• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.421-442
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• 2018

This study aimed to explore the constructs of the characteristics of at-risk learners with diverse educational needs in the blind spots of education, in order to understand them comprehensively and detect them early in schools. Participants were 156 elementary, middle, and high school teachers who filled out a semi-structured questionnaire consisting of open questions about their implicit knowledge of the characteristics of at-risk learners in the blind spots of education. Qualitative data were analyzed using a modified consensual qualitative research method. The main findings of this study are as follows. First, five domains and 16 categories were derived as the main constructs of the characteristics of learners in the blind spots of education. Second, the most listed of the five domains was the "domain of low learning and cognition," whereas the least listed domain was the "everyday life domain." Finally, deficiencies of interpersonal skills and interactive communications and categories related to family structure and functions frequently appeared among the 16 categories. Based on these results, implications and potentials for follow-up studies were further discussed.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.5-33
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• 2017

The purpose of this study is to analyze leading teachers' opinions on key competencies and subject competencies presented in the 2015 revised national curriculum and to draw implications for competency-based curriculum development and implementation. The research findings show that leading teachers are generally positive about the introduction of key competencies, subject competencies setting and its feasibility and recognize that the key competencies are highly related to the subject competencies of each subject. However, it is judged that the key competencies and subject competencies are not embodied well in every aspect of the curriculum documents. They also recognize that in the practice of competency education, supporting the development of teachers' ability to conduct student-centered classes in a culture that enables voluntary research efforts of the teacher community can be the biggest issue rather than external support such as development of competency-centered textbooks or consulting and supervision. Finally, we propose the need for support and policy that enable voluntary efforts for interdisciplinary cooperation and strengthening teacher capacity rather than developing competency-centered textbooks; specification of competency education in educational content, pedagogical methods and assessment; reconsideration of subject competencies setting; maintaining the relationship between key competency and items that guide educational goals.

• The Journal of Korean Philosophical History
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• no.42
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• pp.39-70
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• 2014

Neo-Confucianism of Myungjae Yoon Jeung either accepted Yulgok Neo-Confucianism as it was or modified it. In this study, his Neo-Confucianism was divided into acceptance and modification in Yulgok Neo-Confucianism and examined. In the acceptance of Yulgok Neo-Confucianism, it was clarified that Neo-Confucianism of Myungjae Yoon Jeung thoroughly inherited characteristics of Yulgok Neo-Confucianism, including 'Yiguijimyo', 'Yitongguiguk' and 'Guibalyiseungildo'. However, Myungjae was not just satisfied with inheriting Yulgok Neo-Confucianism as it was, but modified and inherited the theory of Yulgok by suggesting his own original preaching. There were three original preaching of his in overall; 'emphasis on the control of Li', 'argument method on a theory of gaining knowledge by the study of things', and 'perception on moral mind, human mind and human desire'. Ultimately, it is concluded that Myungjae modified, inherited and developed Yulgok Neo-Confucianism to adjust a theory of Neo-Confucianism in a position of 'Yiguijimyo', based on 'a theory of Guibalyiseungildo' of Yulgok as a Confucian scholar of Giho school. It is consistent with his life philosophy that he avoided speculative arguments on Neo-Confucianism and pursued solid study(實工) with solid mind(實心). It is also consistent with his view of learning that he believed that theories of ancient sages were already rich that we should read them and practice their true knowledge(眞知), and making an effort on writing regardless of them was not a study of Mushil(務實). However, due to his younger students, he was classified as a scholar who emphasized the control of 'Li' the most in Yulgok school, and a new academic tie of Giho Soron was created. It is the most important significance that Neo-Confucianism of Myungjae has in that of Giho.

