• The Mathematical Education
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• v.60 no.3
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• pp.387-407
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• 2021

The present study was conducted on the assumptions that both progressivist and constructivist education emphasized the subjective knowledge of learners and confronted similar problems when the derived educational principles from the two perspectives were adopted and applied to mathematics research and practice. We argue that progressivism and constructivism should have clarified the meaning, purpose, and direction of 'emphasizing subjective knowledge' in application to the particular educational field. For the issue, we reflected Dewey's theory on the application of past progressivism, and aligned with it, we took a critical view of the educational applications of current constructivism. As a result, first, the meaning of emphasizing subjective knowledge is that each of the students constructs a unique mathematical reality based on his or her experience of situations and cognitive structures, and emphasizes our understanding of this subjective knowledge as researchers/observers. Second, the purpose of emphasizing subjective knowledge is not to emphasize subjective knowledge itself. Rather, it concerns the meaningful learning of objective knowledge: internalization of objective knowledge and objectification of subjective knowledge. Third, the application of the emphasis on subjective knowledge does not specify certain teaching/learning methods as appropriate, but orients us toward a genuine learner-centered reform from below. The introspections, we wish, will provide new momentum for discussion to establish constructivism as a coherent theory in mathematics classrooms.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.285-291
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• 2022

The current paper discusses the two most widespread and contradictory educational philosophies of classic German Idealism and modern American pragmatism. Their perspectives of what is truth and what is the best way to distinguish the reasoning idealists from the experienced pragmatists. The implementations of Idealism and pragmatism have affected the education process for several ages and reflect various social changes. The role of schools, educators, environment, teachers, and learners are not the same in both philosophies. However, on reviewing the chronological transmission from Plato's Idealism to Dewey's pragmatism, the resemblances and differences are elaborated here with examples. Furthermore, how these philosophies helped founding advocators for perennialism, essentialism, progressivism, and reconstructionism.

• Journal of the Korean Chemical Society
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• v.58 no.1
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• pp.118-125
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• 2014

This study purposes to historical approach the formation process of Nature-Study, and to re-evaluate its definition and direction at present. The idea of Nature-Study originated from Campanella, Ratke and Comenius, who emphasized real things. The idea developed through Object Lessons of Sheldon, the Natural History of Agassiz, and Progressivism of Parker. They acted as the main contributors who evolved the idea of Nature-Study and its core fields that involve: 'studying with real things' in Object Lessons which brought the methodical aspects to the idea, 'studying with nature' from Natural History that enhanced the content characteristics and 'learner-centered education' from Progressivism, which impacted the philosophical aspects. Straight (a fellow student of Agassiz) was a teacher for Sheldon Oswego normal school and Parker's Cook County normal school, who synthesized the fields together and paved the way for the formation of Nature-Study. Jackman of Cook Country normal school established Nature-Study as a school curriculum and Bailey and Comstock of Cornell University formed the American Nature-Study Society and as a result, Nature-Study started to gain popularity. However, many educators increasingly rejected Nature-Study as a unifying topic, and preferred the use of textbooks rather than firsthand experiences. This hindered the nature-study movement and it declined since the 1920s. But today, the Nature-study idea can play a huge role in developing science education, inclusive education centered nature, self-initiated retrieval, sympathy with nature and character building of students.

• The Journal of Korean Philosophical History
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• no.54
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• pp.43-75
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• 2017

