• Journal of the Daesoon Academy of Sciences
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• v.36
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• pp.153-199
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• 2020

The teachings of Sangje teachings have been spread to humanity and were provided as basis for building the earthly paradise due to His having performed the Reordering Works of the Universe (Cheonjigongsa) for nine years. The work that remains will be completed year by year following the cosmic program that Sangje set for the universe. The chapters titled 'Gyoun (Progress of the Order)' in Jeon-gyeong (The Canonical Scripture) can be summarized into three parts: Viewing Gyoun, Spreading Gyoun, and Establishing the firm ground of Gyoun. Viewing Gyoun is seeing how the teachings would be transmitted from the beginning to end. The work of Gyoun was established by Sangje and promoted as the teachings of Sangje which will ultimately unfold into the realization of an earthly paradise. Spreading Gyoun is performed by disciples who received the teachings from Sangje and then the successor to whom Sangje transmitted the religious authority. Since chapter two of Gyoun is about the hagiography of Doju Jo Jeongsan, it is shown that Doju unfolded and developed Sangje's teachings. Establishing the firm ground of Gyoun is carried out to enable practitioners to understand that Dotong-gunja ('Dao-Empowered Sages,' Earthly Immortals) will be produced as a result of Sangje's Reordering Works of Heaven and Earth and that humans can perfect themselves through cultivating the Dao. In conclusion, Gyoun can be summarized as a process that started during Doju Jo Jeongsan's 50 years (1909~1958) of holy works and spreading of the teachings. Next, it was continued through the time of Dojeon who was bestowed with religious authority through Doju's last words. Dojeon, like Doju before him, spread the teachings. In later times, there will be Dotong-gunjas who transmit Sangje's teachings to the whole world. Although the above characterizations are accurate, I compared some verses from Chapter 1 of Progress of the Order (Gyoun) in The Canonical Scripture (Jeon-gyeong) of Daesoon Jinrihoe to the 6 th edition (1965) of Daesoon Jeongyeong, a key scripture from the earliest strata of Jeungsanist scriptures, and found that there were a few earlier variations of the same content. The use of words and sentences were different though in several of these verses. Also, some of the verses indicated alternative historical dates (years), and some of the verses from Chapter 1 of Progress of the Order from The Canonical Scripture do not appear anywhere in the 6^th edition of Daesoon Jeong-gyeong.

• Journal of the Daesoon Academy of Sciences
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• v.30
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• pp.163-199
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• 2018

Jeon-gyeong was published under the command of Dojeon Park Wudang in 1974. The scripture consists of 7 parts and each part has 17 chapters. The earliest record of Gucheon Sangje (1871~1909) can be found in Jeungsan Cheonsa Gongsagi, which was published by Lee Sangho (1888~1967) in 1926. The book was the first oral literature that he created by collecting information and materials on Jeungsan as he personally met with many direct disciples of Gucheon Sangje. In 1929, after three years, Lee complemented the book with additional materials and published the first edition of Daesoon Jeon-gyeong. It was a form of didactic literature stylistically presented as scripture. Lee continued this long journey of work by revising and publishing 6 editions of Daesoon Jeon-gyeong until he published the last one in 1965. The chapter titled, "Cheonji-gongsa (Reordering Works of the Universe)" from Daesoon Jeon-gyeong as the sixth chapter out of a total of 13 chapters in the first edition, but in the last edition, it appears as chapter 4 out of a total of 9 chapters. Here it is shown that the last edition has been shortened when compared to the first edition. Also the number of verses in the chapter has largely increased by almost twice its original size over the 37 years; as it was 81 in the first edition, 94 in the second, 148 in the third, 151 in the fifth, and 175 in the sixth. In this paper, I studied how the verses of "Gongsa (Reordering Works)" from the Jeon-gyeong, which was first published in 1974, have been revised in comparison to the chapter titled "Cheonji-gongsa" from the Daesoon Jeon-gyeong. As the result of comparing each verse of "Gongsa" from the Jeon-gyeong to those of "Cheonji-gongsa" from all six editions of the Daesoon Jeon-gyeong, I could find the following revisions or changes. First, when "Cheonji-gongsa" from the Daesoon Jeon-gyeong is compared to "Gongsa" from the Jeon-gyeong, it can be seen that the number of verses has been changed and some contents have been deleted or added. Second, the sixth edition of the Daesoon Jeon-gyeong has 69 more verses than the Jeon-gyeong, and most of the additions were made in the chapters titled "Haengrok (analects)," "Gyoun (conveyance of teachings)," and "Yesi (forseeing)". These additions show how the verses regarding religious and predictional teachings developed over the years. Third, the verses from "Gongsa" from the Jeon-gyeong contain many descriptions from chapter 2, "Enlightenment of Dao and Miraculous Deeds of Cheonsa (Heavenly Teacher)," chapter 3, "Followers in the Dao School and Precepts," and chapter 5, "Opening of New World and Paradise," from the 6 th edition of the Daesoon Jeon-gyeong. This indicates that "Cheonji-gongsa (Reordering Works of the Universe)" was related to miraculous acts, enlightenment to Dao, teachings given to the followers, the opening of new world, and the building of a paradise. Fourth, some chapters in the section "Cheonji-gongsa" from Daesoon Jeon-gyeong are omitted in "Gongsa" from Jeon-gyeong, and "Gongsa" has some new contents that were not included in previous texts. This shows that there had been adoptions of different materials in the process of transmission.

