• The Journal of Korean Philosophical History
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• no.32
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• pp.395-432
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• 2011

The purpose of this study is (i) to explore arguments of post-kohlbergian approach in moral psychology and; (ii) to analyze Blasi's and Lapsley's positions regarding the relationship between moral philosophy and psychology in terms of reflective reasoning and; (ⅲ) to suggest their's implication concerning the future development of moral identity theory. Moral identity theory has emerged as an alternative approach of the Kohlberg's moral development theory. Theorists of moral identity theory commonly criticize Kohlberg's theory as a philosophical psychology and insist the autonomy of moral psychology. However, one can find different positions within this trend, especially concerning he meaning and role of the reflection in moral functioning. Blasi emphasizes the importance of the reflective reasoning of moral agent, while Lapsley supports moral automacy contrary to Kohlberg's phenomenalism. Although Blasi had been negative about building moral psychology based on the moral philosophy, he has articulated the moral identity theory based on the concept of free will by Frankfurt. However, recently he criticizes intuitionist theory of Haidit and suggests the notion of the moral agent with the skill of reflective reasoning, or post-conventional thinking in Kohlberg's terms. Blasi's perspective of moral identity has two version. The one emphasizes the moral understanding which means strong evaluation, while the other refers to reasoning with weak evaluation. This leads to an inevitable inner contradiction within his theory of moral identity. Lapsley considers moral identity as a heuristic idea and suggests moral chronic as a new model of moral identity. This model is based on the social cognitive theory. His social cognitive model of moral personality provides the account for implicit, tacit, and automatic of moral functioning, while reflecting the core of moral identity. Lapsley suggests that moral function involves conscious and unconscious processes. The former occurs in normal situations of life, while the latter in rare and unusual situations. He does not highlight reasoning in moral functioning as Blasi do. In consequence, I will argue the notion of the moral agent with the skill of reflective reasoning, or post conventional thinking in Kohlberg's terms in the moral functioning like Gibbs and Turiel positions in the Journal of Moral Education' s 2008 special issue. Moral philosophy and psychology should be in complementary relations. It means we explore not only more interdisciplinary researches on the moral functioning, but also researches based on the moral philosophy.

• Journal of the Korean Institute of Landscape Architecture
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• v.39 no.6
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• pp.76-85
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• 2011

This research explores the Korean perspective on parks and the beginning of urban parks in the port opening period. The purpose of the study is to understand how Koreans viewed and accepted the idea of a park as imported from western culture and with what attitudes. Analyzed sources included: "Susinsa's Record"(修信使記錄) by Susinsa(修信使) who wrote the inspection records of foreign modern cultures for the first time after the port opening, "Seoyukyunmun"(西遊見聞) by Yu Kil-jun(兪吉濬) and "Yun Chi-ho's Diary"(尹致昊日記) by Yun Chi-ho(尹致昊), which are representative works by students sent abroad, as well as some records of Seo Jae-pil(徐載弼) and The Independence Club(獨立協會) such as "The Independent"(獨立新聞), which contains the records of 'IndependencePark'. This research is focused on the literature that reexamins and interprets the related data from primary sources. As a result, it was found that the people who led the modern reformation in the Port Opening period adopted and developed social thinking regarding parks. Indeed, it was possible to witness the gradual sophistication of the concept of a park from the time of Susina's thoughts on parks to that of Yu Kil-jun's support for the need and importance of parks and Yun Chi-ho's cultural and artistic interest in parks. Also, Seo Jae-pil and the Independence Club drove the development of Independence Park, which was designed to incorporate social values and symbols while also serving to meet the needs of recreation, leisure, hygiene, and enlightenment. The Independence Club consistently advocated for the necessity of open spaces and delivered this message to the public via article writing. In short, even prior to the Japanese colonial period, Koreans shared thoughts and exchanged opinions on parks. Parks were to be created not just as a copy or transplant of western parks, but were constructed based on social demands and necessity. As few studies have taken the approach of identifying this origin of Korean parks, thus, this research which traces back the origin of Korean parks, is significant.

• 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.

• Studies in Philosophy East-West
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• no.95
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• pp.95-120
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• 2020

This study compares Nishi Amane and Choi Han-gi's designs of modern learning in 19th century. Nishi and Choi had a strong belief that human learning had advanced in history. Nishi had gained such an idea of academic progress through Comte's empirical philosophy and Western natural science, on the other hand Choi Han-gi came to the idea of such academic progress through studying Western natural science which was translated to Chinese. However, Nishi and Choi were very different in their acceptance of Western natural science into their academic systems and in designing new modern learning. Two goals of Nishi's modern learning were the division of academic disciplines, and the design of integrated academics by an interconnection of academic disciplines. Nishi divided all disciplines into three larger frameworks of Intellectual Science, Physical Science, and Common Science, and placed detailed subjects within them. In particular, Intellectual Science and Physical Science correspond to today's Humanities and Natural Science. Nishi could effectively achieve the classification of such learning by dividing ri(principle) of Confucianism to the laws of the human world and the laws of the physical world. Nishi tried to pursuit Philosophy by again linking these divided disciplines together. In Nishi's academic methodology, the influence of Comte's philosophy of revealing sociology through the study of the natural sciences was well represented. Choi Han-gi also paid attention to the establishment of integrated learning through the distinction of academic studies and reunion of such disciplines. Choi was not as elaborate as Nishi in terms of division of studies. Whereas Nishi divided the learning into Intellectual Science and Physical Science by the distinction of the law of the physical world and the law of human world, Choi Han-Gi thought that all subjects shared the so-called law of ki(vital force). Nishi thought that the reunification of all learning could be achieved by reconnecting the law of the physical world and the law of the human world. As a result, howerer, Nishi's academic chain, and his philosophy was not successful. After Nishi's thinking, Japanese academic society was dominated by Dualistic concepts such as natural sciences and humanities, subjectivity and objectivity, and Nature and humans. Choi's view of dividing all disciplines with the universal law of ki was more vague than Nishi's one. However, Choi's ki-science, although lacking concreteness, was able to escape the dual cognitive structure that East Asians had since Nishi. It is worth noting that Choe's philosophy leaves possibilities for new modern study.