The purpose of this study is to critically review the skill-based approach to scientific inquiry in science education and to explore the meaning of science practices that are emphasized in recent science education reform movement. An extensive review of relevant literature was carried out, and the results were summarized according to the detailed themes of the study. In the skill-based approach of which Science-A Process Approach (SAPA) is a representative example, science process skills were presented as hierarchically connected with one another, they were believed to be transferable or generalizable, and science learning through discovery was stressed. These points of view are, however, contradicted with those of the modern philosophy of science which suggests the theory-laden nature of using the skills. The skill-based view has also been criticized by the fact that the use of inquiry skills is content-specific or context-dependent and that science theories or principles cannot be discovered by induction. In contrast, the recent view understands science practices holistically, emphasizes the diverse ways of doing the practices which vary with different contents or contexts, and considers student ideas importantly in the science classroom. The findings of this study can contribute to the development of a new science curriculum by providing implications for establishing a consistent view on scientific inquiry.

• Korean Journal of Oriental Medicine
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• v.16 no.3
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• pp.67-75
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• 2010

Objectives : In order to study the standardization of Qi-gong, and the important spread of education in Qi-gong, we investigated to the cognition of Qi-gong. Method : The descriptive investigation was accomplished to examine the level about the standardization of Qi-gong and the propensity with the Qi-gong training specialist, Qi-gong experience people and non-experience people on a national scale. The data of 572 question papers (140 specialists, 132 Qi-gong experience people, 300 non experience people) were analyzed. The period of the data collection was from Jun, 1, 2009 to Jun, 30, 2009. Result : The motives of Qi-gong participation were Qi-gong training and the individual health. The merit of Qi-gong was beneficial to health. The difficulties of Qi-gong training were the serial motion and doing training alone. And in order to popularize Qi-gong, the motion must simple and the spread of Qi-gong need. The reason of non-participation was the deficiency of the contact opportunity and the reason of participation was beneficial to health. In the future, the national policy for the activation of Qi-gong was the spread of the national exercise through the standardization of Qi-gong. Qi-gong was used in the side of the prevention and the principle of Qi-gong need the modern reinterpretation. And the effect of Qi-gong was more effective in musculoskeletal disease and the valuable part of Qi-gong was the health-longevity. Conclusion : With this, in order to develop the value of Qi-gong, the national support policy will be necessary. And the standardization of Qi-gong motion and program, the development of easy exercise, the educational prevalance, and publicity campaign will be necessary.

• Journal of Korean Philosophical Society
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• v.131
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• pp.353-381
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• 2014

"The four types of temperament" (hereinafter "Sa-Sang Constitutional Medicine") is applied to not only medicine, but also various fields like management, politics, education, etc. Despite that "Sa-Sang Constitutional Medicine" is "Mind-Body Medicine" which is fundamentally based on "Controling Mind and Body", though, it was rarely used for psychotherapy in practical. Practical treatment on clinical medicine is limited to only medicine-treatment or acupuncture-therapy. However treatment on illness and pathological phenomenon suggested by "Sa-Sang Constitutional Medicine" keeps individual's nature in control, and it governs environmental facts: age, region, and socio-cultural factors: alcohol, debauchery, riches, authority(酒 色 財 權). Especially, "Moral Cultivation" in "Sa-Sang Constitutional Medicine" emphasizes the importance of properly understanding vice(邪心) and laziness(怠行) concealed in natural temperament of human being, and pursuing "Understanding Each Other(博通)" and "Upright Conduct by Oneself(獨行)". Furthermore, because "Sa-Sang Constitutional Medicine" is developing medical theory based on "Understanding Others(知人)" and "Straighten Oneself(正己)" doing try integral approach, it has great implications for the present generation that forms much of social connection. Similarly, Ken Wilber who is one of representatives of "World Philosophy" and "Integral Psychology" is suggesting "Integral Life Practice" (hereinafter ILP) - applies practical and heuristic "Integral Approach" to individual experiences. ILP is the only practical discipline for development of viable whole-area. ILP says that there are four core modules: body, mind, shadow, spirit(靈), and five auxiliary modules: morals(倫理), gender(性), work(일), emotion(情緖), relationships(關係性). These nine modules could apply mind-body treatment of "Sa-Sang Constitutional Medicine", and thereby more developed mind-body treatment would be found.

• Journal of Korea Entertainment Industry Association
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• v.14 no.6
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• pp.77-89
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• 2020

The film "Parasite" portrays Korea's history and its present in a space that clearly represents the real world's hierarchy as a vertical structure. It demonstrates the problems of an insurmountable reality and the elements of various conflicts occurring below the surface of Korean society through a complex mix of human emotions and relationships. The most realistic yet unrealistic characters cross boundaries between being victims and perpetrators, defamiliarizing ordinary scenes from everyday life through their small mistakes, strange obsessions, bizarre behavior, anxious psychology, and desperate struggles. This study analyzes the expression of the film "Parasite" through its characters with the belief that the film expresses director Bong Joon-ho's consistent cinematic philosophy of taking reality beyond the traditional rules of film genres. By doing so, Bong creates a feature of the expression that shifts genres as the characters' personalities amplify related behaviors, conflicts and questions, and that this is the core of the unique nuance and distinct humor of this film. In addition, the personalities of the characters interact with all the film's elements (cinematic techniques, space, props, etc.), evoking effects of various meanings, which are transmitted through the actors'images and acting. In this respect, the study analyzes how the actors were cast in order to realistically reproduce the characters of the actors, how their acting was harmonized with the film's elements, and its features as well as how they were expressed.

