• Korean Journal of Social Welfare
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• v.61 no.2
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• pp.247-276
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• 2009

The purpose of this essay is to explore the methodological standpoint and the meaning of 'Discourse Analysis' in policy science. I discussed it in three dimensions including: 1) the ontological point of view, 2) the epistemological perspective, and 3) researcher's position in policy research. 1) From the ontological standpoint, I explained the policy as a text, context, discourse, and ideology, that is focused on being constructed by the formative power of language. 2) The ontological standpoint produced "the argumentative turn" in the policy analysis, and many policy analysts emphasize the argumentative process of policy making and evaluation. This argumentation process includes the interpretative and critical viewpoints as well as the normative and ethical characteristics of policies in the discourse analysis. We should reexamine reality critically because discourse is ultimately influenced by the prevailing cultural and social norms. Therefore, an interpretative and critical viewpoint is an epistemological perspective in the discourse analysis. This critical approach creates an awareness of the limitations on our thinking under the particular major discourse, and requires the self-reflection within and beyond the discourse. This process leads to the human emancipation. 3) In order to achieve this emancipation, the last approach suggests that we need to scrutinize "the subject" as a researcher, who is also influenced and subjectified by the major discourse and, thus must deconstruct his or herself. Last but not least, we should emphasize the researcher's role as a listener of the minor voice(discourse) and even the silence of the clients.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.242-258
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• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.

• Journal of Sasang Constitutional Medicine
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• v.19 no.3
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• pp.1-9
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• 2007

1. Objectives This Study is to comprehend the Sasang structure created by Lee Je-Ma. 2. Methods We analyzed $\ulcorner$Dongyisusebowon(東醫壽世保元)$\lrcorner$ & $\ulcorner$Gyukchigo(格致藁)$\lrcorner$ which contain the contents of 'Heaven-Human-Narure-Order(天人性命), and 'Affairs-Mind-Body-Objects(事心身物)'. 3. Results and Conclusions 1) The structure of Sasang is divided into two, which are 'Talent(才能的 部分)-Action(行爲的 部分)' and 'Self examination(正己的 部分)-Perception of mankind(知人的 部分)'. 2) 'Talent-Action' is the ontological structure of the Sasang. 'Self examination-Perception of mankind' is the administrative structure of the Sasang. 3) The ontological structure of Sasang is essential concept which is explaining the existence of mankind. An administrative strucrure of Sasang is operative concept which makes human as oneself. 4) It is necessary to have the insight to organize these four parts into the one organic whole if one has to comprehend the profound meaning of Sasang. 5) Four parts of Sasang structure could be matched as 'Heaven(天)-Affairs(事), Human(人)-Objects(物)', 'Nature (性)-Mind(心), Order(命)-Body(身)'.

• SUVANNABHUMI
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• v.13 no.1
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• pp.7-33
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• 2021

With a view to contributing to the epistemological and methodological debates in Southeast Asian Studies, the aim of this paper is to examine critically the epistemic concepts and approaches in the social sciences and then to seek an epistemic reflexivity and its potential methodological applications to Southeast Asian Studies. Although the field of social sciences has attempted to search for a means of tackling the ontological and epistemological dilemmas in its major paradigms, Southeast Asian Studies still demands a more 'actor-centered' epistemic account of reflexive interaction between actors and social structures. Bearing in mind the need for a more 'actor-centered' epistemic approach, this paper continues to discuss the 'epistemic reflexivity' in the social sciences and its potential applications to Southeast Asian Studies. In this paper, I will consider 'epistemic reflexivity' as an alternative methodological orientation. It emerges as interlinked with the ontological standpoint of what is called 'reflexive approaches' and its application to the detailed 'reflexive methodology' which I am proposing in this paper. In doing so, this paper discusses the autobiographical experiences of the author arising from his ethnographic field research in North Sulawesi, Indonesia and their implication for a reflexive methodology in Southeast Asian Studies. In conclusion, the paper argues that we need a 'more actor-centered' epistemic framework to compensate for the epistemological and methodological dilemmas in the social sciences and the alternative framework will equip Southeast Asian Studies with a reflexive methodology relevant to the life-dynamics of the social world in the process of developing its inquiries, methodological technics, analysis, and validation.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 2009.10a
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• pp.725-726
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• 2009

