• Journal of the Korean Society of Costume
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• v.60 no.8
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• pp.151-167
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• 2010

This research is to analyze ethics in fashion design for more valuable and sustainable human life against the increasing alienation of the human being, the global ecological crisis resulted from contemporary consumption society. I expect that it can be helpful to plan ethical fashion design practice more effectively. For this, the documentary study and practical case study have been executed. The results are as follows. The ethics in design can be defined as the responsibility to reform the social, environmental problem of consumptive design, to sustain together without human alienation, environment disruption and to do social good for total human being ultimately. The ethical design practice means to suggest solutions to problems of human rights and environment and to act willingly. Based on this, ethical fashion design appeared as responsible design solution which has two directions. One is the fashion design for coexistence and sharing, including the design for all which considers even underprivileged minority, the design to promote public issues as well as to donate some profits. The other is the eco fashion design for sustainable environment, including eco-friendly design which is reductive and slow in whole design process, the design to inform the seriousness of environmental crisis as well as to donate some profits. The last one of the most important ethical responsibility as fashion designer is to abide by vocational ethics, that is, the prohibition of design piracy.

• Journal of Korean Philosophical Society
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• v.129
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• pp.111-140
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• 2014

In this paper, the main subjects with which I deal are as follows: (1) Is Distancing Philosophy from the real ruling power a way of practical-philosophical resistance, based on social reformation as a axiological directivity of Kim Tae-Gil's ethical thought, though it is negative type of resistance? Or is it a sort of transformed value-free opportunist behavior which allows antidemocratic ruling group to coerce the people into submission, assuming an uncompromising stand seemingly? (2) Is Kim's defense argument on the opening of the course of National Ethics and the all-out activation of National Ethics education under Park's Yushin Regime derived from his own philosophical belief? Or is it brought out from the external conditions and circumstances surrounding Kim Tae-Gil which forces him to participate in the national undertaking for the settlement of the course of National Ethics in the university? The 'provisional' answers about the two subjects are as follows: (1) Kim's Distancing Philosophy is a type of practical philosophical revolt against the dictatorship power under Yushin Regime, though it is negative form of resistance. We can accept this philosophical elucidation above all by confirming the fact that the reform of reality is the main ethical trait running through his entire ethical thought system. However distancing philosophy disclose the crucial limits to allow itself to boil to the philosophical practice compromising with real ruling power eventually, though it is intended upon its own social ethical directivity and conviction. (2) The primary factor which affects Kim to propose such an advocation argument on the course of National Ethics and the education of National Ethics is the external conditions and circumstances surrounding him, especially the power-relation between he and ruling group and intimate human relation between he and his superior philosophers who carries out the role of a ideologue for the Yushin Regime, rather than his own philosophical belief. But no matter what primary factor, Kim's action to make a advocating argument to support the course and the education of National Ethics is to blame, on that account that he cannot adequately his social responsibility and role given to him as a reformist moral philosopher who will pursue the realization of righteous democratic society. Along with that, It is not too enough to criticize him sharply for such defending action. The reason is that his supporting stance for National Ethics education is brought out, by not adhering closely to the philosophical way of distancing from the dictatorial power devoid of political legitimacy and moral justification.

• East Asian mathematical journal
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• v.29 no.4
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• pp.409-423
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• 2013

Herbart's education provides an implication for mathematics education that combine a practical ethics education with mathematics education. Herbart show that an theoretical mathematics education would not exist as a sole. It implies that mathematics education must do activities that take into consideration the humanity in its entirety. The theory of mathematics education based on Herbart's ethics theory of education reveals the entireness of human. There are possible explanations for the ways to increase the value of the mathematics education as an education for whole human. It is that the advantage of learning mathematics is not only that we can solve the problems we face in our lives but also that we can acquire a form of life.

