• Korean Journal of Logic
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• v.22 no.3
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• pp.351-395
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• 2019

Hempel's original intuitions about the raven's paradox are summed up in three ways. The first is known as the paradoxical conclusion: If one observes that an object a - about which nothing is antecedently known - is a non-black non-raven, then this observation confirms that all ravens are black. The second is an intuitive verdict of the misled conclusion of the paradox: If one observes that an object a - which is known to be a non-raven - is non-black (hence, is a non-black non-raven), then this observation does not confirmationally affect that all ravens are black. The third is a comparative claim between the two intuitions: the degree of confirmation appearing in the first intuition is greater than the degree of confirmation in the second intuition. The Standard Bayesian Solution of the paradox is evaluated to fleshed Hempel's intuitions out by establishing the first intuition. However, such an evaluation of this solution should be further analyzed because Hempel's intuition is not the only one. The solution of paradox does not establish the second intuition in a strict sense. However, I think the Bayesian solution will establish the second intuition based on its typical strategy of quantitative vindication. If only quantitative vindication is accepted, this evaluation of the solution remains valid. Nevertheless, the solution fails to establish the third intuition. In this article, I propose a new way to apply the Bayesian method to establish Hempel's intuitions, including the third intuition. If my analysis is correct, the Standard Bayesian Solution of the raven's paradox could indeed flesh Hempel's intuitions out by denying one of the assumptions considered essential.

• Archives of design research
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• v.18 no.2 s.60
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• pp.265-272
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• 2005

In Korean language, 'changeu'(originality) and 'changjo'(creativity) has been used as almost same meaning, because these have similar pronunciation. However, originality means idea and creativity means process. The former is based on intuition, and the latter is on both of logic and intuition. Intuition process is not perceived very well, but logic has very clear one. We can find the due for that creating something is not difficult too much anymore, because the process is identified. The creation process is a problem solving process and it has the design on its center. Designer study the problem solving process and learn how to solve the problem with many cases on its studio class. Then we can call them as a creator. The meaning of design that it is a styling is very usual in Korean public and even designers. However, it will be not valid anymore in the upcoming digital age, which reproduction is possible with a little restriction. Design should be back as an original methodology for creation with the designer's own capability such as conception, intermediation, and visualization.

• Korean Journal of Logic
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• v.19 no.2
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• pp.145-184
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• 2016

Williamson(1994) proved incompatibility of Gab Theory and Tarski T-schema. But this does not means that Gab Theory could not involve intuition on truth that is expressed by T-schema. I will show that Gab Theory and mutual entailment of 'p' and 'it is true that p'(p⊨T

and T

⊨p) are compatible. It will draw that Gab Theory can involve minimal intuition on truth. After all what I want to reveal is logical space for Gab Theory through the compatibility of the mutual entailment and negation of the Principle of Bivalence. To prove the compatibility, I will present a consequent relation which should be accepted whenever we accept Gab Theory and demonstrate Gab Theory and the mutual entailment imply following two thesis; 1) not-T

and T are not equivalent. 2) p entails T

but not-T

does not entails not-p.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.335-354
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• 2019

The purpose of this study is to explore alternative ways of teaching derivatives in a way that emphasizes intuition. For this purpose, the contents related to derivatives in Korean curriculum and textbooks were analyzed by comparing with contents in Singapore Curriculum and textbooks. Singapore, where the curriculum deals with derivatives relatively earlier than Korea, introduces the concept of derivatives and differentiation as the slope of tangent instead of the rate of instantaneous change in textbook. Also, Singapore use technology and inductive extrapolation to emphasize intuition rather than form and logic. Further, from the results of the exploration of other foreign cases, we confirm that the UK and Australia also emphasized intuition in teaching derivatives and differentiation. Based on the results, we discuss the meaning and implication of introducing derivatives and teaching differentiation in a way that emphasizes intuition. Finally, we propose the implications for the alternative way of teaching differentiation.

