• Korean Journal of Logic
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• v.13 no.2
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• pp.61-82
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• 2010

The argument from ignorance that knowledge conclusion is derived from ignorance premises is claimed to be fallacious by many logicians such as I. Copi. According to them, some arguments from ignorance which seem to be acceptable are not really the arguments from ignorance. They say that such arguments have implicitly conditional knowledge premise. Against them, I argue that every argument from ignorance can be interpreted as having a hidden conditional premise, and that every argument from ignorance is not fallacious. I propose the criterion to judge which argument from ignorance is fallacious and which is persuasive. In particular, I argue that social contexts play a crucial role to judge whether a practical argument is fallacious or not.

• Journal of the Korean Chemical Society
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• v.66 no.3
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• pp.228-242
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• 2022

In this study, the educational effect was investigated by providing a teaching program so that pre-service chemistry teachers could apply model ignorance education to teacher training practice. The teaching program was constructed in consideration of the sensemaking concept proposed in the study of Odden & Russ and the process of teacher sensemaking proposed by Asli et al. The subjects of this study were 23 pre-service teachers in the 4th year of chemistry education department at a teacher training university in the central region of Korea. In order to form a sensemaking for the model's ignorance education, the teaching program consisted of four stages; the initial idea generation stage, cognition of model's ignorance stage in a inconsistent situation, the lesson strategy construction stage for model ignorance education, and lesson plan & practice stage during teacher training practice. In the first stage of this program, pre-service teachers' initial ideas about the Arrhenius model and Bronsted-Lowry model of acid-base reaction, and the electron transfer model of the oxidation-reduction reaction were investigated. In the second stage, inconsistant situation that cannot be explained by the knowledge of model was presented to recognize the ignorance of the model. The third stage was to develop the teaching ability of model's ignorance through textbook analysis and lesson strategy composition activities. As a final stage, during the teacher training practice, the pre-service teachers were asked to plan and practice the implementation of the model's ignorance education. Through the teaching program to form a sensemaking for ignorance education of the models, pre-service teachers had come to recognize the ignorance of the model, acquired ability to organize and execute lesson strategies reflecting model ignorance, and acquired recognition of the educational value and necessity of teaching the ignorance of models.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2008.04a
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• pp.266-267
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• 2008

We argue that agents may benefit from strategic ignorance in argumentation-based negotiation (ABN). We assume our agents are selfish, myopic, and residing in open systems. Some analytical results that can be used for designing agent reasoning on strategic ignorance are provided.

• Journal of the Korean Chemical Society
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• v.64 no.5
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• pp.267-276
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• 2020

This study analyzed the level of chemistry teachers' cognition related to two types of acid-base models taught in secondary schools. For the purpose, a questionnaire was developed to identify teachers' cognitions based on previous studies that analyzed the 'Ignorance' of each model. The questionnaire consisted of two items, one related to acid and base reactions and one related to acid and base dissociation, which suggested inconsistencies between the two models. The subjects were 15 chemistry teachers, and as a result, teachers' cognitions were analyzed at four levels. The four levels are: if they don't know the two models, if they only understand one model, if they understand the two models, and perceived the 'Ignorance' of one model, and if they understand the two models and perceived the 'Ignorance' of the two models. The largest proportion of teachers understood the two models and perceived the 'Ignorance' of one model. However, the proportion of understanding the two models and perceiving the 'Ignorance' of the two models was very small. Through this, we argued that efforts to increase the level of chemistry teachers' cognition of the model and 'Ignorance' were necessary.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.31 no.12B
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• pp.1112-1121
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• 2006

This Paper deals with the model of fixed-mobile interconnection. Specifically, how interconnection charge and originating price are determined when there is customer ignorance about terminating network or the price. This paper shows that the terminating charge with customer ignorance is higher than without that, and therefore the retail price becomes higher. This paper discusses the several methods to prevent the increase of the retail price and suggests the scheme to regulate the retail price and interconnection charge, simultaneously.

