• International Journal of Computer Science & Network Security
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• 제21권7호
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• pp.249-256
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• 2021

An issue of security and threat is urgent as well as it concerns everyone: a person, community, state, etc. Today, the question of cybersecurity has become especially relevant due to general digitalization and the spread of the cyberculture. In terms of it, the growing popularity of videogames can be observed. Their impact on society differs significantly, therefore, it needs thorough consideration. The purpose of the article is to disclose the role of videogames in cybersecurity. To achieve the stated purpose, such methods as analysis, synthesis, systematization and practical involvement of videogames have been used. As a result, three levels of possible threat of videogames has been distinguished: videogames as a possibly dangerous software, as a tool of propaganda and spread of stereotypes, as a space for the creation of virtual communities. In conclusion, it is stated that videogames can be not only a threat, but also a tool for strengthening the cybersecurity.

• International Journal of Computer Science & Network Security
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• 제21권12spc호
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• pp.712-718
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• 2021

Virtual communities are studied to analyze their characteristic features, types, and tole to modern society. The article is aimed at creating a classification of virtual communities according to specific characteristics, which can be used to model the interaction, and necessity of components that are important for the community. The classification of virtual communities will contribute to their better performance and satisfy the users' needs in information. The study reveals the value structure of virtual communities, educational and communicative influence, and the possible threats these communities may bring to society and security.

• 대한수학교육학회지:수학교육학연구
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• 제25권1호
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• pp.59-74
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• 2015

본 연구의 주된 목적은 수학 학습에 대한 담론적 접근의 한 배경이 되는 후기 비트겐슈타인 철학이 무엇인지를 상세히 밝히는 것이다. 이는 수학 학습에 대한 담론적 접근을 철학적 측면에서 이해할 수 있도록 그리고 일관성 있게 사용할 수 있도록 돕는다는 점에서 그 의의가 있다. 본 연구에서는 먼저 비트겐슈타인의 전-후기 철학을 구분하고, 언어와 세계에 대한 그의 관점이 어떻게 바뀌었는지에 초점을 두어 설명함으로써 후기 비트겐슈타인 철학을 논의하였다. 다음으로 수학 학습에 대한 담론적 접근이 무엇인지와 이 접근에서 그의 후기 철학이 사용되고 있는 논리를 분명히 하였다. 이 논의들을 토대로 후기 비트겐슈타인 철학이 수학교육에 줄 수 있는 시사점에 대해 논의하고 후속연구 주제를 제안하였다.

• 교육철학
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• 제52호
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• pp.81-108
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• 2014

The purpose of this study was to investigate critically the existing educational contents and methods on knowledge uncombined with our lives and to explore directions for the integration of educational contents and methods on practical knowledge. For this, firstly, this study selected and analyzed Traditionalism and Progressivism as exclusively opposite approach to education, in particular, the aspect of contents and methods. Next, it explored to define Dewey's activity-based inquiry process. Finally, it showed that the educational contents and methods could not be separated in Dewey's activity-based inquiry process. As a result, educational contents and methods in educational practice were experiences as things integrated. Therefore, knowledge for education has been emphasized as meaningful results that learners have experienced. Once the learners recognize the value and meaning of knowledge, they will be able to internalize the genuine knowledge, moreover they will be self-directed learners. In other words, if learners could discovered their own meaning and value of knowledge in the inquiry process, they have sustainable needs, trying to be involved in the new process based on the knowledge they earned.

• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.351-364
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• 1998

This thesis analyzes the nature of proof in the perspective on the philosophy of mathematics. such as absolutism, quasi-empiricism and social constructivism. And this thesis searches for the improvement of teaching proof in the light of the result of those analyses of the nature of proof. Though the analyses of the nature of proof in the perspective on the philosophy of mathematics, it is revealed that proof is a dynamic reasoning process unifying the way of analytical thought and the way of synthetical thought, and plays remarkably important roles such as justification, discovery and conviction. Hence we should teach proof as a dynamic reasoning process unifying the way of analytic thought and the way of synthetic thought, avoiding the mistake of dealing with proof as a unilaterally synthetic method. At the same time, we should make students have the needs of proof in a natural way by providing them with the contexts of both justification and discovery simultaneously. Finally, we should introduce the aspect of proof that can be represented as conviction, understanding, explanation and communication to school mathematics.