This paper is to examine how Joseon intellectuals understood $g{\check{u}}$(古) and $j{\bar{i}}n$(今) and how its history consequently changed. It is to take a macroscopic view focusing on differences of different schools. Understanding of '$g{\check{u}}$' and '$j{\bar{i}}n$' directly and indirectly affected academia, art and even politics throughout Joseon dynasty. As different scholars and schools distinctively understood $g{\check{u}}$ and $j{\bar{i}}n$, issues of tradition and creation; conservatism and progressivism and; ideal and reality were deeply discussed. Those discussions greatly and historically contributed to making changes in politics and society as well. A cultural tradition of emphasizing '$g{\check{u}}$' took a deep root in overall Joseon society. Meanwhile, understanding of '$j{\bar{i}}n$(今)' or '$x{\bar{i}}n$(新)' was required with changes of times. as When people thought the reality is confusing or corrupt, they adopted restoration(復古) which means to go back to basis as the slogan. Awareness in $g{\check{u}}$ and $j{\bar{i}}n$ served as a drive to change the society. However, they never lifted their voices for '$j{\bar{i}}n$' or '$x{\bar{i}}n$,' abandoning '$g{\check{u}}$'. Criticism on '$g{\check{u}}$' was merely for criticizing being bound by '$g{\check{u}}$,' not targeting '$g{\check{u}}$' itself. '$J{\bar{i}}n$' actually was a dependent variable of '$g{\check{u}}$.' It is a dichotomous view to consider '$g{\check{u}}$' as conservatism and '$j{\bar{i}}n$' as progressivism.

• Journal of the Korean Society of Costume
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• v.50
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• pp.51-68
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• 2000

This study is intended to examine the common features of costume images in science-fiction (SF) movies that deal with current socio-cultural situations by examining their themes and tones about the future it can be generally concluded that costume images of SF movies are divided into two patterns : one inheriting traditional styles constructed on linear progress and the other based on dismantiling the tradition. this analysis is made through the research of actual cinematic contexts on the common features of multiple styles shaping the two patterns of costume images. The results can be summarized as the following: The former is related with the future built up on the basis of belief in reasonal progress rooted in the Enlightenment reasonable plan for ideal social order and strong faith in uniformity. So It shows functional uniformity disregarding wasteful competitiveness in consumption and luxuriousness and clothing that has the aesthetic value of purity without emphasizing human body or sensuality are presented. On the other hand SF movies which show the uncertain costume image as the meaning of dismantling of tradition take up a rather critical view of assumption that society can move toward utopian future as it searches future images in the notion of hetero-topia by emphasizing pluralism consequently as for clothing diversity and uncertainty in post-modern style are presented destroying modernistic dichotomy and the assumption of Utopian clothing made in the notion of modern progressivism.

• Philosophy of Education
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• no.52
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• pp.81-108
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• 2014

The purpose of this study was to investigate critically the existing educational contents and methods on knowledge uncombined with our lives and to explore directions for the integration of educational contents and methods on practical knowledge. For this, firstly, this study selected and analyzed Traditionalism and Progressivism as exclusively opposite approach to education, in particular, the aspect of contents and methods. Next, it explored to define Dewey's activity-based inquiry process. Finally, it showed that the educational contents and methods could not be separated in Dewey's activity-based inquiry process. As a result, educational contents and methods in educational practice were experiences as things integrated. Therefore, knowledge for education has been emphasized as meaningful results that learners have experienced. Once the learners recognize the value and meaning of knowledge, they will be able to internalize the genuine knowledge, moreover they will be self-directed learners. In other words, if learners could discovered their own meaning and value of knowledge in the inquiry process, they have sustainable needs, trying to be involved in the new process based on the knowledge they earned.

• Journal of the Daesoon Academy of Sciences
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• v.19
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• pp.193-211
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• 2005

Korean religionist have actively participated in the movements of national security and peace, human rights and dignity, freedom and equal rights, and other social issues. Recently, either progressive or conservative religionists have strongly shown their different approaches in solving social issues, i.e., national security and peace in connection of 'national security law.' A few religious leaders' public views have been misused by some politicians. It is important for both the religionists and journalists in religious newspapers how to bring a harmonious resolution among the people who are either in conservatism or in progressivism. Social participation of religionists is both to respond to the timely situation of civil society and to realize freedom, equality, and peace to the society. Although the principle of the separation of religion and state was established to secure both the right of politics and the freedom of beliefs, political groups have either utilized or suppressed religions. Some politicians have also wrongly applied separation of religion and state by excluding religious aspects in public schools. Religionists and journalists of the religious newspapers should not provide one-sided prejudice but to provide objective information and its righteous analysis to guide people in the right direction to solve social problems. Also, religious newspapers should open a field of discussion how to resolve some issues between the 'national security law' and freedom.