• Journal of the Korean Chemical Society
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• v.65 no.5
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• pp.358-369
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• 2021

In this study, the contents of the electron transfer model presented in the 4 chemistry I and the 4 chemistry II textbooks of 2009 revised curriculum and 9 chemistry I textbooks and 6 chemistry II textbooks of 2015 revised curriculum were analyzed in the viewpoint of model's Ignorance. In addition, 3 questions were developed to find out whether 24 pre-service teachers were perceived of the Ignorance of the electron transfer model. As a result, Most textbooks explain the redox reaction of covalent bond substances, which is an inconsistent context of the electron transfer model, with mixing oxidation number change and electron transfer or with electron transfer. In addition, the change to the development and use of the model emphasized in the 2015 revised curriculum was not clearly revealed in the curriculum comparison. Most pre-service teachers incompletely perceived or did not perceive Ignorance of the electron transfer model. Only 1 pre-service teacher perceived Ignorance of the model. In conclusion, the textbook description needs to be improved so that Ignorance of the model is revealed when the textbook describes the inconsistent situation of the electron transfer model. And through the education for pre-service teachers, it is necessary to provide an opportunity for pre-service teachers to perceive Ignorance of the electron transfer model.

• Journal of the Korean Chemical Society
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• v.64 no.3
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• pp.175-188
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• 2020

The purpose of this study was to analyze chemistry textbooks and teachers' guidebooks from the perspective of 'Ignorance', one of the important features of model. This is because the emphasis is on developing modeling capabilities for students in the 2015 Revised Curriculum. For this, Arrhenius model and Brønsted-Lowry model were selected as acid and base models in neutralization reaction which are important contents in chemistry curriculum. The analysis criteria of this study were extracted by analyzing previous studies and four general chemistry textbooks dealing with 'Ignorance' related to acid and base neutralization reaction. Based on the analysis criteria, we analyzed nine chemistry I textbooks and teacher's guides and six chemistry II textbooks and teacher's guides of the 2015 revised curriculum. In addition, we analyzed contents of four chemistry I textbooks and teacher's guides and three chemistry II textbooks and teacher's guides in the 2009 revised curriculum for comparison according to revised curriculums. We analyzed the contents related to the concept of 'neutralization reaction', 'neutrality', 'quantitative relation of neutralization reaction', 'degree of ionization', and 'ionization constant'. Based on the results of this study, we proposed a way to present 'Ignorance' of the models in teachers' guidebooks that chemistry teachers can understand 'Ignorance' of model and teach modeling capabilities for students.

• Journal of Korean Society of Rural Planning
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• v.13 no.2
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• pp.1-5
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• 2007

Shannon and Simpson indexes are used for species diversity analysis of ecosystem. In species diversity analysis of ecosystem, not only frequency of each species but also survey size have to be considered. In this study, total information composed with knowledge and ignorance was suggested as a species diversity analysis method for ecosystem survey. To apply developed method, flora in the Sangachun river valley was sampled with 19 sites and 198 species. In applying results, Shannon index shows more reasonable results than Simpson index by the variance of sample size but has difficulties of determining the relation of surveying species number and sample site number. Suggested total information can overcome this difficulty by the relation of knowledge and ignorance.

• Proceedings of the KSCN Conference
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• 2004.05a
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• pp.415-416
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• 2004

Infants and children with food related Atopic dermatitis (AD) need extra dietary efforts to maintain optimal nutrition due to food restriction to prevent allergy reactions. However, nutrition ignorance and food faddism make patients even more confused and practice desirable diet more difficult. The objective of this study was to report the AD patients' malnutrition cases in Korea.(omitted)

• Journal of architectural history
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• v.20 no.3
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• pp.39-57
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• 2011

The goal of this paper is to analyze the relationship between pedagogy and the emergence of contemporary Korean architecture after the 1990s. For this purpose, the paper deals with the education and work of two important contemporary Korean architects, Kim Seung Hoy and Choi Wook. Kim and Choi were part of a group of young architects that went abroad in the 1980s to study at the centers of architectural education in Europe and the United States. Through their education and work, the paper discusses the relationship among education, history, and design practice in architecture. During their studies at Michigan University and IUAV in Venice, they were commonly influenced by Colin Rowe through their studios. In the case of Kim Seung Hoy, he was introduced to the Beaux Arts logic of the analytique and esquisse through the teaching of Steven Hurrt, a disciple of Colin Rowe. Choi Wook took studios that involved formal analysis and comparison of Palladio and Le Corbusier. The paper further analyzes their works in Korea by employing the concepts of fragments and systems, ignorance and knowledge. The paper concludes that, in Korean contemporary architecture, fragments and systems, ignorance and knowledge, lie in the middle of ongoing creative process that must distinguished from the West, where architectural history provides an established tradition of systematic knowledge.