• 대한수학교육학회지:수학교육학연구
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• 제23권2호
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• pp.237-252
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• 2013

수학교육학 내의 논의에서 Bachelard의 과학철학은 인식론적 장애 개념을 중심으로 소개되어 있다. 그의 과학철학에서 인식론적 장애는 과학의 변증법적 발달과 연결되어 있다. 과학은 기존에 명백한 것으로 인식된 것을 부정하여 얻은 개념의 재구성과 일반화를 통해서 발달한다. 이 과정에서 기존의 인식에 대한 단절이 필요하다. 인식론적 장애는 재구성이 필요한 시점에서 기존의 것과 단절하지 못하고 고수함으로써 나타나내는 발달의 지연이며, 지식의 형성 혹은 학습 과정에 내재적인 어려움이 존재한다는 것을 의미한다. 이상과 같은 Bachelard 관점을 수학교육학에서 널리 적용되고 있는, '내면화-압축화-대상화'의 단계적인 반영적 추상화 도식과 비교하고 논의하였다.

• 한국과학교육학회지
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• 제19권1호
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• pp.41-61
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• 1999

본 논문은 정성적인 연구방법의 하나인 문헌분석법에 의하여 이루어졌다. 문헌 분석의 방법은 본 논문의 목적에 비추어 교육철학, 교육이론, 과학철학, 교육심리학, 통합교육과정과 관련된 국내 외의 주요 단행본, 연구보고서 및 논문, 전문지에 수록된 자료를 수집하고, 이를 연구내용에서 제시한 관점에 따라 분류 분석 추출 정립하였다. 이를 바탕으로 통합과학교육의 방향을 설정하였다. 즉, 먼저 과학의 본성을 과학지식으로 보는 관점, 사회적 합의과정으로 보는 관점, 개인 삶의 창조로 보는 관점의 3가지, 그리고 교육의 본성을 지식의 형식으로 보는 관점, 경험의 확대로 보는 관점, 자아실현으로 보는 관점의 3가지로 분류하고, 이를 근거로 하여 통합과학교육의 방향을 지식내용중심, 사회문제 중심, 개인흥미중심의 3가지로 모색하였다. 다음으로, 이상에서 모색된 지식내용중심, 사회문제중심, 개인흥미중심의 3가지 통합과학교육의 방향이 교육철학적, 과학철학적, 교육심리학적 측면에서 정당화되는 근거를 밝혔다. 마지막으로 이상에서 정당화된 이론적 근거를 바탕으로 하여, 통합과학교육의 방향을 지식내용중심, 사회문제중심, 개인흥미중심의 방향의 3가지로 설정하였다. 여기서 설정된 3가지 통합과학교육의 방향은 앞으로 후속 논문의 논지를 이끄는 데 기본적인 준거가 될 것이다. 이러한 연구 단계에 따라 분석된 연구의 결과를 요약하면 다음과 같다 첫째, 과학의 본성을 '과학지식' 으로, 교육의 핵심을 '지식의 형식' 으로 보는 관점을 이론적 근거로 하여 지식내용중심의 통합과학교육이 설정된다. 따라서 이는 'Hirst의 통합논리' 가 바탕이 된다고 할 수 있으며, 통합화의 초점은 지식의 의미와 그들간의 논리적 관련성을 탐구양식에 따라 보다 분명히 밝히려는데 있다. 둘째, 과학의 본성을 '사회적 합의과정'으로 교육의 핵심을 '경험의 확대'로 보는 관점을 이론적 근거로 하여 사회문제중심의 통합과학교육이 설정된다. 따라서 이는 'Dewey의 통합논리'가 바탕이 된다고 할 수 있으며, 통합화의 초점은 사회적 경험의 과정을 용이하게 해 주는 방법적 측면에 있다. 셋째, 과학의 본성을 '개인 삶의 창조'로 교육의 핵심을 '자아실현'으로 보는 관점을 이론적 근거로 하여 개인흥미중심의 통합과학교육이 정당화될 수 있다. 따라서 이는 'Patterson 의 통합논리'가 바탕이 된다고 할 수 있으며, 통합화의 초점은 개인의 자아실현을 위한 심리적 측면에 있다. 앞으로 학교현장에서 "효과적인" 통합과학교육이 이루어지기 위하여는 본 연구에서 논의된 통합과학교육의 방향을 이론적 준거로 하여, 교사 교재 학생의 역동적인 관계성을 고려한, 체계적이고 종합적인 통합과학교육과정이 개발되어야 한다. 그리고 개발된 통합과학교육과정을 교사가 실제로 학교수업에 충분히 활용할 수 있도록 하는 노력을 기울여야만 한다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권2호
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• pp.127-132
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• 2001

