• The Journal of Korean Philosophical History
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• no.35
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• pp.109-129
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• 2012

At this point, in Confucianism's schools debated about analysis for early theory and latterly it of nature between human and animal in Nongam Kim Changhyob's Confucianism. Oh Heeshang argued early theory about Shanguzaezungyongmunmok, written by Kim Changhyob, and establishment of theory about Yokuonyudozaelonshabyonnokbyon, written by him. Kim Changhup, brother of Kim Changhyob, argued so early theory about Shanguzaezungyongmunmok. O Yubong, student of Kim Changhyob, argued establishment of theory about Sobyon and Zabzee, written by Kim Changhyob. While, Yim Songzu argued early theory and establishment of theory about Zabzee. As a result, presenting researchers argued the same as. That is, they interpret early theory about difference of nature between human and animal in Kim Changhyob. they interpret about the same of nature between human and animal in it. However, Kim Changhyob wrote difference of nature between human and animal in Shanguzaezungyongmunmok. While, he wrote difference it and the same it in Yokuonyudozaelonshabyonnokbyon. He thought the same li between human and animal. However, he thought difference hyongki them. Furthermore, He wrote difference it and the same it in Zabzee. Therefore, they had depended on Kim Changhyob. As a result, posterity scholars interpreted early theory and establishment of theory about his theory. they depended on his authority. However, he changed himself theory.

• The Journal of Korean Philosophical History
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• no.37
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• pp.71-96
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• 2013

This research is a discussion in critical viewpoint about Han WonJin's philosophical thoughts. As everyone knows, Han WonJin emphasizes the difference of nature between human and animal, so as to try to be hardened human-being's dignity and value. But, his theoretical system can't back that purpose. First, he focused on the real world and maintains "GiseonLihoo[氣先理後]". It means that the ontological sense of Li can be unmake by Gi, then Li can't be the ultimate basis of everything under the sun and pure good moral principle. This concept is perfectly realized in the theory of Mind-Nature, the realistic nature of everything under the sun is a thing that Li had been unmade by Gi, also formed in mixing with disposition. The practical and concrete Mind only has a cognitive function which had already been decided it's superiority. How can we practice moral behavior, can secure human-being's value and dignity in being based on these Mind-Nature?

• The Research Journal of the Costume Culture
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• v.7 no.1
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• pp.13-26
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• 1999

The purpose of this study was to identify the origin of diversity of costume material caused by environmental difference. For this purpose, this research involved theoretical studies and studies based on historical data obtained from previous related studies. The common truth was proved that environmental including the geographical distribution of plants and animals determines costume material. Also, It was found that the unique traditional costume styles were developed through unique combination of costume material and their culture. The major results of this study are as follow : 1. The traditional costume of North American Indian was well-developed and closely related to geographical distribution of plants and animals. Also, their costume was so diverse that it could not be categorized. 2. The traditional costume of North American Indian showed ideal har mony between nature and human being surrounding environment into their costume. 3. The application of plants and animal materials into their costume was one of the environment-friendly human activity and it seems to give us an important message.

• Journal of Korean Philosophical Society
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• v.143
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• pp.87-118
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• 2017

In this paper, I will show several theoretical nonconformities which can be found in P. Singer's concept of human beings. As we know, P. Singer is a well-known animal liberalist. On the one hand, Singer regards man as a subordinate being to nature and on the other, as a transcendent being. This is the first inconsistency of Singer's concept of man. His second inconsistency is related to his position on the power of reason. He believes that it is the product of evolution, and at the same time that it is a power to resist the blindness of evolution. Thirdly, he also exposes the contradictory attitude in evaluation on man's moral ability. Considering these three contradictions, it becomes clear that Singer has failed to prove his claim that there is no qualitative difference between human beings and animals. Despite the popularity of his theory, I believe the theoretical foundation of Singer's animal liberation theory is rather weak. The reason for revealing the weakness of Singer's theory is not to return to the practice of mercilessly handling animals but to show that it is wrong to undermine human dignity under the guise of animal welfare.

• The Journal of Korean Philosophical History
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• no.28
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• pp.87-116
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• 2010

In elementary, environmental education have been doing in various subjects. The features of environmental instruction would be reflected on contents of environmental education and characteristics of each subjects. These contents of environmental education might be contained normative contents, and it is moral subject that treats these normative contents systematically. Then environmental instruction of moral subject in elemental school should be approach and inquire teaching contents related to environment education. In elementary school curriculum of moral subject, teaching contents related to environment are 'preciousness of life' and 'right views of Nature and protection of the environment'. By these contents, moral instruction can approach to life of animal and plants centered on the reason to take them preciously and relation between nature and humans centered on the moral consideration. It is a difference that approaches to the environmental education not by factual understanding but by normative understanding in moral instruction. It must be focused on ethical inquiry for normative approach and reserving identity of moral subject. Necessary conditions for ethical inquiry to the environmental instruction are moral status of things besides humans. For the ethical inquiry to the moral status of nature environments, teachers could be set the logic of instruction based on the developments of environmental ethics. Formal cohesiveness of environmental instruction could be developed in sequence of ethical inquiry on moral status to the life of animal, life of plants, and whole system of nature. For this, teacher could reflect on their instruction focused on some explanations. That is, it is explanation to the animal life based on the individual-extended human oriented ethics for human, plants life based on the individual-non human oriented ethics, whole natural system based on the holistic-non human oriented ethics. When teachers reflect these explanation, they can compose their instruction as 'finding something in common with humans and animals', 'reflection on the attitude to the commons', 'thinking about reasons on the different attitudes to the commons', 'the things that disappear as plants die', 'thinking on values about non organism'. These plan of instruction could be critically reconstruct by other teachers. But environmental consciousness by ethical inquiry should be hold on instruction to the environment reflected on identity of moral subject.