• Journal of the Korean Society of Clothing and Textiles
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• v.19 no.3
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• pp.397-415
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• 1995

The purpose of this study was to identify the change and characteristics of 20th men's fashion. The result of the Study as follows; 1 In the period 1890's-World War I there was a display of opulence and extravagance Therefore men's fashion pursued with elegance and grace. The rise of sports and an erosion of rules of Victorian society were evident influences before 1914. So men's silhouette resembled athletic appearance and less formality was shown in masculine attire. 2. During the period World War I-1920's the new equality of social relations between the sexes had an influence in fashion. Unisex look evolved so boyish shaped became the feminine ideal, men wanted to boyish fitted leaner stylings and natural shoulder suits. In the twenties youth, who seemed to have a social dominance, asserted their own testes in fashion. New style of men's fashion such as oxford bags and Ivy League Look appeared. After World War I "comfort" is the aim of fashion so casualness was reflected in fashion: vests often were discarded and man wore a soft, detachable collars. 3. In the thirties depression marked a shift in mood from gaiety and progressivism of the twenties to the conservative, even reactionary values. The role of men and women returned to more traditional attitudes, Every men's general appearance was bold and manly: his chest was broad and well-built, his shoulders square and muscular. The effects of World War ll were not on style but on textiles and clothing construction: lighter weight fabrics appeared and construction was simplified 4. Men's dress changed only in detail and not in essence. But there was a continued increase in the variety of clothes and color in men's fashion.

• The Journal of the Korea Contents Association
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• v.11 no.3
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• pp.147-156
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• 2011

Double meaning inherent in the film is interpreted in the same context as it's called ambiguity in the literature. Ambiguity means that one word or one sentence can be interpreted in two or more meanings. In the movie, one behavior of a character, a prop or a costume with two or more meanings faces the audience. A famous French direct Francois Ozon said "The director has always made movie contrary to his/her latest movie." This means that the film should seek to reform and it's his philosophy about the movie. Actually, it's the film's basis that a movie breaks the taboo. The film has always challenged taboos and led the progressivism. Taboos of western films are more intense than our country's moral and ethical level. Their taboos are to deny the sacred and legitimacy of Christianity. Particularly, as many people talk about the film to deny the divinity of Jesus Christ, it's sufficient to elicit an argument pro and con. This study is to choose the movie "Perfume"of director Tom Tykwer as a text, examine the highly elaborate and strategical double meaning in the movie and analyze the western taboos to deceive the audience skillfully.

• Journal of architectural history
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• v.13 no.4 s.40
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• pp.55-74
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• 2004

This study researched the art-educational thoughts as a modern idea influenced with the social and philosophical transitions in the 19th century. Moreover, this study focused on Frank Lloyd Wright's educational thoughts, because those educational revolutions had appeared as one of the results that Western society's character was rapidly changed by those revolutions, so called, Industrial Revolution, American and French Revolution, and Cultural Revolution of Romanticism, from late 18th century, and eventually because that revolutionary educational ideas had closely and basically many relations with Wright's thought. As a result, even though Wright's education such an apprenticeship was a traditional shape, which was not the old-fashioned educational method discipling to the skillful man, but against the existing education through the self-learning from experiences in nature. That is similar to transcendentalists such as Emerson who searched for having an inspiration in Nature. Namely, Wright himself had struggled against the existing dualistic educational concepts through Wright's monistic thoughts on art-education including architecture based on not naturalism but the philosophy of nature by romantic idealistic philosophers such as Shelling, Fickle, Kant, Hegel including with his Master, Sullivan, and by revolutionary educators such as Freobel, Ruskin, Dewey, and above all by his Unitarian doctrine. However, Wright's thoughts was at that time so radical, and as Wright himself acknowledged that, 'because the philosophy back of it, of course, as you know, is midway I guess between East and West', such all philosophical objects to influence on Wright were so abstruse idea which is usually called 'Romantic' or 'Mystic' that is mingled with East's and West's essence. That is, because Wright himself catched that the theories and methods of the art-educational thoughts would not be easily perceived, and he judged that in a word as a character which could not be taught. After all, Wright's romantic progressivist art-educational thoughts have not been perceived, disseminated in general and widely.