• 중국학논총
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• no.66
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• pp.227-264
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• 2020

In Sanyue, the identity of the state and the individual is discussed in terms of the class, ideology, system, moral ethics, tactical strategy, national view, Talent image, etc. and It pursues a historical approach in the world history and an attempt to self-realize in the history of mankind. This literature expresses the strength of military theory and discusses the main core points of the country as a military political and tactical strategy as follows: "Shangyue, zhongyue, and Xiayue. In the Shangyue in Sanyue, it describes how to distinguish the heroes who have been appointed through the ceremony, and it shows the accomplishment of the reason. In zhongyue, we discuss how to distinguish the contingency plan the meaning of change. In Xiayue, we discuss practical thinking of moral ethics and explain the possibility of All the officials and sages angry by considering the safety of the country."

• Journal of Korean Academy of Nursing Administration
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• v.9 no.3
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• pp.429-445
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• 2003

Purpose : The present study attempted to consider the degree of consciousness of economic ethics in nursing students and the factors affecting these perceptions. Method : A survey was conducted to a total of 874 nursing students from the freshmen and seniors of 11 depts of nursing science nationwide selected by convenience sampling (one for each province, and as for Gangwon-do, two schools were selected from Yeongdong area and Yeongseo area ; 13 male students were excluded). A structured questionnaire was used to collect data on their demographic characteristics and economic ethical perceptions. Collected data were analyzed using the SAS V8.1 statistical package. Result : (1) The score for the economic ethical consciousness of the subjects was $36.76{\pm}10.20$. As for each sub-categories, the score for industry was $7.67{\pm}2.77$; thrift, $7.42{\pm}2.37$; cooperation, $7.41{\pm}2.21$; occupational consciousness, $7.18{\pm}2.20$; and, for consumption, $7.02{\pm}1.90$. The score for the consciousness of consumption was the lowest. (2) Among the demographic characteristics of the subjects, age was found to have a statistically significant positive relation to the consciousness of economic ethics(r=.13, p<.001). The next significant factor was grade: seniors seemed to have a higher economic consciousness in all the sub-categories than freshmen(t=-4.32, p<.001). The number of in-home family has a statistically significant negative correlation with economic attitudes(r=-.15, p<.001). In addition, their economic ethical perceptions were significantly higher with no religion (t=2.14, p<.05); have an unemployed father (t=2.78, p<.05); have credit cards under their own names (t=3.04, p<.05); have ever had overdue card bills (t=4.25, p<.001); have ever had part time job(t=1.74, p<.1) and when they don't live with their parents (t=-2.01, p<.05). 3) A multiple regression analysis was conducted to examine the influential power of the factors affecting the consciousness of economic ethics of the subjects. The factors had more influence on the economic attitudes of the seniors than those of freshmen; in those who having credit cards under their own names than under others; and, in those who have ever experienced credit default than those haven't. Though these factors raised average 3.0 points of economic consciousness, their expository power for the consciousness were low. Conclusion : The nursing students had medium-high consciousness of economic ethics and they seemed to have low consciousness of the proper consumption practices. Their actual life experiences had an influence on their economic attitudes. Therefore, practical programs on economic knowledge should be developed and taught to students systematically at school so that they could have sound consciousness of economic ethics and appropriate knowledge closely related with their real life.

• Journal of Research and Publication Ethics
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• v.1 no.1
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• pp.23-28
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• 2020

Purpose: Focusing on Supreme Court precedents, we intend to establish criteria for judging research misconduct. Research design, data and methodology: In addition, I would like to propose the criteria for judging research misconduct by the KODISA, which applies the court's standards well in practice, and guidelines for preventing research misconduct. Research design, data and methodology: After classifying the case of research misconduct into six cases, the court's judgment and practical application will be reviewed. Results: First, research misconduct that has passed the disciplinary prescription can be punished. This is because the state of illegality continues to this day. Second, even if there were no punishment regulations at the time of research misconduct, it can be retroactively punished with the current punishment regulations. This is because research ethics is a universal and common standard and does not change. Third, if there is a fact that infringes on intellectual property rights, it is presumed unwritten intentions. Therefore, the act of taking and using the work of another person without permission or proper citation procedure, even if it is unintentional and for the public interest, is a research misconduct. Fourth, if there is an inappropriate citation notation, the intention of research misconduct is presumed. It is the judgment of the court that even if a quotation is marked, if it is incomplete, it is recognized as plagiarism. Fifth, if the author uses the work of another person without proper source indication, it is plagiarism even if the other person who owns the copyright agrees to it. The understanding or consent of some parties does not justify research misconduct in violation of public trust. Sixth, it is a research misconduct to create a new work without citations for one's previous work. In addition, even if there is a citation, if the subsequent writing is not original, it is a research misconduct. Conclusions: Academia should clarify the scope of research misconduct by referring to the Research Ethics Regulations of KODISA, and deal with research results that lack the value as creative works similar to those of research misconduct.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.733-742
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• 2017