• The Journal of Korean Philosophical History
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• no.59
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• pp.89-120
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• 2018

This paper is a study of the beginning pattern of simseul argument in the 19th century, based on the letter written by Hanju(1818~1886) and Mangu(1837~ 1902). In the text, I analyzed the theoretical differences between Mangu and Hanju that inherited from the study of Jungjae, is to expand the scope of the dispute between the Hanju and Mangu which to provide the beginning pattern of simseul argument. By revealing the theoretical difference between Hanju and Mangu, in the opposite direction, the content of the simseul argument between the Hanju and Jungjae's developed could be clearer. In the Hanjujip, there are nine letters to Mangu, there are also three letters to the Mangujip. These letters show a certain difference in the learning of the two people. So the text focuses on the content of these letters and reveals their theoretical differences, eventually it is confirmed that their theoretical differences lead to the beginning pattern of simseul argument. In particular, interpretation of LiKi leads to interpretation of Sim. Sim interpretation centers on the interpretation of the Zhuxi's 'Ki of Jungsang' meaning, while Hanju emphasizes to see as Lee, Mangu emphasizes that as the sum of Liki. 'Ki of Jungsang' is an interpretation of Zhuxi' Sim, and in the end, interpretation of 'Ki of Jungsang' means interpretation of Sim. Thus, while Hanju tried to see of Li, Mangu wanted to see at the sum of LiKi. This is simseul argument between Hanju and Man-gu, which was unfolded in the extension of the 19th century's simseul argument of erection. Through their argument, they are going to use it as an opportunity to review details of how the debate started in the Toegye school.

• The Journal of Korean Philosophical History
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• no.38
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• pp.303-328
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• 2013

The purpose of the present article is to understand moral instruction through Ethics written by Spinoza and enable the implications drawn from its understanding to give shape to lesson plans. In his representative book titled Ethics, Spinoza speculates ultimate substance from the metaphysical perspective and converges it into ethics. The ultimate substance, which is a cause of itself, refers to immanent cause of all things that have numerous attributes as essence. All things in nature develop the substance and exchange influence among individuals at the same time. A human in the influential relationship perceives things based on one's beneficialness and assigns moral words of good and evil. However, a human, who is a mode of substance, should escape from morals that are superficial, relative, and objective, in order to realize nature. Becoming a more complete human requires going through moral imagination in reality but going beyond the imagination ultimately. Moral instruction premises the moral imagination of a student who exists as a mode; meanwhile, it is a study to escape from the influence of moral imagination. Good and evil arise from the limitation that an existing human has, but if a life is to preserve the necessity of ultimate substance, moral instruction can be defined as the processes of alleviating the influence that hinders a human's nature from being realized. Giving shape to this processes with the basis on the Spinoza's epistemic argument, moral instructional texts can be composed of stages to form more adequate moral ideas about moral subjects gradually and cumulatively. The moral instruction like this expects moral awareness which is relatively perfect than the present moral imagination. Furthermore, with the teaching and learning like this sustained, it is expected that ultimately the limitation arising from sensible perception can be overcome to approach the realization of a human's nature.

• The Journal of Korean Philosophical History
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• no.35
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• pp.189-222
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• 2012

This study aims to explore Yulgok Yi I(栗谷 李珥)'s political intention through his presenting Seonghakjibyo(The Essentials of the Studies of the Sages, 聖學輯要) to the King Seonjo(宣祖), paying attention to his political situation in early reign of the King. Until presenting the book to the King in December 1576(the 8th year of King Seonjo's reign), Yulgok had been neglected from the political development of the King. So his presenting Seonghakjibyo, which basically professed the perfection of the studies of the Sages(聖學), to the King included another aim to convert the King's negative view on him by synthesizing his political views and appealing to the King. Yulgok's political views are intensively summarized in the book's beginning "Jincha(進箚)" and the final chapter "Seonghyeondotong(聖賢道統)". Through "Jincha", he recalled the past of his political situation during early reign of the King and expressed his own will to participate in the government again by presenting this book that was the summary of his political views. Then through "Seonghyeondotong", he suggested his own specific political opinions to the King as the successor of Taotong(道統) in Chosun by expressing such an ethos that he succeeded directly to Chutzu(朱子). This study firstly tries to identify Toegye Yi Hwang(退溪 李滉)'s presenting Seonghaksibdo(The Ten Diagrams on Sage Learning, 聖學十圖) to the King and Yulgok's successive will on it. Then we will review the times till presenting Seonghakjibyo to the King, 8 years of early reign of King Seonjo when he had been neglected from the political development of the King. Finally we will specifically analyze how his political views are expressed in each beginning and final chapter of the book.

