• Journal of Korean Philosophical Society
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• v.116
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• pp.313-350
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• 2010

This article studies criticism leveled at Yulgok scholarship by the Toegye School in the northern Gyungbuk region. The Toegye School (Yulgok School) was formed both by theoretical contention and constructive criticism with its counterparts. Accordingly, the main intellectual traits of the Toegye School may not be fully appreciated by inquiring into its theoretical structure and context only; rather, this study proposes that a sound understanding of the Toegye School must be accompanied simultaneously with an analysis on aspects of the altercation with the Yulgok School of the time. In this regard, this article primarily aims to shed light on the Toegye School's theoretical context through surveying the criticism leveled by the Toegye School in the northern Gyungbuk region, which hold steadfast adherents to the discipline among other regions, against the Yulgok scholarship. Embracing the Confucian ethic, the philosophical principles of the Toegye School based on autonomy of 'Li'(理), i.e. ethical objectivism, basically aimed at reaching the state of self-manifestation. Namely, the main objective of the Toegye School was to anchor the way how the school understood existential form and cause of the universe to an ethical foundation in a crystal clear way and, accordingly, this belief in which the Toegye School gave a priority to 'Li' rather than 'Gi'(氣) must have given an advantageous position in terms of theoretical clarity over its counterparts. Furthermore, the crux of the Confucian ethical world view in the Toegye School's modes of inquiry could berevealed by the Toegye's 'Libal(理發)-theory'. From this point of view, the fundamental criticism that could be waged by the Toegye School was against Yulgok scholarship's gross misconception of perceiving 'Gi' as 'Li.' Scholars and commentators in the Toegye School severely disapproved of the possibility of ethical objectivism of Yulgok scholarship.

• The Journal of Korean Academic Society of Nursing Education
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• v.3 no.2
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• pp.246-254
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• 1997

Nursing have been caught between the paradigm of medical science with a body part view of a person and the paradigm of medical science with an emphasis on unsurpassable control, rigor, objectivism, and neutrality of value. But it is inappropriate to apply impersonal, objective model of science for the personal unique and gestalt experiences of nursing phenomena. Jean Watson proposed a theory of human caring based on human science paradigm to explain human phenomena. This study reviewed the theory of nursing by Jean Watson and the researches based on Waton's theory. In this study the researcher examined the philosophical back ground, value system and key concepts of Watson's theory Watson's perspective of person and human existence includes humanistic and phenomenological characteristics. She also emphasized nurse-patient relationship as an intersubjective(transpersonal) caring relationship. Examination of the studies based on Watson's theory consistantly revealed Watson's theory of human caring based on the human science paradigm is more appropriate than traditional medical science paradigm for explaining nursing phenomena. For the purpose of refining the theory and promoting usefulness of the theory, it would be desirable to test the theory to the nursing phenomena and to apply the theory to practice and education.

• Journal of the Korean Society of Clothing and Textiles
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• v.19 no.2
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• pp.173-189
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• 1995

purpose of this study is to analyze the various phenomenon related to the subjectivism of aesthetic value for dress, which is impossible to describe with only functionalism, practically and objectivism of aesthetic value for dress based on Karl Rosencrantz\ulcorners theory of the Aesthetics of ugliness from the middle of 1980's to present. In other words, the ugliness had been selected and erected as the opposite meaning of beauty to head toward ultimate beauty, and clarify that ultimate beauty is achieved through the combination of beauty is achieved through the combination of beauty and ugliness. First, the ugliness and Rosencrantz\ulcorners theory of the Aesthetics of Ugliness had been examined theoretically in the aspect of the subjectivism of aesthetic value for dress and aesthetic category. The relationship between the artistic styles related to ugliness, such as Avant-garde, Primitivism of Expressionism, Grotesque, Decadence, Kitsch, Pastich\ulcornerParody, from the late 19c to present, and the dresses representing the ugly look such as Cyber Punk, Exotic look, Detester, Grunge, Hip-hop, etc, of 1990's had been studied by using photographic materials. In this study, the basic concepts of ugliness, including formlessness, inaccuracy and deformation, formed by K. Rosencrantz had been used to reveal the interaction between modem costume and the theory of ugliness.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.435-459
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• 2015

