• The Journal of Art Theory & Practice
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• no.13
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• pp.157-184
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• 2012

This essay examines Jacques Callot's Les Grandes Mis$\grave{e}$res et Malheurs de la Guerre (1633) as a moral meditation on war as catastrophe. It also uses Callot's Miseries to reflect on the nature of catastrophe as such, particularly as "An event producing a subversion of the order or system of things." As such, catastrophe refers less to nature or the natural gone awry, than it does to the abnegation or suspension of moral aspects of human nature. More than a reflection on war as catastrophe, and catastrophe as fundamentally moral, Callot's Miseries are a timeless meditation on aspects of the human condition; or on human beings in what amounts to state of nature-as evidenced in times of disaster. Such reflection, again, does not by itself imply that all war-even when catastrophic-is unnecessary, let alone necessarily unjust. But it does suggest that artistic engagement with war understood as catastrophic, may yield insights into human nature that are as important to human self-understanding as those represented in artistic subject matter that is more quotidian.

• Proceedings of the IEEK Conference
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• 2001.10a
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• pp.24-28
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• 2001

A human being has been using more and more materials for promotion of its life level year by year. The materials are originated from the Nature. We must think that a human being temporarily borrows them from the Nature. So we should return them in the same form as the origin into the Nature. However, it is impossible because it has been irreversibly changed into different phase. This attributes destruction of the Nature, i.e., pollution of the Nature. For environmental prevention of the Nature from pollution, we should try the entire recycling of materials by returning the used materials in the safe from even if it has a different phase in comparison with the original state. This article proposes the entire recycling of materials lot keeping the EARTH.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.539-556
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• 2011

The purpose of this study was to examine preservice secondary science teachers' understanding of the nature of science, by using nature of science (NOS) questionnaire on the basis of atomic model, and compare this to pre-studies. 'Understanding of nature of scientific model,' 'Tentativeness of scientific knowledge,' 'Subjectivity in science,' 'Use of inference and imagination,' 'Myths of the scientific method,' and 'Comparison between science and art.' were examined. Preservice teachers showed great comprehension of the tentativeness of scientific knowledge (the orbital model) and the subjectivity in science (the different interpretation about the experiment of particle scattering), but displayed the lowest comprehension of the scientific method. For understanding of nature of scientific model (the atomic model) and the comparison between science (Bohr's atomic model) and art (Picasso's work), preservice teachers brought out a combination of ontological and constructivist perspective and showed the contradictory thought about imagination in science research. In the result of comparison to pre-studies using the NOS instruments contains general terms, represented high levels of agreement about the tentativeness of scientific knowledge by using concrete examples of 'atomic model'. When concrete scientists such as Thomson, Rutherford, Bohr were presented, respondents revealed more informed views about the scientists' research method.

• Korean Journal of Human Ecology
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• v.10 no.2
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• pp.179-188
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• 2001

The purpose of this study was to research the symbolic of Ancient Egyptian Crown ornament. The results of this study were summarized as follows. Ancient Egyptians expressed the authority of king and nature worship to the crown ornament. The volume and scale of shape symbolized the authority of king and the nature worship. The brillant and plentiful of colors symbolized the strong1y authority of king. The numbers of patterns symbolized the authority of king and the nature worship.

• Cross-Cultural Studies
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• v.33
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• pp.143-169
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• 2013

Recently, because of the danger and damages that following the steady development of scientific technologies, natural science is faced with many humane and ethical problems. So it is asserted the interdisciplinary with social and human science. However, it comes commonly that the ethical issues such as world view and one's view of life caused the development of sociology, especially development of the market economy. But in many cases, the interdisciplinary can be useful for widen the view of scholars. The interdisciplinary is actually connected with the problems of philosophy, and located in that domain. In this case, this is noticed as a model to the philosophers in 18th century, especially Denis Diderot. Diderot published De $l^{\prime}interpr{\acute{e}}tation$ de la nature during editing the Encyclopedia, from there he picked out the contents from piles of documents of Encyclopedia. Even though the contents or opinions of De $l^{\prime}interpr{\acute{e}}tation$ de la nature are inaccuracy or erroneous, it shows that how human-social science and natural science encountered. Diderot studied mathematics and then Diderot accepted to the natural science proposal, he approaches philosophy with translate English books to the French. Next he understood natural science by reading Buffon and Maupertuis, and during working for Encyclopedia, he possessed his knowledge that he can claim his opinion to other scholars. However in this De $l^{\prime}interpr{\acute{e}}tation$ de la nature, Diderot who sometimes rebutted other scholars' theory and demonstration, tried to build a philosophy on metaphysics in order to it was important for himself that he imposed the methods of science and importance of experience. Anyhow, this De $l^{\prime}interpr{\acute{e}}tation$ de la nature cause consider the recognition of Diderot in the field of natural science, and is suggested as a model about his Nature. This mean that it is an expression of his philosophy, and the content is found from natural philosophy and empirical philosophy. Like giving these attache the importance of method study for science and technique, these are targeted the promotion of popularization of natural-science and scientific-technology. Also it advocates fulfilling from reasonable philosophy to empirical philosophy. Therefore, the philosophy which was speculative and abstracted became his philosophy which was writing the meaning, as waiting the discovery of science. And at that time, the humanities made interdisciplinary with natural science.

