• Journal of Science of Art and Design
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• v.8
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• pp.95-127
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• 2005

It's a matter of ontology rather than that of cognition and methodology to discuss a work of art in Gadamer's philosophy. In addition, he emphasizes the cognitive aspect of a work of art instead of comparing forms and contents of them. For that reason, he excludes aesthetic consciousness derived from Kant first and then makes away with Schiller's theory of aesthetic education. For Gadamer, the concept of truth does not mean accord or correspondence. It would rather be an encounter. This encounter is not axed on a specific time, but a continuous and historical one. Basically. a work of art guarantees this kind of an encounter. This encounter is not based on mutual agreement through an objective standard but on recognition with mutual understanding. Therefore, prejudice or tradition should be acknowledged and respected instead of being excluded. We have only to minimize difference between them through conversation. Gadamer's ontology of a work of art is based on such a ground. The function of a work of art is not only simple satisfaction of aesthetic senses but an object of interpretation, that is, a text by presenting a ground of truth through an agreement of situation. This text reveals its meaning in the situation of author-text-reader. The appearance of this meaning is nothing but the birth of truth. Symbol-allegory and classicism show how to express this kind of truth in a work of art. It is true that Gadamer's philosophical hermeneutics cannot be easily applied to interpret a concrete work of art because it just lays emphasis on the process of 'understanding' instead of a detailed analysis on an individual work. For that reason, he was criticized by some people because of this subjectivity of understanding. However, it's meaning could be changed according to the viewpoint on a work of art. There appears various structural approaches on a work of art in contemporary theory of art. Gadamer just asks the basis of such approaches instead of criticizing a specific one Therefore, a practical approach on individual work should be made separately and hermeneutics enriches the meaning of open-ending of each work of art.

• Journal of the Korea Convergence Society
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• v.5 no.3
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• pp.29-39
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• 2014

This study designed to know subjective structure about type of coping with stress of nursing students using Q-methodology. The statement positions on the sorting continuum were scored from +4(representing the highest level of agreement) through 0(at the neutral position on the continuum) through -4(representing the highest level of disagreement). Factor analysis of the data was undertaken using PC QUANL software to determine if any patterns were discernible. The four types extracted eigenvalues greater than 1.0 and explained approximately 52.14% of the variation in responses(31.73, 10.13, 5.73 and 4.65% respectively).: (1) Positive resolve type, (2) Ignore problem type, (3) Self resolution type and (4) Conversation type. The study results can be utilized in both an effective nursing education and clinical practice.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.358-367
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• 2019

The purpose of this study was to analyze the structural types of happiness that mothers with young children feel by presenting the features of each happiness type, to eventually increase the happiness of mothers with young children. The subjects of this study were 32 mothers with young children in D city. They were randomly chosen. Q-methodology, which allow in-depth measurement of people's subjective perception of happiness, was employed in this research. The results and further analysis revealed 4 structural types of happiness: 1) family centered type, feeling happiness through family including children 2) gratitude pursuing type, feeling grateful to circumstances and small things happening in current life 3) relationship oriented type, emphasizing good relationship with family and others; and 4) personal enjoying type, emphasizing the satisfaction and joy in one's own life.

• Journal of Korea Entertainment Industry Association
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• v.14 no.2
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• pp.237-247
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• 2020

Purpose: The study aimed to explore the stress experience of nursing college students. Methods: A Q-methodology to analyze the subjectivity of each item was used. 57 statements were derived from a literature review and interviews. 40 nursing college students were classified into a shape of normal distribution using a 13-point scale. Collected data were analyzed by the PC QUANL program. Results: Four types have been identified for the stress experience of nursing college students. Type I was "curriculum burden", Type II was "goal-oriented", Type III was "outsider frustration" and Type IV was "growth stagnation" Conclusion: These results can be useful for developing education programs based on the type of stress in nursing college students.

