• International Journal of Computer Science & Network Security
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• v.21 no.7
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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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• v.21 no.12spc
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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.

• Journal of Educational Research in Mathematics
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• v.25 no.1
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• pp.59-74
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• 2015

It is an increasing research area to explore mathematics learning from discursive perspectives. However, there have been little studies conducted on why and how discursive perspectives in mathematics learning were adopted and developed. Especially, not much discussion has been done on the later Wittgenstein's philosophical stance in terms of the relationship between language and thought as a background of discursive approach to learning mathematics. This study aims to explore the later Wittgenstein on language to get better understanding about discursive approaches to mathematics learning. For the attainment of this aim, first the later philosophy is compared with the former philosophy in depth. Then the later philosophy is discussed focusing on how his point of view on the world and the language have been changed. After providing an account of his later philosophy, it is clarified that what is discursive approaches to learning mathematics and how this philosophy brace the approaches. This research concludes with implications and limitations, as well as suggestions for future researches.

• Philosophy of Education
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• no.52
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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.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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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.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.237-252
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• 2013

The philosophy of science of Bachelard is introduced mainly with epistemological obstacles in the discussions within mathematics education. In his philosophy, epistemological obstacles are connected with the dialectical developments of science. Science progresses through generalization of concepts and theories by negating things which were recognized as obvious. These processes start with ruptures against the existing knowledge. Epistemological obstacles are failure in keeping distance with the existing knowledge when reorganization is needed. This concept means that there are the inherent difficulties in the processes of concept formation. Finally I compare the view of Bachelard on the developments of science and the 'interiorization-condensation-objectification' scheme of reflexive abstraction in mathematics education and discuss the inherent difficulties in the learning mathematics.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.41-61
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• 1999

In this study I defined the direction Integrated Science Education(ISE) should take. So that I groped for the direction ISE should take in the inherent nature of science and education, analyzing their respective validity from philosophical and psychological angles. Based upon these researches, I formulated the three directions for ISE to take; knowledge-centered, social problem-centered, and individual interest-centered. The results of this thesis may be summed up as follows: 1. The knowledge-centered ISE that thinks the inherent nature of science is in the scientific knowledge is based upon Hirst's integrated logic which is built on discipline-centered educational viewpoint. Now, the focus of interdisciplinary integration consists in clarifying the meanings of knowledge and the logical relations between one knowledge and another according to the respective form of exploration. The knowledge-centered ISE, therefore, was analyzed to find its justification in the educational philosophy of idealism, realism, neo-scholasticism; in the educational theories of essentialism, behaviorism, perennial ism; in the scientific philosophy of empiricism. positivism; in the educational psychology of developmental psychology and constructivism. 2. The social problem-centered ISE that thinks the inherent nature of science is the process of social concord is based upon Dewey's integrated logic which is built on experience-centered educational viewpoint. Now, the focus of interdisciplinary integration consists in the methodological aspect facilitating the process of experience. The social problem-centered ISE, therefore, was analyzed to find its theoretical justification in the educational philosophy of pragmatism; in the educational theory of progressivism; in the scientific philosophy of relativism and rationalism; and in the educational psychology of developmental psychology and constructivism. 3. The individual interest-centered ISE is based upon Patterson's integrated logic which is built on human-centered educational viewpoint. The focus of education here is self-realization. Therefore, rather than provide in learning conditions from outside, one is made to choose them oneself and the process of satisfying one's motive is emphasized. The individual interest-centered ISE, therefore, was analyzed to find its theoretical justification in the educational philosophy of existentialism; in the educational theory of humanism; in the scientific philosophy of relativism; and in Gestalt psychology.

• Research in Mathematical Education
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• v.5 no.2
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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.

• Philosophy of Education
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• no.46
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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.

• Journal of architectural history
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• v.13 no.4 s.40
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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.