• Korean Institute of Interior Design Journal
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• v.21 no.1
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• pp.68-77
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• 2012

Appreciating the aspect of modem architecture requires not only the comprehension of the nature of design and architects' ways of thinking and expression but also observers' views on buildings and their perceptive/cognitive stages. This calls for an in-depth study on the "system of phenomenological perceptions" that works as a new architectural experience system. The system of phenomenological perceptions makes it possible to specify the individual process of understanding architecture, that is, hands-on experiences, participations, feelings, perceptions, and cognition. The value of user experience and cognition has been emphasized by philosophical and aesthetical concepts as well. Therefore, in order to better appreciate the modern architecture, this study suggests theoretical consideration to "orientation and event" that are crucial elements in understanding a phenomenological view and materializing actual space formation. This offers the cognitive system with which we analyze modem architecture and comprehensive expressional methods. In other words, this study contemplates the system of phenomenological perceptions from an existential spatial perspective by structurizing the system of the orientation and the event in order to segmentalize users' current locations, potential directions, the relations with spaces, continual vie'wpoints as well as buildings' functions and interior and exterior division. The system of phenomenological perceptions helps understand and systemize modern architecture through a system based on relations between sensation, perception, cognition, sensitivity, and rationality. This creates a new cognitive system employing the concept of the orientation and the event, which is different from a normal cognitive system basing on the sense of vision. When observers appreciate space, they tend to relate the space to a certain event and to remember their experiences in it. During the process, they draw borders of the space in which the event takes place and give shape to their experiences including actions, movements, cognition and sensation. The process leads to the formation of "placeness," and here, the concept of the orientation comes in as the location and the center of the placeness. This study proves that a determined orientation coupled with individual experience and events settles the place ness; detailed elements in the cognitive system have close relations with one another; the orientation, actions, events, and places are the factors that materialize observers' architectural experience.

• Korean Institute of Interior Design Journal
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• v.22 no.3
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• pp.61-69
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• 2013

The conventional boundaries between art and technology are being torn down by the development of science in the 21st century. It is fulfilling the convergence to emphasize two-way communication. This research is to study the aesthetic experience of the space design which appeared in the playful space of art and technology. The purpose of this study is to analyze the expression and characteristics of the art and technology applied for the playful space, to present the intrinsic value of aesthetic experience, and finally to focus on the necessity of aesthetic experience in modern society. In the Playful space of art and technology, research methods and settings of the range to study the aesthetic experience are as follows: First, establish a theoretical consideration about the concept and characteristics of the aesthetic experience, based on Philosophical theories. Second, analyze the meaning of art and the expression elements and characteristics by using technology. Third, discuss the concept of play and features of aesthetic experience in the playful space. Fourth, investigate analysis of the case studies, focused on the architecture and space design announced through the media recently. Finally, proposes the value for the applicability of aesthetic experience that appears playful space works affect us. I saw the aesthetic experience that appears playful space independent reaction and lead to behavioral changes and physical experience to maximize the effectiveness of participation. and it is to maximize a pleasurable experience, while increasing the commitment to participate in the space. Expressions using art and technology are activated by stimulation of the emotional experience, creating a new aesthetic experience. In the modern, the new environment is being created by the convergence of art and technology and it stimulates the imagination of art. Also, it has been newly regulated the meaning of human emotions and consciousness in the new space, surrounded by technology.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.194-206
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• 2002

This article describes the major themes to change in historical and philosophical perspectives of science education that lead the US and Korean science curriculum reform movements since 1957. Inquiry teaching and criticism of teaching science as inquiry in the late 1950s and the 1960s, Science-Technology-Society (STS) Curricula, and Science Literacy and the 1980s science literacy crisis are discussed. In the US, three major curricular projects as responses to the scientific literacy crisis are exemplary such as the Project 2061 sponsored by the American Association for the Advancement of Science, the Project on Scope, Sequence, and Coordination (SS&C) initiated by the National Science Teachers Association (NSTA), and the National Science Education Standards (NSES) published by the National Research Council. To identify how each set of national content standards differ, we compared specific content standards related to the theory of plate tectonics in Earth and Space science in grades 9-12 over the three national standards: Benchmarks of AAAS, NSES of the NRC, and SS&C of the NSTA. Against this historical background of the US science education reform movements, the curriculum reform movements in Korea is briefly discussed. In general, Korean science curriculum reform movements have reflected and resembled the recommendations of the US reform movements. In addition, it is important to note that throughout the history of curriculum revision in Korea, there have been continuing pendulum swings between a theoretical, discipline-centered curriculum and a liberal, humanistic, and student-centered curriculum, which pays more attention to students in terms of their interest and psychological preparedness. In conclusion, the sixth and seventh national science curriculum revisions reflect rather a student-centered movement by reducing technical and sophisticated topics, taking constructivism learning theory into consideration, and adding more STS related topics.

