• Cross-Cultural Studies
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• v.25
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• pp.649-678
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• 2011

The purpose of this work is to explain categorial correlations between indirect evidentiality and epistemic modality on the basis of semantic, pragmatic usages of Russian so-called non-specialized lexical markers of evidentiality, such as kazhetsja, naverno, vidimo, poxozhe, dolzhno byt' etc. To do this, firstly I concentrated on the parameter of internal functional variation of a given parenthetic word. Secondly, I approached this topic from a typological perspective. Thirdly, I accepted Sweeter(1990)'s methodological assumption that etymological prototype of a given word plays a great role in grammatical, semantic, pragmatic changes. As a result, I could postulate general tendencies of grammaticalizations (or semantic, pragmatic, funtional changes) in the direction from epistemic modality to indirect evidentialty, which consists of inferentives, presumptives, and quotatives. For example, such a parenthetic word as kazhetsja can functions not only as a marker of epistemic modality of uncertainty, but also as inferentives. Besides, it is very interesting that this word lately has started to function as quotatives, too. This kind of functional variations are very characteristic in these spheres.

• Korean Journal of Social Welfare
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• v.66 no.2
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• pp.231-253
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• 2014

This paper aims to investigate epistemic principles and practical virtue items in Confucism about formation of social capital in a community. First, I have reviewed the basic perspective of Confucism utilizing holistic point of view, which is based on the theory of Yum-Yang, and human relationship in terms of role harmony, which is based on the theory of Si-Wi. I have then explored several items, some of which are Jung and Hwa as an internal value criterion, Ui and Ye as an external one. Analyzing other items such as In and Deok as directional items, Chung-Seo and Hyeol-ku-ji-do as epistemic items and Hyo and Ye as practical ones, I have found out that all of them, mentioned above functioned as factors of social capital in a community. Therefore, we emphasize that Confucian epistemic principles and practical virtue items can not only function as components of social capital in modern communities but have useful and practical implications for policy in modern community welfare.

• 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 The Korean Association For Science Education
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• v.44 no.4
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• pp.325-341
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• 2024

This study examined how specific aspects of epistemic cognition are developed in elementary students during modeling activities, using the Apt-AIR framework. The study focused on a class unit titled 'Shall We Find Out What the Landscape of a Riverside Looks Like?' which is part of the land chapter in the third-grade Korean elementary science curriculum. Ambitious Science Teaching (AST) was applied as a teaching strategy to enhance students' model construction. Seven science classes were conducted in line with the core practices of AST, with 29 elementary school students participating in the study. The classes were organized into four stages: initial model composition, inquiry activity, group model composition-sharing, and final model construction. The class activities at each stage were analyzed using both the AIR model, i.e., epistemic aim and value (A), epistemic ideals (I), and reliable epistemic processes (R), and the multi-faceted framework for epistemic thinking from the Apt-AIR framework. The results of the study revealed that in science classes emphasizing modeling activities based on the core practices of AST, the elementary students progressively developed more sophisticated explanatory models that included causal relationships explaining the topographic differences between the upstream and downstream sections of a river. This result was due to their engagement in constructing initial models to describe phenomena, supplementing the initial models using data collected in the model experiment, and participating in discussions to share and evaluate group models. Additionally, from the perspective of the Apt-AIR framework, the aspects of epistemic cognition demonstrated by the elementary students in their modeling activities were appropriate for engaging with cognitive processes related to epistemic aims and values, epistemic ideals, and reliable processes. The other four aspects of the Apt-AIR framework, however, were not performed as effectively. In particular, the application of reliable epistemic processes for knowledge construction required more improvement.

• Journal of the Korean Geographical Society
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• v.36 no.5
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• pp.539-560
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• 2001

This paper aims to critically review the geographical literature on learning and proximity that stresses the role of the regions and geographical proximity in sustaining competitive advantage, and to conceptualize a relational/organizational perspective on the sources of knowledge and learning in the firm. In the first part of the paper, I argue that the geographical literature lacks the deliberate scrutiny of how learning occurs in the firm and where the sources of knowledge and learning come from. Secondly, I attempt to elaborate the concept of proximity through a relational/organizational perspective. Thirdly, I delve into how learning takes place and is realized in the firm through communities in the firm such as communities of practice, epistemic communities and task-force teams and how such communities in the firm generate knowledge and sustain loaming by drawing on relational/organizational proximity. This paper concludes by claiming that the sources of learning exist in organizational spaces, with complex geographies mobilizing distributed knowledge and competences and combining varied forms of knowledge beyond the simple demarcation of tacit and codified knowledge.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.103-114
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• 2021

The purpose of this study is to investigate the history of and recent trends in science education research on emotion and explore the direction of future development. A comprehensive review of literature was conducted, and the results were organized according to research questions. Science education research on emotion began in the state of confusion because a number of concepts coexisted and overlapped in the concept of affect. More systematic approaches were then used when science-related attitudes were divided into the two categories of scientific attitudes and attitudes toward science. The research continued to study on positive and negative emotions relevant to science learning. However, the complex relationship between cognition and emotion and the limitation of the dichotomy dealing with emotions as external factors influencing student learning were revealed. By contrast, the recent research on epistemic emotions were based on the new perspective that scientific practices are accompanied with emotions and that cognition and emotion are integrated into the practices, influencing each other. Therefore, research should be carried out in ways that can help science educators understand a variety of emotions emerging in learning science through scientific practices and respond appropriately to even negative emotions of students.