It is generally agreed that the 21st century is the era of postmodernism. Postmodernism emerged with opposition and resistance to modernism which pursued values like the absoluteness of truth and knowledge, the Enlightenment, rationalism, objectivism and consequentialism among others. Now postmodernism is currently given a great deal of attention as it is considered a new ideology that can help explain many of the different and continuous changes which are occurring in a variety of fields including politics, economy, society and culture, not to mention education. In this sense, this study's purpose is to examine postmodern aspects found specifically in the field of early childhood education. As a result, this study found that those aspects could be briefly described by four main phrases, or 'early childhood education whose contexts are based on relativity', 'early childhood education operating under the system of rhizome' 'early education in which inter-directionality is pursued' and 'early education in which process-orientation is being intensified'. In the chapter of conclusion, finally, this study discusses how those aspects are correlated with one another and what implications they may have for the field of early childhood education.

• Journal of architectural history
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• v.10 no.4 s.28
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• pp.57-75
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• 2001

The music has influenced on the aesthetics, structure and symbol of the architecture from the ancient to the present. and been to be like architecture. It is important part that through the study of musical proportion by number, which is method of architectural and musical composition, resemblance can be found, music is resemble to architecture and this recognition is general as well in renaissance as architect and musician after that time. Therefore, in this background and aesthetics, the purpose of this study is to research purpose and methodology of the proportion of musical consonance and dissonance used in L. B. Alberti's architecture. At first, for the background of aesthetics this study previewed characteristic of aesthetics arranged by subjectivism and objectivism, and this musical proportion which is applicable for Alberti's architecture was defined. secondly, Alberti's architectural aesthetics (concinnitas) of the higher concept was defined by methodology of the lower concept, and this study described the application of dissonance used by the method of canon in music. thirdly, after according to characteristic of aesthetics in chapter three, proportion system was researched by the more objective, applicable unit in renaissance: roman foot and local unit differs meter in the present, Alberti's architectures was researched by the method of cannon in music.

• Journal of Educational Research in Mathematics
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• v.16 no.3
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• pp.179-198
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• 2006

In This Paper, I call Johnson & Lakoff (1980; 1999)'s Experientialism or Experiential Realism or, Embodied Realism, Nunez(1995; 1997)'s Ecological Naturalism as Experientialism and try to investigate the possibility of their Experientialism to be a philosophy of mathematical education. This possibility is approached in the respect with the problem of objectivism and relativism. I analyzed the epistemological background of embodied cognition first and then mathematical epistemology of experientialism. Experientialism shares its Philosophical position partly with Dewey and Merleau-Ponty. Experientialists deny the traditional hypothesis of philosophy as such separability of subject and object, and of body and rationality and also They have better position of epistemology than that of Hamlyn, and of Social Constructivism. Therefore, They guarantee wider range of mathematical universality than Hamlyn and Social constructivist. I conclude that the possibility of Experientialism to be a philosophy of mathematical education depends on the success of its supporting the practical study on mathematics education.

• Archives of design research
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• v.15 no.1
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• pp.113-122
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• 2002

This thesis is focused on online education and proposes a guideline for selecting teaming theories and multimedia representation without difficulty. On the first, consideration of learning theories and analysis of multimedia properties are made, and from these results guidelines are formed. Then they are applied to each 6 types of CAI. Objectivism and constructivism could be used for the basic framework of CAI. The former is suitable for reed, sequential, structural, and passive learning style and the latter is suitable for selectable, unstructural, active, self-controled, learning style. And the quideline for selecting multimedia representation is made out of the properties of media, learners(cognitive model, proficiency, acceptance), and teaming contents. On the basis of guideline obtaining from the previous process, I suggest mosts suitable conditions for each 6 types of CAI available today. Those conditions are consist of learning theories, media selection, levels of learners, and categories and properties of teaming contents.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.501-510
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• 1997