In recent years, There is a growing demand for more instructional hours because of the shortage of classes required for the software education included in the 2015 Revised Practical Arts Curriculum of elementary schools. Therefore, the Korea Association of Information Education developed the Informatics Curriculums Standard Model from 2014 to 2016 to revise the next 2020 curriculum. However, the KAIE curriculum lacks linkages with secondary school informatics curriculum and is not composed of core concept-based achievement criteria so that teachers have a lot of difficulties in reconstructing and operating the KAIE curriculum. In this study, four core concepts of information ethics were selected by conducting Delphi survey focusing on the teachers of elementary schools. In other words, we selected the core concepts of the information ethics domain: internet etiquette, personal information protection, information life, and copyright protection. Also, we suggested 16 specific criteria for the core concepts.

• Journal of Korean Philosophical Society
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• v.117
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• pp.161-189
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• 2011

This thesis aims to examine the discussions on communitarianism and liberalism, which was actively debated post-1990's in the West. The paper will focus on the concepts of morality and ethics of Hegel's "Philosophy of Law" in order to connect the discussions on communitarianism and liberalism to our society's political reality. Specifically, through the introduction of Hegel's point of view, this paper will shed new light co the concept of communitarianism, which was viewed from the perspective of political philosophy within the West post-1990's. Through "Philosophy of Law," Hegel imbues a critical and fundamental meaning to modern ethical-political order. For Hegel, Kant's acceptance of morality has a foundational and compositional meaning for the concepts of law and nation. This paper will discuss this topic within the boundaries of Hegel's morality and ethics and regard this as a chance to look back on our political situation with a regretful introspection. International and national reviewers tend to regard the various perspectives of Hegel's philosophy of law as inspirational. However, it seems that the fundamental introspection of why our reality must adhere to his philosophy is lacking. Based on this concern, the paper aims to examine Hegel's "Philosophy of Law" to apply his perspectives to our political reality for a fundamental self-evaluation.

• Journal of Korean society of Dental Hygiene
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• v.21 no.4
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• pp.427-440
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• 2021

Objectives: We classified items required for dental hygienists' ethics training by domains. We administered a survey on experts using the Delphi method to collect opinions for guiding future trainings. Methods: 33 participants were selected and analyzed using the Delphi method thrice. Results: For relationships with patients, the item "1.3.1.1 I can keep the confidentiality of the information obtained from patients, including mature minors, related to their specific disease and treatment during medical care as well as other personal information of the patients." had the highest mean value (mean=4.88). For medical and social relations, "2.3.2.2 I can understand how staff provide dental services as a team and explain a dental hygienist's roles and responsibilities that enable a team to function effectively." had the highest mean value (mean=4.85). For individual specialized fields, "3.1.1.1 I can explain the roles and responsibilities in public health of individuals, the public, the state and professional dental hygienist." showed the highest mean value (mean=4.82). Conclusions: We identified 3 categories, 14 sub-categories, and 53 items on the scope of training and standards for ethical competencies for practical applications in professional ethics training of dental hygienists.