• Journal of the Daesoon Academy of Sciences
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• v.27
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• pp.135-169
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• 2016

While examining the religious ideas implied by Jeungsan's Great Works of the Reordering of Universe, we find special ideas which cannot be found in any other religions, and these ideas are presented in diverse ways. Most of all, the representative idea is that of human nobility; a distinctive idea which makes Daesoonjinrihoe different from other religions. Thus, this research focuses on the following questions: when was Human Nobility concretely realized? What kind of organic relationship does human nobility have between the divine world and the world of humanity? In light of the forthcoming Era of Human Nobility, what are some concrete images which can be drawn from the interaction between the realms of heaven and humanity wherein preordinations are plotted in heaven and then carried out by humankind? Prior to formulating my own sense of the subject matter, I consulted 43 previous discussions and dissertations and arranged them chronologically so as to examine their correlation. From these sources and my own insights, I was able to gain a sense of the starting point of the era of human nobility and its tenor. I have found the following problems in previous research on the uniqueness and distinctness of human nobility: ①The conceptual undertones of human nobility have not been adequately gleaned. ②There do not seem to be any dissertations which examine the way in which human nobility is connected with the doctrines of the creative conjunction between yin and yang, the harmonious union of divine beings and human beings, and the resolution of grievances for mutual beneficence. ③In most dissertations, not only is the starting point of the Era of Human Nobility regarded as concurrent with the start of the 50,000 years of earthly paradise in the Later World, but also the point of division between the former world and the later world is widely disputed. ④In-depth and fully realized studies dealing with the subject of human nobility are not easily found. ⑤There is little sense of progression in the research on human nobility because scholars are not sufficiently engage with one another to achieve common consensus. Therefore, in this dissertation, I have provided answers to the problems I discovered in previous research. I have developed my own tenor as follows: ①By giving priority to the Jeongyeong, I have closely investigated the period which divides the Former World and the Later World. Then, I produced a chronological timeline to demonstrate the progression: the Former World → the Era of the Resolution of Grievances → the Later World. This aids in the comprehension of human nobility. ②The Era of Human Nobility was preceeded by the opening of the Era of the Resolution of Grievances of human world which began in 1901. Human nobility is stipulated as a regulatory system for the universe set in motion by the opening the Era of Resolution of Grievances. ③While synthetically examining the aspects of transition which enable the Ear of Human Nobility to be realized, the period to be studied is stipulated as beginning from 1901 and ending at the start of the Later World. The subjects are defined as the flowing from Jeungsan, the first leader of human nobility, to the noble individuals empowered by Dao and the noble populace. In the Era of Human Nobility, studying the transition process by which human nobility is realized requires delving into the resolution of grievances. Although this method is essential to understanding Daesoon ideas, in actuality it does not hinge upon speculative exegetical theorizing but instead it was gained through eisegetical rigor.

• Publications of The Korean Astronomical Society
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• v.27 no.4
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• pp.123-128
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• 2012

An overview of the North Ecliptic Pole (NEP) deep multi-wavelength survey covering from X-ray to radio wavelengths is presented. The main science objective of this multi-wavelength project is to unveil the star-formation and AGN activities obscured by dust in the violent epoch of the Universe (z=0.5-2), when the star formation and black-hole evolution activities were much stronger than the present. The NEP deep survey with AKARI/IRC consists of two survey projects: shallow wide (8.2 sq. deg, NEP-Wide) and the deep one (0.6 sq. deg, NEP-Deep). The NEP-Deep provides us with a $15{\mu}m$ or $18{\mu}m$ selected sample of several thousands of galaxies, the largest sample ever made at these wavelengths. A continuous filter coverage at mid-IR wavelengths (7, 9, 11, 15, 18, and $24{\mu}m$) is unique and vital to diagnose the contribution from starbursts and AGNs in the galaxies at the violent epoch. The recent updates of the ancillary data are also provided: optical/near-IR magnitudes (Subaru, CFHT), X-ray (Chandra), FUV/NUV (GALEX), radio (WSRT, GMRT), optical spectra (Keck/DEIMOS etc.), Subaru/FMOS, Herschel/SPIRE, and JCMT/SCUBA-2.

