• Journal of Educational Research in Mathematics
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• v.16 no.3
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• pp.179-198
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• 2006

In This Paper, I call Johnson & Lakoff (1980; 1999)'s Experientialism or Experiential Realism or, Embodied Realism, Nunez(1995; 1997)'s Ecological Naturalism as Experientialism and try to investigate the possibility of their Experientialism to be a philosophy of mathematical education. This possibility is approached in the respect with the problem of objectivism and relativism. I analyzed the epistemological background of embodied cognition first and then mathematical epistemology of experientialism. Experientialism shares its Philosophical position partly with Dewey and Merleau-Ponty. Experientialists deny the traditional hypothesis of philosophy as such separability of subject and object, and of body and rationality and also They have better position of epistemology than that of Hamlyn, and of Social Constructivism. Therefore, They guarantee wider range of mathematical universality than Hamlyn and Social constructivist. I conclude that the possibility of Experientialism to be a philosophy of mathematical education depends on the success of its supporting the practical study on mathematics education.

• East Asian mathematical journal
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• v.25 no.3
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• pp.399-413
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• 2009

Whitehead's philosophy is evaluated as an applicable philosophy and an accurate, logical explanation system about the world through mathematics. Whitehead's ideological development can be divided into mathematical research, critical consciousness about sciences and philosophical exploration. Although it is presented as a whole unified conceptual framework to understand nature and human beings which is based on modern mathematics and physics in the 20th century, Whitehead's philosophy has not been sufficiently understood and evaluated about the full meaning and mathematics educational values. In this paper, we study relations of Whitehead's philosophy and the mathematical education. Moreover, we study implicity of mathematical education.

• The Journal of Korean Philosophical History
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• no.27
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• pp.363-386
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• 2009

This paper's aim is to articulate the educational ideas and methodology of Confucian philosophy in contrast with western classical Philosophy. The ideas and methodology of western classical philosophy is manifested on "the similes of cave" in The Republic of Plato. "The similes of cave" teaches us that 1) philosophy begins with criticism of everyday's consciousness, 2) philosophy is based upon radical philosophical attitude, 3) philosophy request absolute knowledge of the ultimate, 4) philosopher enlightenments the people with absolute knowledge of the ultimate. Confucius said, "at fifteen, I had my mine bent on learning, ⋯⋯ at fifty I knew the decrees of Heaven, ⋯⋯ at seventy, I could follow what my heart desired, without transgressing what was right." This is a typical of philosophical life. Therefore, What the Great Learning as one of confucian Four Books represents, is 1) to illustrate illustrious Virtue, 2) to renovate the people, 3) and to rest in the highest excellence.

• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.13-18
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• 2022

In the post-information era, most of technologies have a visual part, or at least some functions related to visualization. It is also one of the popular means of presenting materials in education area. However, despite its popularity, the impact of visualization on the effectiveness of learning still remains controversial. Even more controversial is its usefulness in developing creativity, which is one of the most important skills for today's employee. The authors considered the use of visualization as a tool for the development of children's creativity on the example of learning video games, in particular, ClassCraft to distinguish features that, from the point of view of psychology, may lead to developing creativity even being not useful for educational purposes. It is concluded that video games useful for learning may have features, that are inappropriate in formal educational context, but important to develop creative thinking.

• Korean Journal of Comparative Education
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• v.19 no.2
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• pp.147-173
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• 2009

This research deals with Freinet School in France as a model of open public schools, with focus on the school's operating philosophy, operating contents and characteristics, the cases of educational practices and suggestions for Korea's public education reform. Freinet School has been operated based on the educational philosophy of the French education activist Célestin Freinet(1896-1966). This researcher approached the following four research subjects in order to examine what effects Freinet School can have on the change and reform of Korea's public schools. First: What are the educational effects that Freinet School has on the public educational system in France? Second: What are the operating principles of Freinet School and what are the characteristics of the school's viewpoints and roles towards its teachers and students? Third: What are the kinds of the educational activities and the status of utilization of time and space with regard to Freinet School's operating regulations and the cases of educational practices? Fourth: What suggestions can Freinet School provide for Korea's public educational reform? This researcher have conducted preceding and philological researches on Freinet School pedagogy and analyzed such data as moving images, interviews with teachers, and the books published by Freinet School Teachers' Association.