Science teachers' beliefs about science and school science and their perceptions of the science laboratory learning environment were investigated with an assumption that science laboratory teaching would be affected by science teachers' beliefs. Likert-scale questionnaires of BASSSQ and SLEI were used in this study. The major findings were as follows: 1. Science teachers showed inconsistent beliefs about science and school science. Their responses reflected a patch-like view of postmodern epistemology and objectivism They also showed somewhat different views about science and school science. It was found that science teachers had strong objectivist views about science in some parts. but they had moderate constructivist views about school science in other parts; 2. The mean scores of student cohesiveness, integration. and rule clarity on the actual version in SLEl were relatively high, but those of open-endedness and physical environment were very low; 3. There was no association between teachers' beliefs about science and their perceptions of the science laboratory learning environment. But some associations were found between teachers' beliefs about school science and their perception on student cohesiveness, integration, and rule clarity of the actual science laboratory learning environment. Teachers' beliefs about school science had some statistically significant correlations with their perceptions on all scales of the preferred version of SLEI. We could not show a causal relationship between teachers' beliefs and their science laboratory learning environment through these results. But it can be suggested that teachers' beliefs about school science do have a role in constructing a desirable science laboratory learning environment, as we found that there were statistically significant correlations between them.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.100-116
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• 2003

The purpose of this paper is to investigate the objectivity of scientific knowledge, focusing on Michael Polanyi's epistemology. The objectivity of scientific knowledge could be examined in epistemological and ontological view. The former relates to the rationality, but the latter to the reality. Since the middle of 20th century science philosophers have debated about the objectivity of scientific knowledge. Their opinions are divided three parts by the criteria of objectivity in relation to the rationality. Exactly Objectivism approves the rationality of scientific knowledge, and Falsificationism accepts the panial rationality, but Relativism denies any rationality. In this paper, we will study the objectivity of knowledge in relation to the subjectivity, especially throughout the theory of Kant, Kierkegaard and Wang Yang-ming. Experienced good scientist Polanyi(1946; 1958) have ever suggested the new epistemology as the name of 'personal knowledge'. He argues that scientific knowledge is personal by faith, trust, passions, tacit understanding, method rules embodied in practice. Some implications were discussed for science education from the view of Polanyi. The first holds that science class needs human voice throughout the personal commitment. The second holds that intellectual passions should he recovered. The third holds that the teacher should act like real scientist. Finally, the theory of science education should be established for ourselves.

• Korean Journal of Health Education and Promotion
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• v.25 no.1
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• pp.83-104
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• 2008

Objectives: Community-Based Participatory Research (CBPR) is a kind of health promotion approach to increase social cohesion and sense of community, which has built the collaborated partnership in all phases. This has the co-ownership of research objectives and knowledges produced by residents, and the outcome was taken to enhance community empowerment. This study performed to embody CBPR, which had regulated collective health status approached by social epidemiology. Methods: Reference review had been exercised focused on CBPR books and papers published since 1990. Our interests were aimed at its paradigm and methodological issues. Particularly, we problematized its feasibility in the social and behavioral foundations of pubic health. Results: According to the review, CBPR shared critical understanding and decision-making related to their community development including health status. Therefore, it was strength-based approach in spite of scientific dichotomy. CBPR created social cohesion and community empowerment with all participants, because it sublated contradiction between subjectivism and objectivism. Conclusions: The success of CBPR needs what we so called trust, democracy, collaboration, devotion, and consensus of equity. Despite these factors, CBPR may be a methodological transition to prepare some intervention of health inequality. This is because it does emphasize a mixture of theory and praxis to manage vulnerable people in community.