• Journal of Science of Art and Design
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• v.1
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• pp.63-93
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• 1999

This treatise begins with finding a meaning of Paul Klee's . It is pretty simpleto choose the square of Klee. The most important formative language for twenty century is abstraction. The element of speaking for abstraction issquare. The artists are trying to contain the nature and universe in the square. The role of magic square consisting with small squares of Klee is crystallized. The other side, the test of this study is a method analysis. The method analysis is changing while concept and style have been changing according to a period. The existing method analysis is an iconology used many times in Art history. This treatise introduces France symbolists, Bernard Cocula and Claude Peyroutet's analysis of a meaning of image(Semantique do l'image) who were applied to Modern Art. based on Iconography. It also applies to analysis of artwork of Klee. Cocula's is developed from one phase to five phase step by step. The first phase deals with an appearance of artwork. Subsequently, the second phase is directly adjacent to personal feeling and impression. This is an adequate method for image study in the analysis of modern arts. This phase makes it a rule to enjoy talking with artworks above all. The third phase begins with this question 'What do you see? (que voyons-nous?).' The applies exhaustively and strictly to complicated image artworks which need an elaborate analysis. It is very hard but audiences must try to maintain neutrality in front of artwork because cord formation and interpretation should be formed objectively. The meaning analysis and interpretation of the forth phase begins with this question 'what is the image rouse'(qu'evoque cote image?).' This phase is the most important in a process of symbolic analysis. The audience investigates personal elements and common elements. The fifth is synthetic analysis and interpretation phase. The synthesis is last phase and it reaches a valuation and a conclusion. Namely, the synthesis phase makes up synthesis conclusion, summarizes image character, and completes value adjudication. Sometimes it completes no conclusions in a silence. This study found a new possible analysis example from Paul Klee's work. The study emphasizes square analysis and interpretation and uses . The analysis of artwork by Cocula's is an example of the most important work of Klee's three artworks. The first analysis of artwork is and the second one is . The third one is . In these analyses, Klee usedmagic square 'to make natural pictorial element and to explain organic living things.'

• Journal of Korean Academy of Nursing
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• v.27 no.1
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• pp.141-155
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• 1997

The universe has its order of yang and yin : all creation are continuously generated, grow and die, which is the results of the harmonious operation by yang and yin. Among all creation, the human is one of the samjae(three bases of the world, which are heaved earth, and man) and he is from the combined sukhi(a superior khi) of yang and yin. And human life itself is basically a condensed jonghyul (life blood) and at the same time it is only a transient joining of sadae(the four elements of earth, air, fire and water). Yang and yin, the two axes of the world, therefore. are the most crucial and fundamental concept to explain the generation and extinction of alt creation, to understand people in time and space. to find out the reality of human life as an organism, and, at last, to observe the state of human health. If so, what is the most essential idea in yang and yin\ulcorner It is taegeuk(chungkhi) or tao(of one yang and one yin). If the property of heaven and earth is kongon, taegeuk is a khi and tao a principle. And it can be said that a human body is merely a union of hyung and khi, that human life is an essence of sambo, jeongkhishin, that human health is a harmoninzed coordination of yang and yin because it is from the combined sukhi of yang and yin. Hyung. a vessel for sambo, jeongkhishin, is at the bottom and shin is on the top : the personality and the disposition of individuals differ according to their working. Thus. on the basis of the above discussion. the following can be offered as some suggestions for Korean Nursing Theory. Though human beings are part of Nature, they are the most eminent microcosm among all creation. So, as a subjet for nursing, a person should be understood with khijok kyoryu rather than with logical thinking, then mutual trust between the patient and the nurse can be established. The health of a person depends on the harmony of yang and yin. To be healthy, a person should consider harmonization with Nature(including his surroundings) as well as a balanced human relationships in society. Moreover, it is crucial for each person to obtain hoshim as a method of mind control rather than to only treat the symptoms of disease.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.17-29
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• 2013

