• Communications of Mathematical Education
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• v.36 no.2
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• pp.253-286
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• 2022

This study is a study in which four teachers from the same school who participated in a teacher learning community program at the school field developed interdisciplinary linkage and convergence data using Plato as a collaborative circle in ethics and mathematics subjects. In particular, this study aimed to develop practical and shareable lesson materials. The data development procedure was developed according to the following four procedures. 'Development of data development plan, data development, verification of development data, and development of final data that reflects the verification opinions' At this time, in the data development stage, a theme-based design model was applied and developed. In addition, the development data were verified by conducting CVR verification for field teachers to focus on the validity and class applicability, and the final data were presented after the development data being revised to reflect the verification results. This study not only introduced the developed data, but also described the procedure of the data development process and the trial and error and concerns of the developers in the process to provide information on the nature of basic research to other field researchers who attempt data development.

• Research in Mathematical Education
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• v.22 no.2
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• pp.99-121
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• 2019

This article looks back and also looks forward at the values aspect of school mathematics teaching and learning. Looking back, it draws on existing academic knowledge to explain why the values construct has been regarded in recent writings as a conative variable, that is, associated with willingness and motivation. The discussion highlights the tripartite model of the human mind which was first conceptualised in the eighteenth century, emphasising the intertwined and mutually enabling processes of cognition, affect, and conation. The article also discusses what we already know about the nature of values, which suggests that values are both consistent and malleable. The trend in mathematics educational research into values over the last three decades or so is outlined. These allow for an updated definition of values in mathematics education to be offered in this article. Considering the categories of values that might be found in mathematics classrooms, an argument is also made for more attention to be paid to general educational values. After all, the potential of the values construct in mathematics education research extends beyond student understanding of and performance in mathematics, to realising an ethical mathematics education which is important for thriveability in the Fourth Industrial Revolution. Looking ahead, then, this article outlines a 4-step values development approach for implementation in the classroom, involving Justifying, Essaying, Declaring, and Identifying. With an acronym of JEDI, this novel approach has been informed by the theories of 'saying is believing', self-persuasion, insufficient justification, and abstract construals.

• Journal for History of Mathematics
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• v.27 no.2
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• pp.139-152
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• 2014

This paper aims to compare and contrast Kierkegaard and Turing, whose birth dates were one hundred years apart, analyzing them from the perspective of the limit. The model of analysis is two concentric circles and movement in them and on the boundary of outer circle. In the model, Kierkegaard's existential stages have 1:1 correspondences: aesthetic stage, ethical stage, religious stage A and religious stage B correspond to inside of the inner circle, outside of the inner circle, the boundary of the outer circle and the outside of the outer circle, respectively. This paper claims that Turing belongs to inside of the outer circle and moves to the center while Kierkegaard belongs to outside of the outer circle and moves to the infinity. Both of them have movement of potential infinity but their directions are opposite.

• Journal of architectural history
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• v.12 no.4 s.36
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• pp.49-62
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• 2003

Vesely explains, the main source of our confusion and nihilism comes most probably from the ambiguous relationship between modem architecture, technology and aesthetics. Also, to overcome such crucial problems, many theorists recently emphasize to take part in cultural civilization and to preserve creative genes of great culture that is based on our interpretation of 'ethical and mythical nucleus of mankind,' rather than in technical modernization that constitutes a sort of subtle destruction of mytho-ethical nucleus of a society. They for architecture also strongly stress on a mythopoetic imagination and an ontological construction of building, which could make a form symbolic and mythical rather than mathematical and aesthetic representation. On this point, 'myth' becomes a vital idea for constructing and construing architectural form and space. And it is also one of the essential concepts to understand both the motive power of cultural continuation of place and the meaning of architecture. Nevertheless, its meaning and the citation of word in architectural essay are still obscure. It might be because the original concept of myth not only has been lain in the matter of philosophical contemplation. Thus, the intention of the research is focused on lightening the meaning of myth in architectural term. Especially, it is, first, concentrated on interpreting philosopher Ernst Cassirer's reflections which were written in order to emphasize the importance of 'mythical consciousness' for the world's cultural civilization. And, the second, it will continue to interpret the myth as a sign within the semiotic concept of Charles Sanders Peirce, and further to emphasis the significance of mythic signs for the continuance of artistic and cultural idea including architecture. The contents of the paper is not that of architectural planning and design methodology, rather architectural philosophy and epistemology. Nevertheless, in regard to architecture, the research will, against today's un-discriminated use of symbolic motifs and instrumental representation of form, suggest a concrete architectural and aesthetic theory of myth and sign, especially of the relationship between the idea of semiology and the function of cultural continuity.

• Journal of Wellbeing Management and Applied Psychology
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• v.3 no.2
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• pp.21-26
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• 2020

The purpose of this article is to capture this situation within the changes that take place due to it, inside the Greek society where there is a great need for professional social workers who are able to work targeted and effectively with foreigners, both children and adults, who have or develop mental health problems for the very first time. Over the recent decades the increasing number of migration flows has exerted and continues to exert great pressure on the health system and on the welfare structures of Greece. The bases for the development of a rudimentary reception and integration system that still is in progress have been delayed, while there has been no happy medium, between the enormous pressure that foreigner users of this system put on, and the humanitarian obligation of a well-governed state towards all residents of the country. Straight through everyday clinical practice in the field of intercultural work, social work has the knowledge and techniques for a total management of emerging problems and at the same time provides a value system with an ethical background which approaches refugees and migrants in order to provide quality services, mostly to users of mental health services.