• Journal of the Daesoon Academy of Sciences
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• v.47
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• pp.39-63
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• 2023

Modern medical science tends to categorize addiction as a kind of disease, but a Taoist world-view would not consider addiction to be a disease. Taoists do not have a concept of addiction as an eternal substance. Within the Taoist world-view, human beings are meant to live in harmony with the transformative cycles of nature. Human beings achieve self-realization through balancing themselves with nature. This is what is meant by Self-Realization in Harmony with Nature. There is no disease known as addiction when one's life is in harmony with nature. There are two main principles in the Taoist medical worldview. First, is the theory of correspondences. This theory of correspondences is the foundational to Taoism's value-neutral world-view wherein humans are seen as working together with Heaven and Earth in correlative relationships to create harmonious societies. Second, is the principle of harmony and balance in the Universe. One creature can be in harmony with other creatures and learn to appreciate the interconnectedness of all living beings. Survival of the forest is vital to the survival of natural harmony, balance, morality, and environment. The vitality of the human body depends on the movement of Qi energy. According to the principles of Korean traditional medicine, all human problems stem from the mind. There is no madness, no illness, no tempting fate, and even no death outside of what stems from the mind. Within the human body, there are two principles behind energy systems: harmony and balance. When human beings achieve the state of homeostasis, they obtain Qi flows which are associated with the various organs. In doing so, they can always maintain a healthy state of life in accordance with the cosmic rhythm. Taoist philosophy contains advice that prevents addiction. Empty your mind of all thought. Let your heart be peaceful. Finally, all worries are washed away by the cosmic wave.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.91-107
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• 2010

The purpose of this study was to investigate what middle school Home Economics(HE) teachers perceive, practice and need for self-supervision at school related to HE. Questionnaires were sent by E-mail and 150 were collected. Descriptive statistics including frequency, percentage, average, standard deviation, t-test and ANOVA analysis were reported using SPSS/win 10.1. The results of this research were as follows: First, middle school HE teachers perceived that self-supervision at school was essential since it promoted self reflection of teachers themselves and improved professional skills. Furthermore, peer-coaching was highly preferred. Second, negative responses to the supervision of principal, vice-principal, and peer teachers overwhelmed positive answers. Information exchange among peer teachers was frequent, yet, approximately 22.6% of middle school HE teachers were still avoiding sharing information process for several reasons. About half of the teachers answered that all teachers needed to participate in this process. Third, they pointed out that self-supervision at school was not implemented well because of the lack of time due to the heavy work load, negative and passive attitude for the improvement of teaching-learning activities, administration-centered supervision that did not reflect teachers' opinion, and shortage of economical, and environmental support.. HE teachers perceived that peer teachers who were doing good practices were most helpful for the supervision. Also, they preferred self-evaluation at the end of the self-supervision at school. Forth, to improve self-supervision at school, there were very high demands for reduction of administrative work, additional time, fundamental philosophy toward HE education. Fifth, the purpose and detailed plans of self-supervision were recognized as the results that were democratically derived by the HE teachers. Sixth, class inspection and informal inspection were operated once in a year, and self-training was rarely operated. Peer coaching and self-coaching were operated occasionally. Self-coaching and peer coaching were reported as the most helpful types of supervision. In addition, HE teachers answered that supervision was helpful to teaching method followed by contents, evaluation, and philosophy of education.

• The Journal of the Convergence on Culture Technology
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• v.6 no.2
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• pp.99-106
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• 2020

Changam, Lee Samman(1770~1845), who created his own handwriiting to be referred to as the three great writers of the late Joseon Dynasty, invented as the original 'Haengunyusu Typeface' and developed Calligraphy spirit of DonggugJinche in Honam province. He ultimately pursued the state of tonglyeong by raising the personality of 'writing is the person's personality' and the attitude of learning the old. Through the book chang-amseogyeol, he basically polished Haeseo of Han Dynasty and Wi Dynasty and emphasized that Haengseo and Choseo are done automatically when muscle strength and bone strength are established. And since calligraphy originated from 'nature', it goes through the 'Beobcheongwijin' spirit. After doing so, expressed the state of tonglyeong of " mubeob-ibeob ", the stage of reaching. In addition, Changam showed the aesthetic that you can get the novelty by pursuing the philosophy of 'Wu' and the 'beauty of Stupid and Lacking' based on LaoTzu and ChuangTzu. This is a philosophy that follows nature's logic to reveal nature's nature. And it is an aesthetic that protects his 'True Wu' without knowing and greedy. On the other hand, Changam promoted natural and vital beauty through force in the method of using the brush. He suggested the 'Push and Hard' of the Han dynasty, pushing it with force using this power properly. In particular, the feeling of an IlunMujeog brush in 『Changam Calligraphy-The cloud stays Poem』 overflows with the vitality and bizarre and strange dynamism of the spirit and typeface as eum-yang harmonizes with each other. In addition, the beauty of Push and Hard containing polyeoghamse is misaligned, but it has achieved a natural aesthetic without invading. This work demonstrates the real look of Changam choseo. In addition, the beauty of Push and Hard containing polyeoghamse is misaligned, but it has achieved a natural aesthetic without invading. Changam proves the real look of "Haedong's best Chose Maestro".

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.