• Proceedings of the Korean Society for Language and Information Conference
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• 2007.11a
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• pp.471-480
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• 2007

Japanese does not exhibit deontic-epistemic polysemy which is recognized among typologically different languages. Hence, in Japanese linguistics, it has been debated which of the two types of modality is more prototypical. This study brings Chinese learner's acquisition data of Japanese modality to bear on the question of which of the two types of modality is more prototypical, using the Competition Model (Bates and MacWhinney 1981). The Competition Model notion of 'cues' as processing strategy adopted by learners reveals the continuity/discontinuity between these two modality domains.

• Journal of the Korean earth science society
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• v.31 no.1
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• pp.106-117
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• 2010

The purpose of this study was to explore students' argumentation in perspectives of epistemology and psychology and to find out how teacher can promote students' abilities of developing argumentation. The 60 hours of lessons from the interaction between one science teacher (Mr. Physics, who had 35 years of teaching experience) and his 26 students were observed, transcribed, and analyzed using two different analyzing tools; one is from the perspective of epistemology and the other from the perspective of psychology, which can portray how argumentation is constructed. Mr. Physics created the environment where students could promote the quality of scientific argumentation through explicit teaching strategy, Claim-Evidence Approach. The low level of argumentation was portrayed through examples from students' prior knowledge or experience in the form of an Appeal to the instance operation and the Elaboration reasoning skill. Students' own claims were developed through application of knowledge in a different context in the form of an Induction operation and Generativity reasoning skill. Higher level of argumentation was portrayed through Consistency operation with other knowledge or experience and Explanation reasoning skills based on students' ideas with more active teacher's inputs. The teacher in this study played a role as a helper for students to enact identities as competent "sense makers," as an elaborator rather than evaluator to extend students' ideas, and as a mentor to foster and monitor the students' development of ideas of a higher quality. It is critical for teachers to understand the nature of argumentation, which in turn is connected to their explicit teaching strategy with the aim of providing opportunities where students can understand the science enterprise.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.349-362
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• 1995

As science programs emphasize an understanding of the nature of science, it is needed to assess students' views on a wide range of science-technology-society topics. The purpose of this study is to investigate the views of high school students about some selected topics of the epistemology of science. The selected topics include the meaning of science, scientific assumptions, values in science, conceptual inventions in science, scientific method, consensus making in science, and characteristics of the knowledge produced in science. Identified preconceptions in the study are as follows: Science was seen as improving the world(20%), and technology was defined as the application of science(35%). Almost half of the sample(49%) subscribed to a view consistent with a creationist posture and large group of students(46%) expressed a purely ontological view. Only minority of the students(5%) discounted the role played by private science values, but one half of the sample denied the fact that gender-related values can influence the knowledge that scientist construct(53%). Only a small potion of the sample(5%) held a view contrasting to contemporary epistemology of science, but the majority(67%) expressed a simplistic hierarchical relationship in which hypotheses become theories and theories become laws. One third of the students(33%) held a preconception that the scientific method composed of questioning, hypothesizing, collecting data, and concluding. Students did not appreciate the role of consensus making in science(33%). An out-dated epistemic perspective describes the progress of science as simply an accumulation of knowledge(4%). In general, it was concluded that most high school students did not hold efficient understanding on the nature of science. It can be said that no adequate and consistent instruction took place to provide students with an authentic view of the nature of science.

• Journal of Science and Technology Studies
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• v.20 no.1
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• pp.113-155
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• 2020

This paper reviews literature from history, media studies, and anthropology to provide an expansive spatio-temporal framework that examines the epistemic and material aspects of computing technologies in the Anthropocene. Reconceptualizing computing as planetary technology has become imperative in the Anthropocene, in which digital sensors, devices, and infrastructures are increasingly mediating human activities to understand, utilize, and consume the Earth. Drawing upon the previous works that have examined the social, political, and cultural elements of information and communication technology (ICT), we provide three perspectives to reconsider the relationship between computing technology and the planet. Computing technologies are increasingly being adopted to measure the anthropogenic impacts on the plant, while these technologies themselves also take part in leaving deep social and material traces upon the Earth's surface. In this sense, we argue that the Anthropocene and computing technologies are co-constructive. Such a renewed perspective on computing and the Anthropocene, we hope, would bring new scalar imaginations to future studies on ICT.