• Journal of Christian Education in Korea
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• v.72
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• pp.317-339
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• 2022

The purpose of this study is to develop liberal arts subjects for humanity education in Christian universities. Christian universities need to attempt Christian humanity education through Christian educational interpretation of humanity. This study defines the humanity not character or personality but rather humanity. Humanity is starting from an understanding of human conditions. And it is a perspective toward oneself and others based on human ontological questions and life style. Human is a being with developmental crises and are marginal being with existential anxiety. Therefore, humanity education of Christian universities should be a place to face the void of finite humans in order to understand what kind of existence they are and to transform their epistemology to understand self and the world. Christian humanity education will be realized by two approaches. The first is a theoria approach that extends from a two-dimensional understanding of the self and experienced reality to the speculative and introspective pursuit of the ultimate truth, The second is a praxis approach that consist of the interaction of reflection to human's act and reflective behavior. Therefore, this study develops a subject focused on a speculative and reflective understanding of humanity as an case of a liberal arts subject for humanity education in a Christian university, and a subject focusing on the understanding of reflexively participating in the actual social situation, which is the context of humanity.

• Korean Journal of Culture and Social Issue
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• v.19 no.4
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• pp.553-576
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• 2013

The purpose of this study was to investigate the impact of retirement stress, character strengths and marital dissatisfaction on depression. Additionally this study examined direct effects and indirect effects of character strengths and marital dissatisfaction. The participant group was composed of 197 retired men living in Daegu and Gyongsangbuk-do. The Retirement Stress Scale (RSS), Character Strengths Test (CST), Korean Marital Satisfaction Inventory (K-MSI), and Center for Epistemology Studies Depression scale (CES-D) were administered to participants. Structural Equation Modeling (SEM) with AMOS was used for the purpose of analysis. The results of the study were as follows. First, an increase in retirement stress was associated with higher levels of depression. Second, hierarchical regression analysis indicated that higher levels of optimism significantly predicted higher depression. Also hierarchical regression analysis indicated that lower levels of appreciation of beauty and excellence without optimism significantly predicted higher depression. Furthermore, increases in marital dissatisfaction were associated with higher levels of depression. Third, the constructed model including both direct effects and indirect effects appeared to fit better than alternative model in explaining relationships between retirement stress and depression. In other words, character strengths and marital dissatisfaction appeared to affect the depression levels of retired men directly and indirectly. To sum up, this study demonstrated that the factors which had an effect on depression in retired men, character strengths and harmonious marital relationships appeared to act as a buffer against depression in retired men. The current results might serve as basic data for psychological well-being programs for retired men. Finally, the limitations and implications of the current study were discussed.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.45-61
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• 2016

The purpose of this study is to explore students' epistemic goals and considerations in designing an experiment task and to investigate how a shift in the students' epistemology affected their argumentation. Four 7th grade students were selected as a focus group. According to the results, when they designed their own experiment, their epistemic goal was 'scientific sense-making' and their epistemic considerations - the perception of the nature of the knowledge product was 'this experiment should explain how something happened', the perception of the justification was 'we need to use our interpretation of the data' and the perception of the audience was 'constructor' - contributed to designing their experiment actively. When students tried to select one argument, their epistemic goal shifted to 'winning a debate', showing 'my experiment is better than the others' with the perception of the audience, 'competitor'. Consequently, students only deprecated the limits of different experiment so that they did not explore the meaning of each experiment design deeply. Eventually, student A's experiment design was selected due to time restrictions. When they elaborated upon their result, their epistemic goal shifted to 'scientific sensemaking', reviewing 'how this experiment design is scientifically valid' through scientific justification - we need justification to make members accept it - acting as 'cooperator'. Consequently, all members engaged in a productive argumentation that led to the development of the group result. This study lays the foundation for future work on understanding students' epistemic goals and considerations to prompt productive argumentation in science classrooms.

