• Proceedings of the Korean Society of Environment and Ecology Conference
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• 2009.04a
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• pp.7-20
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• 2009

On the basis of introducing the development process of Chinese nature reserve since first nature reserve was set up in 1959 in China, and comparing the definition of nature reserve between IUCN and China, combining with the objectives and significance of the establishment of Chinese Nature Reserve, the present state and achievements of nature reserve in China were introduced detailedly. And the effect of the laws and rules on the protection in nature and biodiversity was assessed after analyzing the characteristics of the interrelated laws and rules enacted in course of development of Chinese nature reserve over 50 years. Also the qualifications and procedures of nature reserve establishment and relevance aspects of content in China were narrated, and the classification system and management system of Chinese nature reserve and their characteristics were introduced. Finally, the Medium and Long Term Program for Nature Reserve Development in China was introduced, and present some proposals to solve the problems on the basics that discuss the distribution status and its characteristics and problems on managing nature reserve in China.

• Journal of the Korean association of regional geographers
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• v.22 no.4
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• pp.912-930
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• 2016

This paper suggests to bring the idea of social construction of nature or social nature discussed in social science including geography to geographical and environmental education for breaking traditional divide of people(or society) and nature. And this paper analyzed relationship between people and nature, meaning of environment and the concepts of social nature represented in the geography curriculum and textbook of England, Australia and Korea. Recently in terms of focusing disciplines or education on integration or convergence, introduction of social nature in teaching and learning geography and environment has an important implication. With rapid growth of capitalism, nature is constructed socially by the political, economical, social and cultural practice. Thus geography education reduces the distance between human geography and physical geography and needs to focus on exploring not just the relationship between people and nature but social construction of nature. Another implication of the introduction of social nature in teaching and learning geography and environment is that students can develop the relational sensitivity about the relationship people and nature or people and place.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.119-128
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• 2023

This study was conducted to present an alternative instructional model through natural experience activities by developing a natural experience activity program that can learn and feel how to recognize and act on nature based on flow learning. In order to achieve the purpose of the study, a nature experience program, which consists of four stages of meeting nature, exploring nature, playing with nature and sharing emotions, was developed based on the main procedures of each stage of the ADDlE instructional design model. Through the research process, activities and precautions for each stage of the nature experience activity program were presented, and major educational implications were discussed based on the developed program. The nature experience program developed through the study can provide teachers with a basic direction for nature experience activities along with changing their perception of how to do nature experience activities, and infants are expected to become learners who freely feel, experience nature and make up their own knowledge through the nature experience program.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.415-422
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• 2018

The purpose of this paper is to show development examples of nature-friendly characters and to play a guide role for various nature-friendly characters to appear by presenting nature-friendly characters setting in Korea. Three famous examples of nature-friendly characters in foreign countries and the influence of nature on infants and young children will be examined with reference to previously published papers and published books. I have confirmed that nature harmony positively affects emotions and life respect of infants and young children, the characteristics of nature-friendly characters are 1. The characters are drawn based on nature environment as background. 2. They have been beloved for story of nature conservation and love for nature, and playing in nature environment. As story setting, I suggested 1. A story of forest experience with friends 2. A story of nature observation and exploration such as playing, exploration, and explanation 3. A drawing of Korea nature environment, including grass, flower, tree, insect, etc. 4. An educational and philosophical story of life respect, nature conservation, and love for nature.

• Journal of the Korean Geographical Society
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• v.48 no.3
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• pp.348-365
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• 2013

This paper aims to examine the complexities of the state-nature relations in Korea by emphasizing the complex processes of interactions between the state and nature. In doing so, it relies on the literature of "political ecology of state-nature" which problematizes the conventional modernist views on nature assuming the dualistic separation between the state and nature. First, we critically review the existing Korean literature on the state-nature relation (e.g., the ecologism, the metabolic rift theory, the social construction of the nature, the green state thesis, etc.) and argue that these studies significantly lack the recognition of the interactions between the state and nature. Second, we discuss the possibilities of seeing the state-nature relations from the perspective of political ecology as an alternative approach to the state-nature relation. Last, we conclude that the political ecology approach to the state-nature can deepen our understandings of the Korean capitalist development.

• Design Convergence Study
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• v.15 no.3
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• pp.1-17
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• 2016

Nature-mimetic architecture has been discussed for a long time in the West. There were differences in understanding nature, the pursuit of nature-mimetic and the characteristics of nature-mimetic architecture. It can be inferred that it was influenced by various happenings in each period. The purpose of this study is to acknowledge the characteristics of nature-mimetic architecture up from the past to the present, and to understand the difference through the timeline of historical events. First, the study inquires the characteristics of nature-mimetic architecture by timeline. Seek the perception and attitude, characteristics of nature-mimetic architecture and the value of it through cases of Ancient Greek, Medieval, Renaissance, Early Modern and Modern. Secondly, understand the important historical issues that influenced nature-mimetic architecture such as view of nature, social aspect, religion and scientific technology. Finally, discuss the relationship between nature-mimetic architecture and its historical background.

