• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.618-630
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• 2018

The contemporary shoes have been progressively trying a variety of designs using patterns as well as the formative change. However, for making those patterns secure the continuing values as the design having global competitiveness without being a temporal trend, it is required to develop the patterns which reflect the unique identity of Korea. Such development can be realized through the analysis on the traditional patterns of Korea. The patterns are the symbol of collective values. The traditional patterns implicitly express the philosophical thinking of members in a society as having been inherited up to now. Thus, this paper analyzed the gilt bronze shoes in Three Kingdoms Era using the patterns as unique design elements among traditional shoes of Korea. The symbolism of those patterns was expressed as transcendence of time and space, harmony of spirit and materials, and convergence of a region and religion. On the aspect that our ancestors interpreted and overcame the bounds of nature around human beings, pursued the ideal beyond reality and accepted a variety of thoughts, it is considered that the patterns used in gilt bronze shoes expressed anthropocentricism, idealism and inclusivism.

• Cross-Cultural Studies
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• v.42
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• pp.47-68
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• 2016

This paper closely examines Popol Vuh, regarded as the Bible of the Mayans, from the perspective of the Deep Ecology. Deep ecology is a concept born out of the criticisms on the existing environmental movements as superficial, and encourages the moral and ethical change of the man's attitude towards the nature, inevitably becoming "metaphysical" in character. As such the Deep ecology advocates the break away from the anthropocentricism, the dichotomous thinking and the rationalism of the modern times. Popol Vuh is a text that contains such concepts and it requires an analysis from the Deep ecological perspective beyond the existing framework of the study that simply focuses on mythological elements.

• Journal of Korean Philosophical Society
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• v.145
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• pp.45-69
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• 2018

This is an attempt to reflect on humanity in the post-human era. Here, I think that the question of future human beings should be critically raised in the following two meanings. First, can post-humans recover the body, emotions, nature and women's voices suppressed by modern enlightened subjects? Second, can post-humans preserve humanity by fighting inhumanity without presupposing human essence or immutable foundations? In answer to these questions, I will have a dialogue with M. Heidegger(1889-1976), W. Benjamin(1892-1940), Th. W Adorno(1903-1969). The three philosophers looked at the inhuman world situation brought about by modern subjects and technology, and found the possibility of new human beings. The three philosophers' new human image are the three possible models of post-humanism, 'a human being as ek-sistence' (Heidegger, Chapter 2), 'the man who restored the similarity with the other through innervation' (Benjamin, Chapter 3), 'A human being who negates the inhuman society' (Adorno, Chapter 4), and examines the current status of each. In conclusion, as long as the fourth industrial revolution is developed as a system of digital capitalism that controls the world as a whole from human senses, impulses, and unconsciousness, the necessity of the post-human era is aesthetic authenticity.

• The Journal of Korean Philosophical History
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• no.28
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• pp.155-182
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• 2010

When we divide Environmental Ethics education into the elements of 'knowledge - emotion - behavior', we need to focus on 'knowledge' at high school level. In general Moral Education, 'knowledge - emotion - behavior' is a circular link, but as Environmental Ethics is a matter of 'consciousness', it is desirable to instruct with the process of 'knowledge>emotion, behavior'. Teaching 'Consciousness on Nature' is not recommended at elementary or middle school level because it demands higher inference. On the contrary, considering the reality in high school it is not recommended to teach the necessity and method of recycling or to go field trip to the polluted area. Rather, it is better to inform the students of Environmental Ethics' viewpoints and let them know the ways of moral judgments. The view of nature in Orientalism is well explained through the Environmental Ethics' viewpoint. To explain the view of nature in Orientalism we should concentrate on the theory, not on the attitude of life. And we should rather compare the viewpoints of nature in Confucianism, Taoism and Buddhism respectively than explain in Orientalism all together. That is, if we compare with the viewpoints of Environmental Ethics and explain similarities & differences in Confucianism, Taoism and Buddhism, we can complement Environmental Ethics or present the third approach.