• 건축역사연구
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• 제8권2호
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• pp.109-118
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• 1999

The purpose of this paper is to apply Stephen C. Pepper's contextualism to architecture: to interpret the former in the light of architectural theory, and ultimately to liberate architecture from the Western 'Idea' and return it to its context. The major concepts of Pepper used in the paper are quality, texture, spread, change, fusion, strand and context. Pepper's contextualism makes us realize that architecture cannot be separated from its context where human beings, history, neighborhood, and nature are all interpenetrating, and create a quality. Contextualism thus teaches us to make an effort to understand the region where we belong, and to create an architectural device that interrelates form and function of an architecture with its space-time environment, or its strand, texture and context.

• 대한건축학회논문집:계획계
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• 제36권1호
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• pp.61-68
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• 2020

The aim of the paper is to verify the hypothesis that 'Deep Contextualism can be applied to architecture,' developed through Stephan Pepper's Contextualism. This hypothesis is verified by Peter Zumthor's architectures. 'Deep Contextualism' has 'the third context' between human and natural context. The third so-called "ready-to-hand" is reactivated according to contingency and creativity in Being, 'Being' is continuously revitalized. It means that quality in 'the third context, or a sense of ready-to-hand is creatively and unceasingly transformed into a new texture by creativity and contingency in Being. Also Zumthor and Heidegger agrees to a sense of ready-to-hand. Through creativity and contingency in Being his architecture widens and deepens. Zumthor's atmosphere is world 4, and his architecture is world 3 which is an embodiment of world 4 or his air.

• 패션비즈니스
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• 제24권6호
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• pp.46-62
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• 2020

This study analyzed contextual expression types in modern fashion show space derived from the architecture based on Pepper's Contextualism. Pepper's Contextualism theory was applied to fashion showcases of the world's four largest collections from 2010 to 2020 by analyzing contextual expression in architecture, resulting in six contextual expression types. The first type was natural environmental contextual expression in which a modern fashion was fused with the natural environment using the natural environment's context. The second type was a temporal contextual expression expressed by blending the theme of a fashion show and an artificial environment that could express past, present, and future issues. The third type was a spatial contextual expression that extended in a flat or three-dimensional direction. This expression could connect with customers in the field. The fourth type was an associative contextual expression that could formally present the theme of a fashion show or a designer's inspiration by borrowing a specific place. The fifth type was an ideological contextual expression that could express a designer's concept or value through a fashion show's design. The sixth type was a contextual communication expression that could allow viewers to immerse themselves in the space of a fashion show venue mentally through a morphological or virtual technique and experience a fashion show.

• Architectural research
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• 제18권4호
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• pp.157-164
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• 2016

Urban regeneration, which implies a certain type of change from what has previously existed, requires fundamental understandings of previous problematic ways of thinking for a meaningful change, as well as a new philosophy that is thought to support that change. This means a change in philosophy is needed to discuss 'newness' in urban regeneration. From this perspective, this paper explores the philosophies which shaped traditional cities as well as a philosophy that may be able to suggest changes to contemporary cities. This paper further proposes contextual novelty as necessary to pursue. This contextual novelty does not deny modern cities' problems but embraces them and carries them into contemporary cities. Arguing for qualitative novelty, this paper argues that contextualism, which explores the complex relationships of direct and indirect contributors of a given event, can help us to understand contemporary cities' heterogenic characteristics. In this context, this paper discusses the concept of novelty in contemporary discourse of urban regeneration by using the philosophy of contextualism. Finally a recent example of urban regeneration in the city of Gwangju, South Korea is interpreted using the concept of contextual novelty.

• 국제초고층학회논문집
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• 제9권1호
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• pp.61-70
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• 2020

After the 1884 Home Insurance building in Chicago and 1889 Tower building in New York, 15 Park Row became the tallest building in the USA in 1899 and it held this record for nine years. Completed just before the arrival of the 20^th century, this building deserves to be recognized for the sophistication of its architecture with respect to contextual understanding of the 19^th century historic texture in Lower Manhattan, its uniquely economical floor plans, and its use of natural ventilation and daylight. The compositional techniques using the proportional analysis of its context reflect the highest level of architectural education of its time by its architect Robert H. Robinson. In addition, it also offers a unique glimpse to the state-of-the-art technology of its time regarding its structure, its use of movement systems that was capable of serving 4000 users.