High school 'science' in the 2009 revised curriculum in Korea was developed for the purpose of enhancing students' scientific literacy needed for citizenship in a democratic society. For this analysis, 'science' includes a variety of scientific topics from the origin of the universe to the birth of life, and the relationship between technology and modern society. It aims to make students understand the process of scientific inquiry and foster interest and curiosity about science. On the other hand, interest has been studied as a psychological construct to affect academic achievement and career selection of students. In this study, the authors investigated students' interest in high school 'science' in view of the 2009 revised curriculum. To carry this out, a survey tool was developed according to previous research, with 997 high school students' responses analyzed with descriptive statistics and factor analysis. The result showed that the students' interest in high school 'science' in view of the 2009 revised curriculum can be interpreted into three dimensions such as motivation, activity, and topic, which has several sub-dimensions. Students' interest in motivation dimension was higher than in activity or topic dimension, while the average value was slightly higher than the middle value. They showed different distribution of interest by gender and job orientation, especially in activity and topic dimensions. From this study, the authors can infer the multi-dimensional property of students' interest in high school 'Science' and the different distribution of interest by dimensions.

• The Bulletin of The Korean Astronomical Society
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• v.40 no.2
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• pp.39.3-40
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• 2015

The NISS (Near-infrared Imaging Spectrometer for Star formation history) onboard NEXTSat-1 is the near-infrared instrument optimized to the first small satellite of NEXTSat series. The capability of both imaging and low spectral resolution spectroscopy in the near-infrared range is a unique function of the NISS. The major scientific mission is to study the cosmic star formation history in local and distant universe. For those purposes, the main targets are nearby galaxies, galaxy clusters, star-forming regions and low background regions. The off-axis optical design of the NISS with two linear variable filters is optimized to have a wide field of view ($2deg.{\times}2deg.$) as well as the wide wavelength range from 0.95 to $3.8{\mu}m$. The mechanical structure is considered to endure the launching condition as well as the space environment. The dewar inside the telescope is designed to operate the infrared detector at 80K stage. From the thermal analysis, we confirmed that the telescope and the dewar can be cooled down to around 200K and 80K, respectively in order to reduce the large amount of thermal noise. The stray light analysis is shown that a light outside a field of view can be reduced below 1%. After the fabrications of the parts of engineering qualification model (EQM), the NSS EQM was successfully assembled and integrated into the satellite. To verify operations of the satellite in space, the space environment tests such as the vibration, shock and thermal-vacuum test were performed. Here, we report the results of the critical design review for the NISS.

• Journal of the Korean earth science society
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• v.21 no.1
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• pp.1-12
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• 2000

The earth science curriculum and textbooks of the secondary school in South Korea and North Korea were analysed comparatively with the modified TIMSS curriculum frameworks. In the secondary school of North Korea, earth science is not provided with separate subject, but partly taught in geography. Geography is taught by two hour per week in the first to fifth grade of secondary school. Especially the first and the fifth grade geography are deeply related to earth science. The major aim of earth science education in South Korea is to develop creative problem solver having with interest and curiosity in searching natural phenomena and with basic science concepts and inquiry process skills. But on the other hand the aim of geography education of North Korea is to cultivate communist revolutionists who are faithful to IL-Sung Kim and Jung-IL Kim. In both Koreas the category of 'earth feature' and 'earth process' are dealt a lot, but 'earth in the universe' is rarely taught in North Korea, which suggests that separate subject of astronomy is instructed in the North. Generally the scope and sequence of earth science of North Korea comes under those of middle school of South Korea. Especially discrepancy in level of meteorology and astronomy area between North and South Korea is great.

• Journal of the Korean earth science society
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• v.33 no.7
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• pp.645-657
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• 2012

The purpose of this study was to investigate pre-service elementary teachers' conceptions about the relative sizes of celestial bodies including the universe, galaxy, star, planet, satellite, asteroid, and comet, which were presented in elementary school science textbook. This study also examined the causes of their misconceptions as shown in the study. Sixty three pre-service elementary teachers participated in this study. The survey was developed for this study that asked to make an order of relative sizes of the given celestial bodies and to write scientific facts about each of the celestial bodies. The survey items were analyzed by simple descriptive statistics, and the written responses were analyzed using qualitative and inductive methods. The results showed that only five (7.9%) of the participants correctly answered about the relative size of the given celestial bodies. There were three common misconceptions identified in relation to the relative sizes of the celestial bodies; more than 20% of the participants had: (1) a planet is bigger than a star (46.0% of the participants), (2) an asteroid is bigger than satellite (58.7%), 3) a comet is bigger than a star (22.2%).