• Journal of East-West Nursing Research
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• v.3 no.1
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• pp.50-67
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• 1998

When recognition of the Ghi(氣) which exist in all things, is changed on the aspects of the science of nursing, the view of health and nursing will be more efficient and can be developed as the proper concept for Korean culture. I think it is nessary to confirm which philosophical basis of the will be applicable to nursing and how to it has to be developed. Therefore I can for the research of the Ghi phenomena to attain the Thoughts of philosophy that is appropriate to expound those phenomena. And I attempt to induct "the fusion of horizons" to unify the view of the I world between Korea and the West. The Ghi is very energetic and omnipresent among the universe, Nature, and the human being. So it can organize all the primary elements of mental and I physical function of human as like life, mind, breath, feeling, energy, etc. A general concept of the Ghi is described as follows ; (1) The Ghi is the origin and essence to organize the universe, Nature, and the human being. (2) It is the perpetually movable thing. (3) And there are continuous transmission between the Ghi of the universe and the human through 'body, mind, and soul. For review on the philosophic basis of the Ghi, I studied out the identity of the doctrine of Li and Ch'i(理氣論) in the field of philosophy of Korea and the West. In Korea, the concept of the Vigor is based on Ch'i monolism(기일원론) and Li Ch'i dualism (이기이원론) of Yul-gok Lee's, Toi-kye Lee's, Hwa-dam's, and/or Hekang's. These are indispensable for the view of the world of Korea as Metaphysical ideology, Concrete science, Materialism, Ontology, and Epistemology. From the viewpoint of the philosophy of the West, the doctrine of Li and Ch'i(이기론) of Korea is identical with the doctrine of Li and Ch'i(이기론) of Joo-ja, Idea of Plato, Metaphysics of Aristotle, World Spirit(Weltgeist) of Hegel, and Existentialism of Heidegger. In the nursing theory of the West, some of them referred to the Ghi as like Energy field theory of Rogers and Energy exchange of Neuman. Though there are different in terminology, "energy" and the "Ghi" are induced comparable therapeutic action between the human and the environments. With the nursing theory of Korea, I have made an attempt to compare the Ghi with metaparadigm of nursing-the human being, the environment, the health, and the nursing. For the most part, the alternative therapy is resonable to the frame of the nursing theory of Korea. It is easy to apply alternative therapy on the every spot of nursing. So this therapy could be a kind of forms as nursing therapy in the nursing centers where take the duties of supporting in local societies. In result, independent nursing intervention will be activated by the nurse who puts up with the major parts. It is available to apply this therapy to palliation of pain, insomnia of infant, Sanhujori (산후조리), pain of menstruation, arthritis. And the alternative therapy makes it possible to propose the nursing model which represent originality, tradition, and history of the nursing of Korea. Additionally, in the field of the nursing, it is indispensable to choose a suitable methodology which is considered whether it is matched with a theory of philosophy in the boundary and object of the research. Because there are many way to get the knowledge of nursing related to the Ghi. In the science of nursing, context of sociocultural background and frame are required to understand the person who need to take care of (nursing client). But the value systems of the West and the East are distinctive each other as well as the behavior of health persuance. Therefore it is the basic research data of great worth to review philosophical the Ghi phenomena which is well known to Korean.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Hwankyungkyoyuk
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• v.18 no.3 s.28
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• pp.59-74
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• 2005