• Korean Journal of Comparative Education
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• v.28 no.1
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• pp.117-133
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• 2018

The purpose of this paper is to explore the relationship between philosophy of education and comparative education, and suggest what relationship between these are desirable. To this end, this paper examines the connection between philosophy of education and comparative education, shows trends in philosophical approach to comparative education, and suggests a desirable direction for comparative education should proceed in terms of philosophy of education. Philosophy of education needs a comparative dimension as much as comparative education needs a philosophical dimension. From the philosophical perspective, many researches should directed their research towards philosophical comparative education for the mutual enhancement of comparative education and philosophy of education. In conclusion, philosophers of education should actively conduct research, keeping both the identity of philosophical education and enlarging comparative education. The research should not be confined to either philosophy of education or comparative education.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.599-615
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• 2015

Teachers' philosophies have not been emphasized enough in the current teacher education curriculum even though teacher's philosophy palys a critical role in schools and classrooms. The examination on pre-service teachers' teaching philosophies is necessary to improve teacher education curriculum so that teaching philosophies are often discussed in the courses of 'pedagogical content knowledge' as well as 'general education.' Therefore, the current study investigated 44 pre-service teachers' teaching philosophies, their sub domains, and relationships among the sub domains. The previous studies regarding mathematics teacher's teaching philosophy were more about 'teacher's belief' and employed deductive inference approach using surveys or questionnaires. These studies commonly pointed out that there were three major domains of 'belief on mathematics itself,' 'belief on teaching mathematics,' and 'belief on learning mathematics.' As these three domains of teacher's philosophy has been strengthened, there were very few studies examining the other potential domains of teacher's teaching philosophy. According to the findings of the present study, which employed inductive inference approach and pre-service teachers' free essay writing assignment, 'belief on teacher's role in mathematics classroom,' 'belief on the purpose of mathematics education,' and 'motivation to be a mathematics teacher' were additionally illuminated as sub domains of teacher's teaching philosophy. Moreover, the interrelationship among the sub-areas of teacher's teaching philosophy was disclosed. Specifically, 'belief on the purpose of mathematics education' and 'motivation to be a mathematics teacher' influenced the other sub domains. This implies that the relationships among the sub domains of teacher's teaching philosophy were more likely to be causal and vertical relationships rather than independent and parallel relationships. Finally, the findings from the current study provide implications indicating how pre-service teachers' teaching philosophies might be established in mathematics education courses for future research and education.

• Korean Educational Research Journal
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• v.40 no.3
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• pp.39-65
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• 2019

This essay examines the relationship between death and the minor literature and the minor philosophy of education. Deleuze and Guattari conceive death as the source of question and the problem. Death overcomes Freud's death-drive and is conceived as the universal event. Then, death is understood as the essential problem, the condition of thought about life, and the paradox of actuality. On the other hand, their minor literature is able to figure in Kafka's works, Metamorphosis and so on, excellently. Deleuze and Guattari argue that Kafka's works push ahead to the edge of the deterritorization. Their argument on the minor literature has the following three characteristics: first, the territorization of the language; second, the directional connection between the individual and the social; third, the collective arrangement of the statement. Death and the minor literature share the "intensity" as the theoretical tool and thus presuppose each other. From this, we are able to draw the possibility of the minor philosophy of education. It makes a crack on the major philosophy of education, exposing the limitation of the doctrines. In other words, the major philosophy of education enforces the reading of grand philosophers by the defined ways only. Instead, Deleuze and Guattari show the creative way through their research of the history of philosophy and extend the field of thought. In following this way, we can repeat the novel in the philosophy of education also. In this essay, we examine their "affect" for the possibility.

• The Journal of Sustainable Design and Educational Environment Research
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• v.2 no.1
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• pp.91-104
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• 2002

This study is on the architectural planning of the secondary school for the future. It focuses on principles and directions of the architectural planning. There are two motivations on the change of education paradigm. The one is that educational philosophy changes and the other is that the knowledge based society has come. Now these affection factors put the education paradigm to be changed. These educational paradigm need to be analyzed from constructivism and educational informationage. Lastly, architectural principles and directions were analogized from educational directions. Architectural principles(6 elements) and directions(15 elements) have been proposed in this study. The conclusion of this study, architectural planning of educational facilities must be with those criteria for more characteristic schools and organic schools.

• Perspectives in Nursing Science
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• v.16 no.1
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• pp.35-44
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• 2019

Purpose: The aim of this study is to analyze the characteristics of family interventions based on a philosophy of family-centered care conducted in neonatal intensive care units through an integrative literature review. Methods: We searched the PubMed, CINAHL, RISS, KISS, and DBpia databases; a total of 20 studies, published between January 2013 and May 2018, was selected according to our criteria. Results: Mothers accounted for a greater proportion of participants in family interventions than did fathers. Family interventions described in the studies were categorized into four educational and sixteen non-educational interventions. Among non-educational interventions, skin-to-skin-contact interventions, such as kangaroo care, accounted for the highest proportion. Only one paper employed a theoretical framework. Conclusion: More family interventions based on theoretical frameworks should be conducted as these frameworks serve as guidelines for nursing research. As the stress patterns experienced by parents in neonatal intensive care units showed gender differences, more programs tailored for fathers are needed. Moreover, further research should be conducted to evaluate feasibility as an outcome variable, and studies of family interventions based on a philosophy of family-centered care should be performed more actively in the neonatal intensive care units in Korea.