• Archives of design research
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• v.12 no.4
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• pp.273-282
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• 1999

Typography is a subject of fundamental principle and considerable importance to the practice of design and visual language. In Typography education, we need to teach student with systematic, logic and holistic view prior to intuitive way. It must be emphasized as a foundation to all graphic design students who are familiar with digital media. despite the fact that high technology has invaded th design profession and the importance of learning how to deal with these new possibilities has grown, technological processes are not substituted nor are they excuses for not learning basic principles of Typography. Technology is merely and extension of these skills. The logic is objective and the intuition is subjective. Visual system exercises the student's ability to work objectively in thought and in method. Visual system presents the idea that logic and intuition can work together to give stronger results in problem solving than either can alone. I critically analyzed that what is system and how can we develop visual system which can be adapted to Typography education. I also have investigated visual system to find the possibility and flexibility in Typography education.

• Korean Journal of Cognitive Science
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• v.17 no.4
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• pp.303-321
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• 2006

According to Harris'(1966) distributional hypothesis, understanding the meaning of a word is thought to be dependent on its context. Under this hypothesis about human language ability, this paper proposes a computational model for native speaker's language processing mechanism concerning word sense disambiguation, based on two sets of experiments. Among the three computational models discussed in this paper, namely, the logic model, the probabilistic model, and the probabilistic inference model, the experiment shows that the logic model is first applied fer semantic disambiguation of the key word. Nexr, if the logic model fails to apply, then the probabilistic model becomes most relevant. The three models were also compared with the test results in terms of Pearson correlation coefficient value. It turns out that the logic model best explains the human decision behaviour on the ambiguous words, and the probabilistic inference model tomes next. The experiment consists of two pans; one involves 30 sentences extracted from 1 million graphic-word corpus, and the result shows the agreement rate anong native speakers is at 98% in terms of word sense disambiguation. The other pm of the experiment, which was designed to exclude the logic model effect, is composed of 50 cleft sentences.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.8 no.4
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• pp.284-287
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• 2008

In this paper, we introduce multi-intuitionistic fuzzy sets and intuitionistic fuzzy hybrid sets. The basic operations between such structures are defined. The use of these structures in the definition of intuition is tic fuzzy variants of P systems and their properties are presented.

• Journal of Internet Computing and Services
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• v.2 no.2
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• pp.117-126
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• 2001

This paper presents fuzzy Pr/T nets to represent the fuzzy production rules of a knowledge-based system in the level of first-order predicate logic. The fuzzy Pr/T nets are fuzzy extension of the Pr/T nets. Based on the fuzzy Pr/T net, we propose a fuzzy reasoning algorithm. This algorithm is much closer to human intuition and reasoning than other methods because of using the proper belief functions according to fuzzy concepts in fuzzy production rules.

• Korean Journal of Logic
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• v.22 no.2
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• pp.233-251
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• 2019

In this paper, I raise objections to Sungsu Kim's argument that Sartorio's hard-line reply to the manipulation argument fails. In attacking Sartorio's argument, Sungsu Kim claims that there are two problems with Sartorio's. I argue that Sungsu Kim's argument fails by responding to these two problems. With respect to the first problem, I provide a new example of dilution of responsibility. With respect to the second problem, I argue that, contrary to what Sungsu Kim assumes, for Sartorio's argument to succeed, our intuition that Ernie is responsible in the Lightning Strike Scenario does not have to be as strong as our intuition that Ernie is not responsible in the Diana scenario.

• Research in Mathematical Education
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• v.8 no.2
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• pp.107-114
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• 2004

University teachers of linear algebra often feel annoyed and disarmed when faced with the inability of their students to cope with concepts that they consider to be very simple. Usually, they lay the blame on the impossibility for the students to use geometrical intuition or the lack of practice in basic logic and set theory. J.-L. Dorier [(2002): Teaching Linear Algebra at University. In: T. Li (Ed.), Proceedings of the International Congress of Mathematicians (Beijing: August 20-28, 2002), Vol. III: Invited Lectures (pp. 875-884). Beijing: Higher Education Press] mentioned that the situation could not be improved substantially with the teaching of Cartesian geometry or/and logic and set theory prior to the linear algebra. In East Asian countries, science-orientated mathematics curricula of the high schools consist of calculus with many other materials. To understand differential and integral calculus efficiently or for other reasons, students have to learn a lot of content (and concepts) in linear algebra, such as ordered pairs, n-tuple numbers, planar and spatial coordinates, vectors, polynomials, matrices, etc., from an early age. The content of linear algebra is spread out from grades 7 to 12. When the high school teachers teach the content of linear algebra, however, they do not concern much about the concepts of content. With small effort, teachers can help the students to build concepts of vocabularies and languages of linear algebra.