• Journal of Korean Philosophical Society
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• v.142
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• pp.145-164
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• 2017

In his Phenomenology of Perception, Merleau-Ponty raises a question of why he has to ask what phenomenology is again. This study assumes that the question can be answered in a new understanding of the "nature" concept and finds its possible grounds in the nature concepts of Schelling and Merleau-Ponty. Schelling and Merleau-Ponty develop philosophical thinking from a critical point of view on the Cartesian and Kantian philosophies "Thing-in-itself" by Kant is, in particular, one of important questions that has to be answered in the philosophy of Schelling since Kant further solidifies a dualistic world by leaving thing-in-itself. Schelling solves the question with the concept of identity and Merleau-Ponty solves the question with body-subject. What we notice in this article is the understanding of Shelling and Merleau-Ponty about nature. Schelling believes there are the creative activities of unconscious intelligence in nature, but spirit or intelligence in his nature concept cannot induce an existential being. Here we see that Schelling is still beyond the traditional epistemological framework. To restore the original nature of nature, we must begin with an understanding of the totality of nature. Nature must also be explained through relationships with humans. Merleau-Ponty shows the entanglement of nature and spirit through the body-subject. In Merleau-Ponty's phenomenology, the body is the equivalent of nature. Understanding the forces of nature that Schelling and Merleau-Ponty are trying to show, and at the same time explaining the problem of how the mind or human beings emerge from nature, we will be able to discover the true nature of nature.

• Journal of the Korean Chemical Society
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• v.59 no.1
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• pp.45-53
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• 2015

This research aims to study on educational methods of Nature-Study extracted through a wide body of literatures and meaning of Nature-Study toward today's science education. For this, viewpoints of Nature-Study were drown by previous historical study about Nature-Study. And educational methods of Nature-Study based on viewpoints of Nature-Study were abstracted by collecting and analyzing of literatures. Meaning of Nature-Study toward today's science education was considered. The research resulted in the following; First, Nature-Study emphasize the sympathy with nature, aim for integrated subject study and include non-formal study from a viewpoint of 'studying with nature'. Second, Nature-Study aim for outdoor activities, emphasize experiences than texts, value fundamental observation from a viewpoint of 'study through first-hand experiences'. Third, Nature-Study value interest of students, support the study for all students, emphasize the teachers' role as a helper from a viewpoint of 'learner-centered education'. Nature-Study is suggested to change view of point over to science education through nature toward today's science education.

• The Journal of Korean Philosophical History
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• no.28
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• pp.35-60
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• 2010

In this paper, the researcher investigated the relationships between nature and humans through I-Ching(『周易』) from the perspective of environmental ethics. I-Ching(『周易』) is a literature which has been quoted so frequently as a desirable alternative for environmental issue. The researcher closely reviewed how the relationships between nature and humans had been defined in I-Ching(『周易』) and developed the discussions focusing on what humans could and should do for nature. Nature makes up for the portion of extinction through endless birth. By giving birth for a new life continuously, and complementing the portion of extinction at the same time, nature is being maintained and preserved. In the side of nature, extinction and birth are equal, meanwhile, the sage who wrote I-Ching(『周易』) had held the concept of anxiety worrying that the whole living beings would be extinct, therefore, the sage wrote I-Ching(『周易』) in the aspects of birth. For nature has always been maintained and preserved in its own cause, there is no chance of nature being destroyed by itself. Human is one living being amongst all things created by nature, and at the same time, humans had been endowed with a position which is one among SanCai(三才). Nature had given humans responsibility and duty according to their position, but humans neglect to perform their responsibility and duty indulging in enjoyment of their position. Because humans have only enjoyed their position which is the critical one amongst SanCai (三才), this failure has resulted in destruction of nature. It shall be necessary for humans to enjoy their position to a certain extent, in the meantime, however, they should discharge those responsibilities and duties in order for forming and nourishing powers of Heaven and Earth. Although it is the humans that have destroyed nature, they can also provide nature with help to give birth to a new life. Reason for humans have destroyed nature is that they forgot their responsibility and duty having been concealed by their selfish desires. If humans get rid of their selfish desires, and fulfill their given duties and responsibilities, nature shall become revitalized again.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.485-498
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• 2016

In this study, the views and the meaning of nature between the Western world and East Asia were compared through literature analysis. In the West, it is recognized that nature and human beings are separate. Nature is understood as regular and rational. They, therefore, take the view of particle and mechanical theory. In East Asia, it is thought that nature and humans interact with each other, and take an attitude of compromise and tolerance. Since nature is recognized as an ever-changing being, they, therefore, take the position of wave theory. Scientific knowledge and concepts are accepted depending on the personal view of nature. In Korea, science education follows the view of modern western science without considering the personal pattern of cognition, though students can have various views of nature. The attitude is needed regarding the various viewpoints as rich resources in science and science education.