• Journal of National Security and Military Science
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• s.7
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• pp.1-24
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• 2009

This article deals with military thought in general. First I tried to distinguish 'thought' from 'theory', 'philosophy', and 'principle'. Thought means the act of thinking about or considering something, an idea or opinion, or a set of ideas about a particular subject, e.g. military affairs in the present discussion. Theory means a formal statement of the rules on which a subject of study is based or of ideas which are suggested to explain a fact or event or, more generally, an opinion or explanation. Philosophy means the use of reason in understanding such things as the nature of reality and existence, the use and limits of knowledge. Principle means a basic idea or rule that explains or controls how something happens or works. Chapter 3 summarized the characteristics of military thoughts into five points', (i) it is closely related with concrete experiences of a nation; (ii) it includes philosophical and logical arguments; (iii) it relies heavily on the political thought of a nation; (iv) it includes necessarily value-judgments; (v) it contains visions of a nation which are not only descriptions or explanations of military affairs, but also evaluations and advocacies. Chapter 4 considers the relation of international political thoughts to military thought. Throughout the history of the modem states system there have been three competing traditions of thought: the Hobbesian or realist tradition, which views international politics as a state of war; the Kantian or universalist tradition, which sees at work in international politics a potential community of mankind; and the Grotian or internationalist tradition, which views international politics as taking place within an international society. Chapter 5 considers the law of war, which is a body of law concerning acceptable justifications to engage in war (jus ad bellum) and the limits to acceptable wartime conduct (jus in bello). Among other issues, modem laws of war address declarations of war, acceptance of surrender and the treatment of prisoners of war, military necessity along with distinction and proportionality, and the prohibition of certain weapons that may cause unnecessary suffering.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.35-56
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• 2012

The objective of this study investigated characteristics and developed the teaching models elements of creativity and personality education in home economics education based on its identity and nature. Above all, I investigated premises and assumptions of creativity and personality education in home economics education through literary consideration, and then found out eighteen creativity and personality elements. Thus, I proposed Practical Problem Solving Learning Model, Creative Problem Solving Learning Model, Inquiry Learning Model, and Role Playing Model(experience study) in 'Clothing and self-expression' unit. The study identified that creativity and personality education meets nature of home economics education and strengthens the basics of the creativity and personality education in home economics education. In the future, I recommend the activation of philosophical debating of the creativity and personality education, various class models of creative and personality education, and follow-up study of the creative and personality education.

• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.93-125
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• 2002

The purpose of this study is to identify the characteristics of the teachers of the gifted and to identify present status of the training and employment system of the teachers of the gifted in Korea. The characteristics of the teachers of the gifted were explained in three areas of philosophical understanding, experts' characteristics, and personal characteristics. This paper presented several suggestions to improve a system of employment and training of teachers of the gifted in Korea, and they were as follows: - To enhance the quality of training program. The training program should include various activities, for example, discussion, field trip, making a product, seminar, workshop, practice in various teaching models, etc., to foster creative and higher-order thinking abilities. - To prepare various kinds of training programs in consideration of various teachers' needs. - To provide a training successively. The 60 hours' training is not sufficient to be a good and effective teacher of the gifted. Successive training is needed. - To prepare various incentives which make many competent teachers to take part in gifted education. - To improve process to select and to employ the teacher of the gifted. Many teachers want an more open and strict scrutiny process to select and employ the teachers of the gifted.

• Korean Journal of Heritage: History & Science
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• v.49 no.1
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• pp.178-189
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• 2016

This essay explores the ways in which the philosophical concept of "original form" is expressed in relevant laws and regulations, the legal character of respective regulations, the way in which each regulation is applied in practice for heritage management, and the factors required for this concept to serve as a legally binding fundamental principle. The current laws and regulations on heritage maintain a consistent requirement for preserving the original form of heritage, both for the general public and for heritage professionals. However, the principle of preserving original form is expressed as a declaration or imperative without substantive definitions. Consequently, heritage administrators simply follow administrative procedures for heritage conservation, management, and promotion while failing to specify the meaning of "original form." For the practical application of the principle of preserving original form to overall heritage conservation activities as an actual legal principle, further provisions should be added for the purpose of clarifying the principle, with consideration given to the observation of fundamental principles for legal provisions, such as the principles of clarity, equality, and proportion. The principle of preserving original form still functions as the most necessary principle for heritage conservation and therefore should be reestablished as a refined and rational regulatory system.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.8
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• pp.541-550
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• 2017

The purpose of this study is to develop a personality education program for university students based on animation. The selection of the animation media to be used in the character education program to cultivate the eight core value virtues, eg, efficacy, honesty, responsibility, respect, consideration, communication and cooperation, Based on the eight elements of self - identity of college students, such as job, religion, politics, philosophical lifestyle, friendship, heterosexuality, gender roles and leisure activities. The process of developing personality education program model and activity based on animation of this college student is as follows. The necessity of developing personality education program for college students, Setting basic direction of character education program based on animation, Selection of animation media, Development of personality education program model based on animation, Development of personality education program activity based on animation of self identification, And finalization of personality education program based on final animation. In this study, a total of 16 characters were developed according to the sub - factors of self - identity in the personality education program of university students based on animation.