• The Journal of Korean Institute of Next Generation Computing
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• v.14 no.5
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• pp.19-30
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• 2018

Visual information understanding is known as one of the most difficult and challenging problems in the realization of machine intelligence. This paper proposes deriving visual verb and construction of ActionNet database as a video database for video semantic understanding. Even though development AI (artificial intelligence) algorithms have contributed to the large part of modern advances in AI technologies, huge amount of database for algorithm development and test plays a great role as well. As the performance of object recognition algorithms in still images are surpassing human's ability, research interests shifting to semantic understanding of video contents. This paper proposes candidates of visual verb requiring in the construction of ActionNet as a learning and test database for video understanding. In order to this, we first investigate verb taxonomy in linguistics, and then propose candidates of visual verb from video description database and frequency of verbs. Based on the derived visual verb candidates, we have defined and constructed ActionNet schema and database. According to expanding usability of ActionNet database on open environment, we expect to contribute in the development of video understanding technologies.

• (The)Study of the Eastern Classic
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• no.59
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• pp.325-357
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• 2015

Max Weber claimed that the clans as a self-sufficient community in traditional China had limited market development. His statement can be applied to the lineage groups of $Chos{\breve{o}}n$ dynasty, however, it also could be criticized as an example of oversimplifying clans. Starting from this question, in this article, I examined the lineage movement of the P'ap'yong Yun's Nojongp'a branch. Through this research, I tried to investigate the reality of the lineage group communities of $Chos{\breve{o}}n$. My issues are following. First, the Nojongp'a clan promoted the solidarity movement of their lineage in the name of practicing human morality, which belonged to their family learning. Second, the Nojongp'a clan made preparations for their own 'righteous rice fields and grains', through which they tried to establish the base structure for the clan activities. This, however, had its own limitations in aiding the starved suffering from famines and did not last long. Third, the lineage could not function as a community for living that was actively involved in the reproduction of life, and was not an exclusive self-sufficient community, either.

• (The)Study of the Eastern Classic
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• no.70
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• pp.347-384
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• 2018

This paper has two goals: first, I will analyze the current research trend of studying the Nosa School, which is composed of Ki Jeongjin(1798~1879) and his students and then, provide with some tasks we have to solve. The Nosa Studies, which I suggest here, means the one that the scholarship and thought of Ki Jeongjin, one of the six masters and the representatives of neo- Confucianism in late Choson Korea, and all kinds of academic achievements, which had been succeeded and established by his students. Their diverse activities as well as scholarship play crucial roles in both modern Korean Confucianism and Dao Studies in late Choson Korea. Ki's core thought is a conclusion of various issues, which had been raised since Korean Confucianism of Toegye and Yukgok. Their diverse activities kicked into high gear after Ki's death can be understood as one of remarkable cases, which was how to be transformed by encounters with realities in modern Korea. Especially, some controversies and responses to practical issues that linked with their philosophical values of the Nosa Studies in Kiho school in early twentieth century will be a criterion to shed light on the identity of Korean Confucianism today. Thus, I will summarize the content of researches on the Nosa Studies, which begins to appear in the early-mid twentieth century, through an overview of the Nosa Studies, examine research results by dividing part by part, and provide with some prospects and tasks, which are based on what I mention above.

• (The)Study of the Eastern Classic
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• no.33
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• pp.335-358
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• 2008

Hosan Park Moon Ho lived in the truly eventful era with keen competition of western powers, invasion of Japan, Confucianism based Movement against Western Power, Volunteer Army Movement against Japanese and etc. Therefore, his learning and idea could not help being related with such difficult environment of his country. Especially, his idea is directly related with such historical environment of his era in terms of his claims as follow: He thought that Christianity destroyed Korean traditional idea and good customs; he claimed that the nation should subdue the betrayers who were at the Japanese side and be revenged on the murder of the empress Myeongseong; and he advocated his own theory for civilization that the nation should be strictly against the imperial invasion of western powers but work for GaeMulSeongMu(開物成務: Achieving Everything through Enlightenment on Meaning of Everything) and HwaMin SeongSok(化民成俗: Forming Beautiful Customs by Educating the People). The problem that should be urgently solved that time was, first of all, to repel the invasion of Japan and western powers and to realize Confucianism based political ideal by scheming political and social stability and saving the people's livelihood from distress through such repelling.