We can't deny Korean EE has basically developed on the basis of Environmental Possibilism (Environmental management or Reformism) in lots of aspects. I would show three representative proofs here, the first, the philosophy of Korean EE has been mainly focused on dichotomy of human-techno centrism and eco-centrism with no considering other alternative environmentalism since 4th Formal Curriculum, 1981. The second, simultaneously, the concept of EE has not distinguished from it of Science education. (Furthermore, unfortunately some says EE has been a part of Science education, although there should be many differences on its contextual aspect.) And the third one is that the limit of possibilism which market economists have worried, has scarcely mentioned in various kinds of EE-related teaching materials. Possibilism is basically likely to be accompanied by science and economics-oriented approach, and in this aspect this dichotomy, human-techno centrism and eco-centrism, has come from perspectives of Economical development process and over-addicted belief to Science. So it is enough to say that Korean EE has basically developed with biased to Environmental possibilism, in other words, biased to preference to it. And I'll critically focus on these two axes of possibilism, Science and Economics and its dichotomy. Of course, we should accept there are so many same parts in its contents between EE and Science, but we should know its contextual differences for triangular position of environmentalism suitable to EE and also overcome science-dependant approach to EE. Although science-dependant approach to EE and dichotomy could provide some tools for clearing up the causes of environmental problem, especially always it has insisted fundamental causes of environmental problem originated in human faults and over-use of eco-source or over-economic development, but now it is old-fashioned discourse, furthermore it come to have unavoidable limits in the debates of problem-solving mechanism to environmental problems. The paramount important thing is to supply the ways or thoughtful mechanism for solving or coordinating the Environmental problems, not just searching for cause of it. But scientific approach and its dichotomy based on possibilism have continuously born cause & effect in EE-related discourse. So there are so much needs to transfer from continuous bearing of cause & effect to constructive alternatives at least in environmentalism of EE. Traditionally, dichotomical division in EE Environmentalism, human-techno centrism and eco-centrism, couldn't have Provided any answers to our real society, it just gives us only cause & effects of Environmental problems. And also we can't find the description on the limits of capitalism market approach to Environmental problems especially in Korean EE text books, other teaching materials and its teaching-learning process, although market approach economist has been proved its fault beyond its functional merits as Environmental management tools. So we should introduce other alternative Environmental philosophy instead of Possibilism such as eco-socialism insisted by Schmacher M. and Boochin etc, or marxist-environmentalism for relative and comparative views to market-thought such as commodification. In this aspect we need to accept Oriental philosophy based on moderation(中庸) as new another alternatives with the reflection that we have recognized monism as representative Oriental philosophical environmentalism. Fundamentally monism has done its role with providing relative concepts to Dichotomy Enlightenment, but we can't say it has been core concept for understanding of oriental environmentalism, and we can't distinguish monism from oriental philosophy itself, just because oriental thought itself was basically monism. So conceptual difference should be recognized between EE and Science education in teaching-learning process on the basis of life-philosophy(Philosophie des Lebens) from epistemology. For this transformation, we should introduce existentialism in Science education, in other words, only existential Science education based on phenomenology or interpretivism can be EE. And simultaneously we need some ways for overcoming of scientific foundationalism which has been tradition making science not stand on existentialism, formulating and featuring of almost all of natural things and its phenomenon from after enlightenment in western world, but it has malfunctioned in fixing conception of science just into essentialism itself. And we also introduce integrated approach to science and society for EE like STS. Those are ways for overcoming of Environmental possibilism in EE.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.34 no.3
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• pp.50-66
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• 2016

This study attempts to understand and explain how "Directed Attention Restorative Environment (DARE)" is managed and fostered in "Gang-Hak (講學)" and "Yu-Sik (遊息)" spaces both inside and outside of Oksan Seowon Confucian Academy, Gyeongju. Directed Attention is a pivotal element in human information processing so that its restoration is crucial for effective thinking and learning. According to Kaplan & Kaplan's Attention Restoration Theory, an environment, in order to be restorative, should have four elements: 'Being Away,' 'Extent,' 'Fascination,' and 'Compatibility.' We could confirm OkSan Seowon Confucian Academy has an inner logic that integrates two basically different spacial concepts of "Jangsu" and "Yusik" and thus fosters the Attention Restorative Environment. Particularly, the Four Mountains and Five Platforms (四山五臺) surrounding the premises provides an excellent learning environment, and is in itself educational in terms of the Neo-Confucian epistemology with "Attaining Knowledge by way of Positioning Things (格物致知)" as its principle precept, and of its aesthetics with "Connectedness with Nature" as its central tenet. This study attempts to recapture the value of Korea's cultural heritage concerning the Human/Nature relationship; and it may provide useful insights and practical guidelines/grounds in designing today's schools and campuses, where the young people's needs for the Directed Attention- and Attention Restorative- Servicescapes seem to be greater than ever.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.735-760
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• 2009