• Journal of Korean Academy of Nursing Administration
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• v.3 no.1
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• pp.51-64
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• 1997

The purpose of the study was to introduce an integrated approach of new Casuistry and specified principlism in resolving ethical problems and studying nursing ethics. In studying clinical ethics and nursing ethics, there is no systematic research method. While nurses often experience ethical dilemmas in practice, much of previous research on nursing ethics has focused merely on describing the existing problems. In addition, ethists presented theoretical analysis and critics rather than providing the specific problems solving strategies. There is a need in clinical situations for an integrated method which can provide the objective description for existing problem situations as well as specific problem solving methods. We inherit two distinct ways of discussing ethical issues. One of these frames these issues in terms of principles, rules, and other general ideas; the other focuses on the specific features of particular kinds of moral cases. In the first way general ethical rules relate to specific moral cases in a theoretical manner, with universal rules serving as "axioms" from which particular moral judgments are deduced as theorems. In the seconds, this relation is frankly practical. with general moral rules serving as "maxims", which can be fully understood only in terms of the paradigmatic cases that define their meaning and force. Theoretical arguments are structured in ways that free them from any dependence on the circumstances of their presentation and ensure them a validity of a kind that is not affected by the practical context of use. In formal arguments particular conclusions are deduced from("entailed by") the initial axioms or universal principles that are the apex of the argument. So the truth or certainty that attaches to those axioms flows downward to the specific instances to be "proved". In the language of formal logic, the axioms are major premises, the facts that specify the present instance are minor premises, and the conclusion to be "proved" is deduced (follows necessarily) from the initial presises. Practical arguments, by contrast, involve a wider range of factors than formal deductions and are read with an eye to their occasion of use. Instead of aiming at strict entailments, they draw on the outcomes of previous experience, carrying over the procedures used to resolve earlier problems and reapply them in new problmatic situations. Practical arguments depend for their power on how closely the present circumstances resemble those of the earlier precedent cases for which this particular type of argument was originally devised. So. in practical arguments, the truths and certitudes established in the precedent cases pass sideways, so as to provide "resolutions" of later problems. In the language of rational analysis, the facts of the present case define the gounds on which any resolution must be based; the general considerations that carried wight in similar situations provide warrants that help settle future cases. So the resolution of any problem holds good presumptively; its strengh depends on the similarities between the present case and the prededents; and its soundness can be challenged (or rebutted) in situations that are recognized ans exceptional. Jonsen & Toulmin (1988), and Jonsen (1991) introduce New Casuistry as a practical method. The oxford English Dictionary defines casuistry quite accurately as "that part of ethics which resolves cases of conscience, applying the general rules of religion and morality to particular instances in which circumstances alter cases or in which there appears to be a conflict of duties." They modified the casuistry of the medieval ages to use in clinical situations which is characterized by "the typology of cases and the analogy as an inference method". A case is the unit of analysis. The structure of case was made with interaction of situation and moral rules. The situation is what surrounds or stands around. The moral rule is the essence of case. The analogy can be objective because "the grounds, the warrants, the theoretical backing, the modal qualifiers" are identified in the cases. The specified principlism was the method that Degrazia (1992) integrated the principlism and the specification introduced by Richardson (1990). In this method, the principle is specified by adding information about limitations of the scope and restricting the range of the principle. This should be substantive qualifications. The integrated method is an combination of the New Casuistry and the specified principlism. For example, the study was "Ethical problems experienced by nurses in the care of terminally ill patients"(Um, 1994). A semi-structured in-depth interview was conducted for fifteen nurses who mainly took care of terminally ill patients. The first stage, twenty one cases were identified as relevant to the topic, and then were classified to four types of problems. For instance, one of these types was the patient's refusal of care. The second stage, the ethical problems in the case were defined, and then the case was analyzed. This was to analyze the reasons, the ethical values, and the related ethical principles in the cases. Then the interpretation was synthetically done by integration of the result of analysis and the situation. The third stage was the ordering phase of the cases, which was done according to the result of the interpretation and the common principles in the cases. The first two stages describe the methodology of new casuistry, and the final stage was for the methodology of the specified principlism. The common principles were the principle of autonomy and the principle of caring. The principle of autonomy was specified; when competent patients refused care, nurse should discontinue the care to respect for the patients' decision. The principle of caring was also specified; when the competent patients refused care, nurses should continue to provide the care in spite of the patients' refusal to preserve their life. These specification may lead the opposite behavior, which emphasizes the importance of nurse's will and intentions to make their decision in the clinical situations.