• Journal of Christian Education in Korea
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• v.71
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• pp.23-59
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• 2022

This paper explored the effect of digital epistemology on Christian education. The media of an era determines the type and form of the epistemology of that era, which in turn has a decisive influence on the direction of Christian education in that era. Therefore, it consists of three parts. First, an investigation on the relationship between media and epistemology, second, an investigation on digital epistemology, and third, an investigation on the effect of digital epistemology on Christian education. In this paper, first, from the perspective of McLuhan's media theory, it was discovered that media go beyond simply expanding the our senses and change our perception through creating a new environment and way of life. This paper could characterize digital epistemology in the following four ways through comparison with the traditional epistemology of the print media era: namely "from linguistic to omnisensory epistemology", "from causality to relational epistemology", "from historical to post-historical thinking", and "from interpretive to performative epistemology". In addition, it examined the effects of that digital epistemology on Christian education. Through this study, it found that digital media can act both positively and negatively on the essence of Christian education. Therefore, the task of Christian education in the digital age is to make it a positive function rather than a dysfunctional one, and an opportunity rather than a challenge.

• Journal of Science and Technology Studies
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• v.12 no.2
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• pp.33-79
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• 2012

This paper first aims to reveal that, in the current trend of 'the participatory turn' in STS, there are divergent positions subtly different from each other, and that the understanding of these divergent positions can be significant to study the differences, similarities and interfaces between the various models of scientific governance discussed in STS and those in risk governance developed by risk studies. Secondly, this paper shows that theoretical differences among STS scholars on scientific governance and public participation goes back to the 1970s and 1980s, during which they first laid down the conceptual basis of STS. All ideas and theories have their own historicity. This article is about the 'historical epistemology' of the participatory turn of STS, and is to seek 'political epistemology' that can become a shared vision of STS.

• Asian review of World Histories
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• v.4 no.1
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• pp.3-34
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• 2016

This introduction is both a statement of a research problem and an account of the first research results for its solution. As more historical databases come online and overlap in coverage, we need to discuss the two main issues that prevent 'big' results from emerging so far. Firstly, historical data are seen by computer science people as unstructured, that is, historical records cannot be easily decomposed into unambiguous fields, like in population (birth and death records) and taxation data. Secondly, machine-learning tools developed for structured data cannot be applied as they are for historical research. We propose a complex network, narrative-driven approach to mining historical databases. In such a time-integrated network obtained by overlaying records from historical databases, the nodes are actors, while thelinks are actions. In the case study that we present (the world as seen from Venice, 1205-1533), the actors are governments, while the actions are limited to war, trade, and treaty to keep the case study tractable. We then identify key periods, key events, and hence key actors, key locations through a time-resolved examination of the actions. This tool allows historians to deal with historical data issues (e.g., source provenance identification, event validation, trade-conflict-diplomacy relationships, etc.). On a higher level, this automatic extraction of key narratives from a historical database allows historians to formulate hypotheses on the courses of history, and also allow them to test these hypotheses in other actions or in additional data sets. Our vision is that this narrative-driven analysis of historical data can lead to the development of multiple scale agent-based models, which can be simulated on a computer to generate ensembles of counterfactual histories that would deepen our understanding of how our actual history developed the way it did. The generation of such narratives, automatically and in a scalable way, will revolutionize the practice of history as a discipline, because historical knowledge, that is the treasure of human experiences (i.e. the heritage of the world), will become what might be inherited by machine learning algorithms and used in smart cities to highlight and explain present ties and illustrate potential future scenarios and visionarios.

• Journal of Educational Research in Mathematics
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• v.12 no.3
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• pp.409-424
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• 2002

The historico-genetic principle has been advocated continuously, as an alternative one to the traditional deductive method of teaching and learning mathematics, by Clairaut, Cajori, Smith, Klein, Poincar$\'{e}$, La Cour, Branford, Toeplitz, etc. since 18C. And recently we could find various studies in relation to the historico-genetic principle. Lakatos', Freudenthal's, and Brousseau's are representative in them. But they are different from the previous historico- genetic principle in many aspects. In this study, the previous historico- genetic principle is called as classical historico- genetic principle and the other one as modern historico-genetic principle. This study shows that the differences between them arise from the historical views of mathematics and the development of the theories of mathematics education. Dewey thinks that education is a constant reconstruction of experience. This study shows the historico-genetic principle could us embody the Dewey's psycological method. Bruner's discipline-centered curriculum based on Piaget's genetic epistemology insists on teaching mathematics in the reverse order of historical genesis. This study shows the real understaning the structure of knowledge could not neglect the connection with histogenesis of them. This study shows the historico-genetic principle could help us realize Bruner's point of view on the teaching of the structure of mathematical knowledge. In this study, on the basis of the examination of the development of the historico-genetic principle, we try to stipulate the principle more clearly, and we also try to present teaching unit for the logarithm according to the historico- genetic principle.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.293-303
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• 2010

The purpose of this study is to classify a three-fold role of the history of mathematics through epistemological analysis. Based on the history of infinity and limit, the "potential infinity" and "actual infinity" discourses are described using four different historical epistemologies. The interdependence between the mathematical concepts is also addressed. By using these analyses, three different uses of the history of mathematical concepts, infinity and limit, are discussed: past, present, and future use.