• 논리연구
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• 제14권1호
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• pp.23-54
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• 2011

나는 이 논문에서 먼저 모호성에 대한 경계이동이론(또는 맥락주의)을 소개하고 이에 대한 가장 강력한 비판인 맥락고정논변이 무엇인지 설명할 것이다. 맥락고정논변의 기본 아이디어는 맥락을 고정해도 모호성은 남는다는 것이다. 우리는 이런 아이디어를 이용한 많은 반론들을 여러 문헌에서 발견할 수 있다. 만약 경계이동이론의 옹호자들이 맥락고정논변에 대한 설득력 있는 대답을 제시하지 못한다면 경계이동이론은 곤경에 처하게 될 것이다. 그런데 특이할 정도로 경계이동이론의 지지자들은 이 논변에 대해 거의 대답을 하지 않고 있었다. 이런 상황에서 에커만과 그리너프는 맥락고정논변에 대한 여러 대안들을 제안한다. 나는 이 논문에서 이들의 제안을 비판적으로 검토하고, 맥락고정논변에 대한 새로운 대안을 발전시킬 것이다.

• 대한가정학회지
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• 제33권5호
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• pp.255-267
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• 1995

The purpose of this review is to explore the relevance of reminiscent behavior for the elderly individual's well-being. Various concept and prevalence of reminiscence and themes of reminiscence is investigated. Then the empirical evidence concerning the motive, pattern and the function of reminiscent behavior is reviewed. Psychological determinism, social contextualism, life course perspective are described. Since many transitions and changes are socially organized and differ strongly for social categories, life course perspective can contribute to analysis of both similarity and variation in elderly reminiscent behavior. After all it is concluded that there is evidence of reminiscent behavior can be a enhancing mediator for the elderly individual's well-being.

• 건축역사연구
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• 제6권3호
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• pp.167-182
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• 1997

The process of interpretation comprises the passage from blindness to pre-canonical responses, then the canonical interpretation and its dissemination. and finally silence and oblivion. But oblivion does not necessarily imply the conclusion of the interpretative process of work. A reinterpretation may follow. This study aims at searching the source of reinterpretation of Ronchamp Chapel. I analyzed the canonical interpretation. the site, function, and form of the chapel. I concluded that the contextualism, semiology, regionalism and other architectural conception may be the frame of reference for reinterpretation of Ronchamp Chapel.

• International Journal of Human Ecology
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• 제5권1호
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• pp.45-58
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• 2004

It has been repeatedly reported that the quality and quantity of relationships with other people moderate responses to stress and influence health and adjustment. This evidence has stimulated research on the characteristics of social support. In this review, the definition of social support for parents will be discussed. This study also will connect the concept of social support with family theories such as the human ecology theory and the developmental contextualism. The findings from previous studies will be summarized to examine the effects of social support on parenting and to understand the social support within a cultural context.

• 한국과학교육학회지
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• 제15권1호
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• pp.104-115
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• 1995

Teachers' conception about the nature of science is considered to be an important factor to improve the students' conceptions of that. It is assumed that teachers' conception of the nature of science may be influenced by their views of learning. The first purpose of this study was to investigate the exploratory relationships between teachers' conceptions about the nature of science and their views of learning. The second one was to compare the their conceptions and views of learning before and after science education lectures during 1 semester. We administered the questionnaires for the nature of science and for constructivist's learning, respectively, consisted of 5 dimensions (relativism-positivism; inductivism- deductivism; decontextualism-contextualism; content-process; instrumentalism-realism) and of 6 aspects (student; learning; instruction; teacher; curriculum; evaluations) were administered to 57 pre-service elementary teachers (female=44; male=13) before and after lectures. In pre-test it was revealed that respondents had not the consistent conceptions about the nature of science. The conception of relativism was more dominant than those of positivism, deductivism than inductivism, decontextualism than contextualism, process than content and instrumentalism than realism. They had more constructivist views in the respect of process of learning than in other respects, that is, students, instruction, teacher, curriculum and evaluation. But no significant correlations between the dimensions of the nature of science and the aspects of the views of learning suggest that constructivst views of learning was not deeply related with their conceptions of the nature of science. In post-test we had similar results with those of the pre-test, but the process-content dimensions of the nature of science was correlated with the constuctivist views of learning. Therefore we concluded that elementary pre-service teachers had the constructivist views of learning which was isolated with their conceptions of the nature of science although they had science educations course. We need to develop the course to make the conceptions of the nature of science relate view of learning.