• The Journal of Internal Korean Medicine
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• v.16 no.1
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• pp.17-32
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• 1995

The purpose of this is to understand the concept of Sacho on the basis of 'Sa-Sang philosophy(四象哲學)'. In oder to achieve this purpose, Sanjiao and Sacho were investigated, centering on the philophicalbasis, region. action. The conclusion would be summerized as follows. 1. Viewed in the light of a philosophical basis, Sanjiao is first recorded in Nae-Kyung(內經), a concept that Yin-Yang(陰陽), Oh-Hang(五行) in Nae-Kyung Medcine, the cosmos's order and it's moving rule could be directly applied to human body. On the contrary Sacho is a term first used by Lee Jae-Ma, a human-oriented concept that formed in Confucianism system. based on Sa-Sang type classifying in Sa-Sang Medicine. 2. Viewd in the light of a region, the upper part of Sacho is similar to the upper-jiao of Sanjiao, the mid-upper part of Sacha to the middle-jiao of Sanjiao, the mid-lower and the lower parts of Sacha to the lower-jiao of Sanjiao. But these regions are not equal to anatomical regions. Sanjiao and Sacha is similar concept from the view point of the upper and lower oder, but Sanjiao has only a concept of the upper and lower order, doesn't have a concept of the front and the rear, inside and outside. 3. Viewed in the light of a action, Sanjiao and Sacho is a similar concept from the view point of a large boundary in the life activity.Sanjiao explains the region of human body, setting imfortance on the viscera physiology, on the contrary Sacho explains the whole function of human body including one's heart's desire, physical constitution and the visceral physiolosy. 4. Viewed in the light of produsing-wasting activity. sanjiao and Sacho have both produsing action and wasting action. but Sacho has a more concrete concept of produsing action by using a term-Sa Hae(四海) 5. Viewed in the light of vital energy(氣)'s action, Sajiao give the first consideration to the rising and falling action of vital energy, on the contrary Sacho give the first consideration to the transversal circulation of vital energy and the deviation of it in each part. According to the above results, Sacho must be discussed separately from Sanjiao, it is recommended that further study is necessary to understand the concept of Sacho on the basis of Sa-Sang philosophy.

• Journal of Korean Philosophical Society
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• v.117
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• pp.191-222
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• 2011

Traditionally, the origin of the Han River has been thought as Utongsu(于筒水) and Geumgangyeon(金剛淵). As both of these places are located in Odaesan(五臺山) the $Ma{\tilde{n}}ju{\acute{s}}ri$(文殊) Holy Place, we can well assume the possibility of Buddhist influence on them. In the Buddhist understanding on the origin of the Han River, what we should first notice are 'the recognition on the water of Buddhism' and 'the recognition on the river in Indian culture.' With the reviews, we may come to see by what standpoint these could become existed, if there were Buddhist influences on the recognition of Han River's origin. Based on these Buddhist and Indo-cultural view points, the author tries to make more dearly the definition of Utongsu and Geumgangyeon that are recognized as the origin of the Han River. Through it, we can check the relation of Buddhism and Indian culture in their influence on the concepts of Utongsu and Geumgangyeon. In Indian culture, what is noticed in relation with the origin of the river is Anavatapta, in which the sacredness of the water named the 8 virtuous waters is recorded. It is the materialistic sacredness which can be compared with the sacred feature of Utongsu that "its color and taste are far greater than other waters, and so is its weight. ${\cdots}$ Its color and taste do not change even after it flows into the Han River." Furthermore, both of Anavatapta and Utongsu have the same symbolism of dragon that the highest dragon king and a divine dragon were told to live in respective lakes. This similar structure found in the recognition of two rivers' origin may become an evidence of Buddhist influence on the recognition of the Han River's origin. The recognition of the Han River's origin is based on the traditional culture. Therefore, it may be natural that there is the Buddhist culture in it. At the same time, some viewpoints of Chinese culture can be found in it. So, the traditional recognition on the Han River's origin comprises diversity and complexity of Indian and Chinese cultures together.