• 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.

• Journal of the Korea Furniture Society
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• v.19 no.3
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• pp.180-192
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• 2008

The historian called Peter Burger divided it into historical avant-garde before and after the first World War (Dadaism, Futurist, Geometric Abstract, etc.) and Neo- avant-garde during the period of forming social foundation that would be ready to accept new forms of art in the USA, the center of capitalism, after the 2nd World War such as pop art and conceptual art including the then emerging avant-garde minimal art. Meanwhile, he interpreted that Neo- avant-garde succeeded the spirit of historical avant-garde. For modem furniture, the avant-garde terminologies are discussed from the aspect of epistemology or symbolism. On the other hand, they would be exclusively used for advertising slogans, however, it is considered as difficult due to vague terms or their characteristics. This study relates the points of historians such as Peter Burger for theoretical proposal and Richard Kostelanetz's point for formal issues, and contracts and arranges the avant-garde terminologies and its characteristics to the meaning of "getting out of the present decadent trend - aiming for future", "transcending the present aesthetic custom - renovation" and "violating the rules already established in the process of entering new areas - freshness of unfairness". The study was meaningful in providing fundamental clues based on the historical discussion and artists for Neo- avant-garde in the 1960s, that is, the mainstream of design at the end of the 20th century in the period when an avant-garde oriented alternative in the 21st century design has been sincerely required overflowed with the fin de siecle phenomenon.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.34 no.12
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• pp.135-144
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• 2018

This paper deals with preservation and restoration as a universal approach to conserve architectural heritage. The questions on how to preserve or restore them have been always major issues for many old buildings. Reading changes in ways of the thinking to solve such matters in the past helps to grasp the fundamental concepts to conserve cultural heritage at this point in time. The method is an important stage that leads to change our current attitude. Both the ways of the thinking for preservation and restoration should be re-interpreted to preserve memory or to restore identity depending on the current situation, and even should no longer be understood as two opposite options. Therefore, this paper focuses on the epistemological notion and reveals the origin and premise of modern historical perception that has become disconnected from the past works. By taking the writings of $Eug{\grave{e}}ne$-Emmanuel Viollet le Duc, John Ruskin, and Camillo Boito into consideration, the thesis shows that their thought, in the common denominator of the time, is a kind of reflection of consciousness according to particular historical contexts and that their ideas echo three dialectical paradigms derived from past and present, memory and forgetfulness, and history and truth.

• The Research Journal of the Costume Culture
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• v.5 no.1
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• pp.99-123
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• 1997

The purpose of this study is to present the study method in order to analysis the fashion phenomena in ppular culture by popular culture theory. The method of this study is showed the method fo fashion culture, after it was examined that the trends of popular cultural method, the type of Korean popular culture discussion, and the relationship of fashion and popular culture. The results of this study are following as ; 1. Analysis of this study are structuralism stand and culturalism stand, and the application of criticism about the cultural technology in a new stand by means of the composition of Gramscic, A and Foucault. 2. Application of the ethnographic access method as anthroppological approach method about C. Geertz'culture. This si to describe and interpret the practice of subject through directive observation and conduct on a spot, thus is likely to be useful in the fashion study. 3. It needs a historical access method for that purpose, If it applicate Weber's methodology, it will have the use of both meaning interpretation and explanation of cause and effect on the use of both meaning interpretation and explanation of cause and effect on the basis of realistic conditions (historical data), and would appear that the peculiar apportunity of mental (cultural) progressional process became definitive explanation. 4. It must be mad up of the discussion (which is) based on the durability of tradition and culture. It is undeniable that the discussion, which related to popular culture up to the present, showed the disconnectedness of the past tradition and culture, and naturally accepts it's connection to epistemology. The cultural study is a theory interested in what it brings about, what way it's organized and what way it's used. The research of the fashion's connection to popular culture is composed of such topic ; how fashion is produces, how it is consumed, and then, the proposition which is concerned in what meaning it produce is made up of. The regulation of the realm of this research will be to help a researcher explain where to begin and how to do it. Although this cultural study method is more or less quantitative, or despite the expense of the accuracy of statistical analysis, this means that such method of cultural research needs to give attention to both aspects of phenomena and basic problems.

• Korean Journal of Social Welfare
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• v.64 no.2
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• pp.85-109
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• 2012

This qualitative study explored a middle-aged lesbian's life and her identities by the oral life history approach in feminist epistemology, where the participant is not the object but the subject of knowledge. The participant kept her own perspective that her homosexuality was not intrinsic but constructed. In her life's history, she was a "docile body" accepting socially constructed historical meaning of homosexuality, as well as a "resistant body" protesting against social discrimination and oppression for homosexual population. She overcame an embedded negative recognition of her scaled injured body and her sexuality as "deficient". Finally, she showed an amazing resilience and an indomitable spirit for reconstructing the meaning of her body as "blessed." Beyond the deficient body, as an active agent not the pathologic sexual minority, she could cultivate compassion and empathy for others. From the results, it is important how to place gender and sexuality in the context of social work theory and practice. Sexuality, not sexual orientation, is 'our' collective agenda to address the social problems which were associated with social hierarchy, inequality, and injustice.