• Philosophy of Medicine
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• v.15
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• pp.3-37
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• 2013

George Canguilhem(1904-1995) is one of the rare French philosophers of the 20th century to develop an approach that was shaped by a medical education. For him, medicine is considered as "a technique or an art at the junction of many different sciences, rather than a proper science." The thesis that medicine is a technique is presented not at a practical level, but on an axiological horizon which reflects the totality of humanity. This character of medicine became a motive that concretized Canguilhem's philosophical thinking. Medical knowledge is not an application of physiology, but is derived from clinical observations which are based on the personal experiences of each patient. If medicine were based on scientific knowledge and its practice the very application of this pure knowledge, the patient might be a passive object. However, the patient doesn't remain passive, but reacts to the menace of disease according to attitude that the patient developed over the course of his or her life. Canguilhem characterizes this point as 'normativity', the core of individual life, which eludes positivist medicine. Here appear the essential contents of his vitalism. Although they emphasized the activity of individual living being, other modern French vitalists didn't consider this dimension of norms. Since the normativity in Canguilhem concerns the subjectivity of the first person, it avoids a mechanical form of explanation. Thus Canguilhem's originality is found in his derivation of the essence of medicine from individuality, values and norms.

• Journal of the Korean Chemical Society
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• v.68 no.5
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• pp.259-273
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• 2024

This study aimed to investigate changes in metamodeling recognition among chemistry teachers through a teacher educational program related to redox models and water electrolysis experiments. To this end, a science model education program was developed for 9 chemistry teachers and conducted over 10 lessons for a total of 40 hours. In addition, a pre- and post-survey was administered to determine teachers' metamodeling recognition in non-contextual and contextual situations. As a result of the study, through the science model education program, teachers showed educational effects in both non-contextual and contextual situations. In the case of non-contextual situations, the stages of scientific metamodeling knowledge development of chemistry teachers came out differently depending on the type of question. For example, the nature or purpose of the model, the modeling process, or the evaluation and improvement of the model improved from low to high, but there was no significant change because the perception of model change and diversity was already high in advance. In the case of contextual situations, the stage of scientific metamodeling knowledge development improved from objectivity to subjectivity in both the redox model theory class and the water electrolysis model experiment class. Therefore, through the 5E circular learning model-based education program, chemistry teachers' perception of metamodeling was clearly improved. However, the modeling activities of teachers in the water electrolysis model experiment class were different from the change in metamodeling perception. The types that teachers selected as additional experiments for modeling were analyzed in two ways. The first type is when they are interested in finding an ideal condition in which the ratio of hydrogen and oxygen gas is close to 2:1 through additional experiments. The second type is when additional experiments are designed with interest in why the experimental results are coming out like that. It was analyzed that the second type was the experiment necessary for modeling. In addition, modeling activities were analyzed into two types. The first was a type in which water molecules were directly decomposed in two electrodes to generate hydrogen and oxygen gas. This type was the case of regression to the textbook model regardless of the experimental results, and 6 chemistry teachers out of 8 were analyzed as this type. The second type was the type in which water reacted at the (+) electrode to generate other substances, and hydrogen ions reacted at the (-) electrode to generate hydrogen gas. Teachers who performed these modeling activities corresponded to the second type in additional experiments, and 2 chemistry teachers out of 8 corresponded to this. Therefore, it is necessary to provide an experience of activities corresponding to the second type of experiment and modeling through an educational program that provides an experience of directly modeling through experiments in order to develop modeling capabilities, unlike the development of metamodeling knowledge.

• Journal of vocational education research
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• v.35 no.4
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• pp.131-153
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• 2016

The purpose of this study was to derive evaluator's role and capability for institution accreditation evaluation of NCS-based vocational competency development training. This study attempted to explore in various ways evaluator's minute roles using Delphi method, and to derive knowledge, skill, attitude and integrity needed to verify the validity. To the end, this study conducted the Delphi research for over three rounds by selecting education training professionals and review evaluation professions as professional panels. From the results, roles of evaluators were defined as the total eight items including operator, moderator-mediator, cooperator, analyzer, verifier, institution evaluator, institution consultant, and learner, and the derived capabilities with respect to each role were 25 items in total. The area of knowledge included four items of capabilities such as HRD knowledge, NCS knowledge, knowledge of vocational competency development training, and knowledge of training institution accreditation evaluation, and the area of skill comprised fourteen items of capabilities such as conflict management ability, interpersonal relation ability, word processing ability, problem-solving ability, analysis ability, pre-preparation ability, time management ability, decision making ability, information comprehension and utilization ability, comprehensive thinking ability, understanding ability of vocational competency development training institutions, communication ability, feedback ability, and core understanding ability. The area of attitude was summarized with the seven items in total including subjectivity and fairness, service mind, sense of calling, ethics, self-development, responsibility, and teamwork. The knowledge, skill and attitude derived from the results of this study may be utilized to design and provide education programs conducive to qualitative and systematic accreditation and assessment to evaluators equipped with essential prerequisites. It is finally expected that this study will be helpful for designing module education programs by ability and for managing evaluator's quality in order to perform pre-service education and in-service education according to evaluator's experience and role.