Most of every teachers' life is occupied with his or her instruction, and a classroom is a laboratory for mutual development between teacher and students also. Namely, a teacher's professionalism can be enhanced by circulations of continual reflection, experiment, verification in the laboratory. Professional development is pursued primarily through teachers' reflective practices, especially instruction practices which is grounded on $Sch\ddot{o}n's$ epistemology of practices. And a thorough penetration about situations or realities and an exact understanding about students that are now being faced are foundations of reflective practices. In this study, at first, we explored the implications of earlier studies for discussing a teacher's practice. We could found two essential consequences through reviewing existing studies about classroom and instructions. One is a calling upon transition of perspectives about instruction, and the other is a suggestion of necessity of a teachers' reflective practices. Subsequently, we will talking about an instance of a middle school mathematics teacher's practices. We observed her instructions for a year. She has created her own practical knowledges through circulation of reflection and practices over the years. In her classroom, there were three mutual interaction structures included in a rich expressive environments. The first one is students' thinking and justifying in their seats. The second is a student's explaining at his or her feet. The last is a student's coming out to solve and explain problem. The main substances of her practical know ledges are creating of interaction structures and facilitating students' spontaneous changes. And the endeavor and experiment for diagnosing trouble and finding alternative when she came across an obstacles are also main elements of her practical knowledges Now, we can interpret her process of creating practical knowledge as a process of self-directed professional development when the fact that reflection and practices are the kernel of a teacher's professional development is taken into account.

• Journal of Korean Philosophical Society
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• v.137
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• pp.151-191
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• 2016

Kant and Lacan strongly criticized the epistemological premise of formal logic. However, Lacan was opposed to Kant in terms of subject, object, knowledge and truth. From the viewpoint of Kant's transcendental logic, formal logic does not have the ability to represent the nature of truth. On the other hand, from the viewpoint of Lacan's psychoanalytic logic, Kant's transcendental logic misunderstands or only partially represents the state of things. But I would like to try to criticize the epistemological premise of the two forms of logic. Transcendental logic takes the evident and new function in that it has studied the necessary condition of content rather than the form of thinking which formal logic considers as his object of study. Transcendental logic evidently studies the categories which dominate our way of thinking. Can we say that the 12 categories which Kant provided are sufficient in explaining the necessity of thinking? Lacan's psychoanalytic logics tells us that Kant's categories are only a kind of metaphor related with hypothesis that tries to explain the possibility of synthetical judge a priori. Is Lacan's psychoanalytic logic sufficient in explaining the possibility of science? It is not sufficient in explaining the objectivity and strictness of science, for it depends on metaphor and metonymy which are useful to literature and unconsciousness. I would like to try to synthesize Kant's transcendental and Lacan's psychoanalytic logic in terms of structure-constructivism which combines both formal and dialectical logic, which is consistent with the ideal of human science, and not blinkered science. My conclusion is that Kant's ethical and esthetical theory should be modified though Lacan's psychoanalytic logic, and Lacan's theory of the unconsciousness revised by Kant's transcendental logic.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.39-50
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• 2018

Objective: Social attention is paid to the issues concerning child care teachers' work multisibility and ambiguous legal status. Child care teachers are employees based on the "Labor Standards Act" and the "Child Care Act". They also play the role of kindergarten teachers based on the "Childhood Education Act" because of the Nuri curriculum. Based on the main tasks of the child care teachers who protect and nurture infants and toddlers, the Nuri curriculum education for infants is conducted. However, the duties and rights of child care teachers are disproportionate because there are many areas where teachers' professional roles do not suit their legal rights. Methods: The purpose of this study is to investigate how teachers perceive their own rights through field experience using qualitative method based on interpretative epistemology. Participants were 61 child care teachers working in the metropolitan area and used protocol description and focus group interview (FGI) for data collection. The collected data were derived as a central theme according to the data analysis method proposed by Creswell (2013). Results: Participants in the study described the 'Right and autonomy of education as a professional occupation', 'Right to request for improvement on working conditions, guarantee of living and to request for welfare system' and 'Right to guarantee of a teacher's status and adjustment of grievance.' They pointed out poor working conditions and welfare benefits at daycare centers, and emphasized that education and autonomy are necessary conditions to be strengthened for quality child care activities. On the other hand, they did not realize that 'Right to guarantee of a teacher's status and adjustment of grievance' was their right. And they have endured the infringement of this right. Conclusion/Implications: This study reveals the gap between teachers' responsibilities and rights, indicating the urgency of institutional arrangements. It is discussed that the social expectation for strengthening personality and professionalism as an infant and child specialist is increased and a practical alternative for the improvement of the right of teachers working in the child care field is needed considering the change of values about work.