• Journal of Science Education
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• v.38 no.1
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• pp.57-77
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• 2014

A longitudinal study traced changes in students' understanding of Nature Of science (NOS) through the public secondary science education in Ontario Canada. Although the concepts of NOS are complicated, and students' understandings are not easy to change, not many longitudinal studies have been done across the world. The current study tried to identify the changes of participating students' understandings of NOS for two and half years of public secondary science education in Ontario Canada. Pretest was administered using Views of Nature of Science (VNOS-C) when six participants graduated from a middle school of Toronto. Two and half years of secondary education, the posttest was carried out using the same instrument. After pre and posttest, probing interviews were performed. The analysis of the data was founded on the Standards and the conceptual framework for this study. The findings were that the initial views have little changed. Most examples and explanations the participants provided were from their science classes. Lab activities for confirming the existing laws and theories and observable photos in science textbooks made students regard the knowledge as a truth. Naturally, their knowledge has been expanded for 2 and 1/2 years, but this expansion of scientific knowledge led students toward Universalist views on science. On the other hand, when science was presented with a historical approach or was networked with other concepts, students acknowledged science and scientific knowledge had been induced from inferences as well as observations and experimental results. Based on the findings the authors of this research suggest that educating the knowledge of science should be historical and networked approaches rather than teaching the knowledge as concise and true statements of the nature.

• Journal of Science Education
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• v.44 no.2
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• pp.197-204
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• 2020

In order to teach the nature of science which is one of the goals of science education, the aesthetic model of science was developed into a two-dimensional model through theoretical reviews on the aesthetic aspect of science. We represented 10 kinds of scientific experiments that scientists thought are beautiful in the aesthetic space of science. This paper tried to represent the greatest and famous scientific experiments in the history of science into the aesthetic space of science to find the suitability or usefulness of that model. At the same time, we were able to develop measuring tools as the Likert-scale with pictures of scientific experiments. Through this, we propose various teaching approaches on the nature of science (NOS) based on the aesthetic model of science and the potential for utilization in measuring the effects of the ways of teaching NOS.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.681-694
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• 2019

This study intends to delineate the characteristics of various perspectives on the nature of science (NOS) through the textbook analysis. Thus, centering on a science textbook called Science Laboratory Experiments, this study analyzes the elements of the NOS from three different perspectives: the consensus view, features of science (FOS), and family resemblance approach (FRA). While the consensus view highlights the similar elements of the NOS across the topics, the FOS is concerned about empirical ways for doing science. The FRA rather focuses on socio-cultural aspects of science activities. While the consensus view is useful to reify the features of the NOS, the FRA helps to understand science from various viewpoints. Regarding the philosophical account for three perspectives, all of them are ambiguous to some extent. The consensus view holds contradictory dispositions e.g., relativism vs. (post-)positivism, and critical realism and instrumentalism. The FOS supports empirical tradition but cannot effectively cope with the anomalous situation. The FRA is useful to show up the ways of science in both microscopic (personal) and macroscopic (social) viewpoints. However, the broader concept about science may mislead understanding of the NOS. Consequently, this study provides some implication for improving the framework of the NOS and teaching the NOS in the classroom.

• Journal of The Korean Association For Science Education
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• v.25 no.6
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• pp.689-697
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• 2005

Science education has been in a state of crisis for some time. To understand the science teacher's role, it is helpful to reconsider an aspect as fundamental as the nature of science. Since teaching cannot be separated from learning and knowledge, their very close dynamic processes need to prescribe the role of the teacher and student simultaneously. However, traditional views are limited because they tend to emphasize some particular selected aspect of learning and teaching. This paper investigates the epistemology of Michael Polanyi (1891 1976), which is often considered to transcend the confrontation between objectivity and subjectivity of knowledge. Polanyi reconceptualized science knowledge as 'personal knowledge' based on his own experience as a scientist and a thinker. In this study, I discuss 1) the nature of science in light of Polanyi's epistemology, 2) what this says about the meaning of science learning and teaching, 3) the potential of these ideas for the role of the science teacher.

• Architectural research
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• v.12 no.2
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• pp.1-7
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• 2010

Science (natural science) is the systematic attempt to understand and interpret the nature phenomenon. For this reason, architects have used science to adapt nature to their design. With the rise of modern science, architecture became more closely related with science. Science available to develop new technology for architecture and it influenced architect's idea and concept. Symbolically, Architects use method or process of science to generate building form. The Rules of compositing particles in the chemistry or DNA (deoxyribonucleic acid) in the biology are used to generate a form of building. Literally, Architects use technology as a tool of science to improve physical performance of architecture. Like mathematical understanding of structure load enabled people to construct enclosure without columns or any of support system inside of architecture. Still natural phenomenon is not fully understood as science and science is still discovering a new phenomenon or changing its theory to adapt new discovery. New discovery or limitation of science influenced architecture throughout the history. This paper is to discuss how architectural theories are rest upon idea set forth by science. In addition, how technology as a tool of science has been utilized in architecture.