• Korean Journal of Logic
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• v.21 no.2
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• pp.269-300
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• 2018

In his recent three papers, Joohan Lee defends the following three theses. First, an ordinary term 'believes' is polysemous in that it can refer to three different types of mental attitudes; that is, it can refer to a belief as an involuntary mental disposition, or a pragmatic acceptance as a voluntary mental action, or an epistemic acceptance as a different voluntary mental action. Second, a person's pragmatic acceptance of a proposition is his voluntary mental action which takes it to be true for pragmatic reasons, despite the fact that there is no adequate epistemic evidence for the proposition, whereas a person's epistemic acceptance of a proposition is his voluntary mental action which takes it to be true for epistemic reasons, despite the fact that there is a pragmatic reason to the contrary. Third, mental attitudes to which epistemic norms apply are epistemic acceptances as voluntary mental actions, rather than beliefs as involuntary mental dispositions. If these theses are correct, then they will have important implications for contemporary epistemology. In this paper, however, I argue that Joohan Lee is not successful in defending these theses.

• Korean Journal of Logic
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• v.20 no.2
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• pp.197-239
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• 2017

The ordinary term 'believe' is polysemous and thus its meaning varies depending on contexts. Little attention, however, has been paid to its context sensitivity in philosophical discussions, and thereby unnecessary problems tend to be brought about in philosophy. This article explores the different meanings of the term 'believe' to serve as a steppingstone to the solving or dissolving of those problems. To begin, it discusses two different mental attitudes 'believe' stands for, i.e., belief as an involuntary mental disposition and pragmatic acceptance as a mental action, and then suggests and explicates another mental action 'believe' referes to, which I call 'epistemic acceptance'. It will be revealed that epistemic acceptance is a secondary mental action which is performed in a context where epistemic reason and non-epistemic reason compete each other. Then, attention is given to several questions concerning epistemic acceptance and answers to them are provided. The issue of whether epistemic acceptance is analyzable and of the relation between epistemic acceptance and judgment will be addressed in the course of answering them. Finally, a brief prospect is put forward that distinction of different mental attitudes 'believe' stands for will bring a new perspective to solve some philosophical problems, especially, with regard to the issue of the nature of epistemic norm.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.805-821
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• 2012

The purpose of this study was to investigate the relationship between epistemic beliefs and creativity of gifted students. To resolve the above research questions, this study used epistemic beliefs inventory and Torrance's TTCT to 87 1st grade gifted middle school students enrolled in Daegu metropolitan city. The results of this study are as follows. Firstly, sophistical epistemic beliefs of the gifted students were higher than their naive epistemic beliefs. Secondly, Pearson's correlation analysis showed significant relations between fixed ability and verbal creativity, and between provisional knowledge and verbal creativity, and showed significant relations between variables of sophistical epistemic beliefs and figural creativity. Lastly, this study revealed that fixed ability, expert authority and provisional knowledge explain considerable amount verbal creativity of the gifted students. And authority of the acceptance and provisional knowledge affect considerably their figural creativity.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.155-168
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• 2017

This study investigates how elementary students used cognitive-emotional rebuttals in the context of modeling activities, especially on how their emotional and cognitive processes lead them to use rebuttals in terms of epistemic affect. Twenty-five fifth grade elementary students participated in the study as part of their science class. During the course of their sixth periods, students constructed a human respiratory system model through continuous discussion. The research results showed that elementary students used an elaboration-oriented rebuttal, a defence-oriented rebuttal, and a blame-oriented rebuttal in their modeling activity. The elaboration-oriented rebuttal interspersed with negative epistemic affect was used to elaborate on a student's explanation, and a negative epistemic affect was elicited from their cognitive discrepancy. On the other hand, defence-oriented rebuttal and blame-oriented rebuttal entangled with negative epistemic affect were used to defeat the students rather than help rigor evaluation of students' explanation, and the negative epistemic affect was elicited from the other students' undesirable behavior. These results suggest that students' rebuttals can be elicited by epistemic dynamics related to the epistemic affect. The study shows that if negative epistemic affect were elicited from the other students' naive or false explanations, such an emotion is natural in terms of model construction, and the model can be further developed through the acceptance of the elaboration-oriented rebuttals by students' emotion regulation. In addition, we suggest that negative emotions aroused from the worsening of relationships during small group modeling activities are difficult to regulate and can have negative effects on students' cooperative model construction.

• Journal of Science and Technology Studies
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• v.17 no.2
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• pp.173-208
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• 2017

Along with its expertise and yearning for freedom, Science has been seduced from Society. Coupled with societal uncertainty and complexity, the Science has faced the difficulty of solving societal issues and recognized its limitation on the control of quality it has kept. This leads to yield its way for opening up the societal participation. With this situation in mind, this paper explores the ways of societal participation on science based on previous studies but limited to evaluation. While the classical evaluation on science is conducted by only experts and not opened to the public, both the participatory and deliberative evaluation on science are open to the public and fitted to this research subject. Both evaluations are in common to expand its involvement to the broader stakeholder than classical one, but have discrepancy in the perspective of evaluands, evaluation methology applied, scope of participants and role of mediators. Along with the main obstacles such as political acceptance, representative of participants, competency of mediators, epistemic limitation and institutional path-dependency, this paper articulates the ways to implement both evaluations. Last but not least, this paper puts an importance on various and consequent research activities on this domain, reorganizing societal system and weighting efforts.

• Journal of Climate Change Research
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• v.1 no.1
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• pp.1-11
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• 2010

This study is analyzed based on the statistical data for the effect of Kyoto Protocol which is adopted on 1997. The first greenhouse gas obligation reduction countries such as OECD (Organization for Economic Cooperation and Development), and the first non-obligated developing countries such as China and India, the increasing rate of carbon dioxide emission displayed -10.2% and 88.1% in 2005 with respect to 1990, respectively. This increasing rate is not only shows statistically significant differences but also shows significant meanings when we consider the global increasing rate of carbon dioxide is 29.1%. Changes in the carbon dioxide emissions are also analyzed based on the time of the adaptation of Kyoto Protocol, time of the publication of the second and third reports of IPCC, and withdrawal of the Kyoto Protocol of the United States. Withdrawal of the Kyoto Protocol of the United States is the most significantly affected to the differences in the carbon dioxide emission rates rather than the adaptation of Kyoto Protocol, international agreement on the greenhouse gas reduction, and belief on the scientific evidence for the reasons for increasing carbon dioxide concentrations. Therefore, acceptance of the post-Kyoto Protocol in the United States is very important in order to success as a climate regime.