Mathematics holds a key position among many subjects of school education. Besides having an instrumental value, mathematics for the general public has been underestimated. Thus, in this paper we examine how western educational theorists have emphasized the value of mathematics as humanities form of education. First of all, we discuss Platonism as a philosophical basis of the ancient Greek mathematics education. Next, we examine the thoughts of Froebel, who provided the theoretical basis for the public education since 19th century, and discuss the value of mathematics teaching in their humanistic educational thoughts. Also, we examine the humanistic value of mathematics education in Dewey\\`s educational philosophy, which criticized the traditional western ethics and epistemology, and established instrumentalism. In this paper, we recognize the humanistic values of mathematics education through the historical examination of the philosophies of mathematics education.

• 교육철학
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• 제46호
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• pp.45-70
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• 2012

The purpose of this study is researching on educational difficulty in the history of western education. In other words, the goal and significance of this paper lies in knowing the essential meaning of education based on the norms of difficulty. The major method for this study is hermeneutical-anthropological pedagogy. My fundamental claim is the following: the essential nature of teaching is difficulty at any instructional condition and situations. Such a discrete idea was clearly identified and confirmed in the process of pedagogical anthropology. That is, through the consciousness of educational difficulty and critical review for the history of western education, I can cleary define the concept of educational difficulty. Educational difficulty was various ways for understanding by all audiences. Namely, various formulars were developed for understanding it according to the age, cultures, nations, ideology, etc.. But there are continuous characters on the way for understanding on educational difficulty. The results on research are as followings. In the primitive age, fundamental difficulty of education lies in the initiation ceremony. At the classical ancient time, the purpose of education was 'Politai' with politike arete, in this educational conditions, instruction have a complex dimension politically as well as psychologically. At the medieval age, educational difficulty lies in the 'Askese' for instructional methods. In the modern and conventional age, educational difficulty is more and more complex and confused on goals, methods, evaluations, etc.. Most of all, the major or key concept of educational difficulty in this world is the conflict between the two instructional principles, that is, objectivism and constructivism in education. At now, the schoolworks for instruction over all educational situations and conditions have a difficulty of traditional as well conventional dilemma. In conclusion, educational difficulty have formal, natural, original attribute and it is general and universal phenomenon.

• 건축역사연구
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• 제13권4호
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• pp.55-74
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• 2004

This study researched the art-educational thoughts as a modern idea influenced with the social and philosophical transitions in the 19th century. Moreover, this study focused on Frank Lloyd Wright's educational thoughts, because those educational revolutions had appeared as one of the results that Western society's character was rapidly changed by those revolutions, so called, Industrial Revolution, American and French Revolution, and Cultural Revolution of Romanticism, from late 18th century, and eventually because that revolutionary educational ideas had closely and basically many relations with Wright's thought. As a result, even though Wright's education such an apprenticeship was a traditional shape, which was not the old-fashioned educational method discipling to the skillful man, but against the existing education through the self-learning from experiences in nature. That is similar to transcendentalists such as Emerson who searched for having an inspiration in Nature. Namely, Wright himself had struggled against the existing dualistic educational concepts through Wright's monistic thoughts on art-education including architecture based on not naturalism but the philosophy of nature by romantic idealistic philosophers such as Shelling, Fickle, Kant, Hegel including with his Master, Sullivan, and by revolutionary educators such as Freobel, Ruskin, Dewey, and above all by his Unitarian doctrine. However, Wright's thoughts was at that time so radical, and as Wright himself acknowledged that, 'because the philosophy back of it, of course, as you know, is midway I guess between East and West', such all philosophical objects to influence on Wright were so abstruse idea which is usually called 'Romantic' or 'Mystic' that is mingled with East's and West's essence. That is, because Wright himself catched that the theories and methods of the art-educational thoughts would not be easily perceived, and he judged that in a word as a character which could not be taught. After all, Wright's romantic progressivist art-educational thoughts have not been perceived, disseminated in general and widely.