• Women's Health Nursing
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• v.2 no.1
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• pp.5-24
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• 1996

The Delivery Process can be viewed as one of the developmental crisis that forces the majority of women. During the labor and delivery process the women may face a variety of problems and pain with all its subjectivity. This developmental crisis may lead a pregnant women to have a negative experience in delivery. For nurses, to help to pregnant women check with the crisis and perceived support and to positive experience. This study intended to analyze the pregnant women's delivery experience according to supporter during labor. The subjects for this study were 45 pregnant women who had normal delivery without complications, within 37 to 42 weeks of pregnancy. Data Collection was done from April 24th to May 20th 1995 by two instruments, a support measurement scale and a delivery experience measurement scale which were consisted it 18-items scale developed by researcher. The data was analyzed by SPPS program using descriptive statistic Kruskal-Wallis one way analysis and Spearman Correlation Coefficient. The result of this study are as follows. 1. Support distribution by support contents is shown is order of holding the hands (97.8%), help to urination(86.7%), bed arrangement(57.8%), massaging the arms and legs(55.6%), changes in posture(44.4%), teaching how to produce power(44.4%), while emotional support is disclosed in order of sympathy(97.8%), encouragement(82.2%), hearing the needs(60.0%), However, information support was as low as less than 33.3%. 2. The extent of delivery experience a Pregnant woman perceives is revealed in order of a sense of comfortableness(44%), satisfaction(43.2%), reduction of fear(43.2%), familiarity (42.8%), self-confidence (42.5%), decrease of laborpain(39.9%). 3. The extent of delivery support a pregnant woman perceives reveals that physical support($x^2$=22.4452, P=.000) and information support($x^2$=7.5187, P=.0233) Show a significant difference among the mothers group, the mothers-in-law group, the husbands group, but to significant difference was found in emotional support among them. 4. The extent of delivery experience a pregnant woman perceives represents a significant difference in order of the mothers group, the mothers in-law group, and the husbands group($x^2$=13.4255, P=.0012). 5. A positive correlation was manifested between the extent of support and delivery experience a pregnant woman perceives(r=.8643, P=.000). This information can be utilized as data to further the understanding delivery experience according to supporter. In Consequence, it is recommended that the range of family support limited to husband should be expended including mother and mother-in-law.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.128-139
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• 2020

This study is a recognition type study on the usefulness of the field-practice program conducted by departments related to eating out and cooking. The purpose of this study is to derive the common types found among students who have experienced on-the-job training in special cases where the completion of on-the-job training programs, such as the Department of Culinary Arts and Engineering, are designated as graduation requirements and major required courses. By analyzing, we will explore and analyze the factors and issues that can affect the program participation process. As a result of recognition type analysis, a total of four types were derived, and each type was named according to its specificity as follows. Type 1 (N = 8): Sense of Purpose Setting type, Type 2 (N = 8): Interaction Skill Acquisition Types, Type 3 (N = 6): Major Practice Education Enlargement Type, Type 4 (N = 6): The Field Adaptability Improvement Type was analyzed for each unique feature type. Based on the results, it is suggested that efforts to systematize the field practice regulations, improve the government's field practice system plans, and discover new industries to provide opportunities for cultivating practical skills by supplementing the problems of the field practice regulations.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.143-160
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• 2019

This study investigated 15 science teachers' perception and practice on free semester and science assessment. We analyzed frequencies of teacher choice for closed questions and used constant comparative method for teacher description and individual interview. Most teachers determined a low ranking for changes in assessment methods and mentioned a lack of objectivity on free semester assessment, unsystematic free semester assessment, and more importance on student activity and interest in science instruction. Most teachers understood process-based assessment as a direction of free semester assessment and teachers mentioned positive aspects for students or teacher difficulties dependent on their perception on process-based assessment. Half of the teachers failed to implement student self-assessment and student peer-assessment due to subjectivity and complexity. Some teachers did not provide feedbacks to students due to a lack of time and did not use certain assessment methods due to a lack of knowledge of the assessment. Teachers who did not have an experience of discussions in a teacher learning community mentioned reasons regarding a small number of the same grade teachers and inactive attitude of colleagues. Teachers who did not participate in professional development programs mentioned a lack of teacher understanding of free semester, participation of the teacher in charge, and teacher choice of participation as reasons.