• Cross-Cultural Studies
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• v.26
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• pp.173-200
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• 2012

This paper examines ${\acute{e}}pist{\acute{e}}m{\grave{e}}$ of ${\acute{e}}criture$ and its politics in Kim, Soo-Yung's poems, focusing on 'language-letter' images such as "speech", "language", "printing type", "letter", "brush", "book" and so on. While the previous papers fail to present the overall framework of analysis on 'language-${\acute{e}}criture$' images and to show political dimensions of discourse analysis, this paper tries to overcome these limitations. It explains images of 'speech' and 'language' on the basis of Heidegger's ontological thought, and analyzes writing-images such as 'type', 'letters' using Derrida's concepts of 'archi-${\acute{e}}criture$' and '${\acute{e}}criture$'. It also gives a new name to multiple images of 'book' in his poems as 'politics of ${\acute{e}}criture$' based on problematic such as Badiou's 'ethics of truths' and Derrida's '${\acute{e}}criture$'.

• Language and Information
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• v.14 no.2
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• pp.33-46
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• 2010

This paper introduces a new linguistic-focused approach for sentiment analysis (SA) of Korean. In order to overcome shortcomings of previous works that focused mainly on statistical methods, we made effective use of various linguistic features reflecting the nature of Korean. These features include contextual shifters, modal affixes, and the morphological dependency of chunk structures. Moreover, in order to eschew possible confusion caused by ambiguous words and to improve the results of SA, we also proposed simple adjustment methods of word senses using KOLON ontology mapping information. Through experiments we contend that effective use of linguistic features and ontological information can improve the results of sentiment analysis of Korean.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.379-393
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• 2007

The purpose of this article is to analyze the conceptual change of nine 11th graders after implementing the model-based instruction of blood circulation by multidimensional framework, and to find some implications about teaching strategies for improving conceptual understanding. The model-based instruction consisted of 4 periods: (1) introduction for inducing students' interests using an episode in the science history of blood circulation, (2) vivisectional experiment on rats, (3) visual-linguistic model instruction using the videotape of heartbeat, and (4) modeling activity on the path of blood flow. Based on the data from pre-test, post-test and interviews, we classified students' models on the path of blood flow, and investigated their ontological features and the conceptual status of blood circulation. Most students could describe the path of blood flow and the changes of substances in blood precisely after the instructions. However, the modeling activity were not sufficient to improve students' understanding of the mechanisms of the blood distribution throughout various organs and the material exchanges between blood and tissues. From the interview of 9 students, we acquired informative results about conceptual status elements that were helpful to, preventing from, or not used for students' understanding. It was also found that conceptual status of students depended on the ontological categories into which students' conceptions of blood circulation fell. The results of this study can help design the effective teaching strategy for the understanding of concept of the equilibrium category.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.35 no.3
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• pp.110-117
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• 2012

A product family design has received much attention over the last several decades, since a product family-based development shortens lead-times and reduces cost, as well as increases efficiency and effectiveness of the product realization process. It is challenging work, however, to define the product family design in the heterogeneous product development environments, due to myriads of products related information described in different ways across products in any companies. In this paper, we provided a way of defining product family design framework using formal concept analysis and ontology language. Based on this, the specific product family can be derived by ontological reasoning, and the new product concept can be also expanded in the framework. The proposed framework is formalized using OWL (Web Ontology Language) and implemented in $Prot{\acute{e}}g{\acute{e}}$. Actual product family design algorithm is carried out using FaCT++ engine, a plug-in to $Prot{\acute{e}}g{\acute{e}}$, and the benefits of the proposed method are also demonstrated through a case study.

• Research in Mathematical Education
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• v.15 no.3
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• pp.251-259
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• 2011

Metaphor is the main representations of teachers' practical knowledge, which can help students to understand mathematics better. Through the recording and quantitative analysis of video cases of expert teachers in mathematics classroom, there are some results after analysis: 1) Teachers use many metaphors in the classroom and most of that are structural-ontological metaphors, which takes a certain period of time. 2) Teachers use the metaphors mainly in the teaching process of introduce and explore by the form of question-answer. 3) During the process of concept teaching, the metaphors from the real-world examples can promote the students have more motivation to study. During the process of procedure teaching, the metaphors from similar materials can promote the students to understand the operational skill better.