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pISSN : 1738-186X

2020 KCI Impact Factor : 0.5
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2020, Vol., No.75

  • 1.

    Design Education Based on Convergent Thinking

    Kang Ho Jung | song do seon | 2020, (75) | pp.1~34 | number of Cited : 0
    Abstract PDF
    This study is conducted to provide new interpretation of the nature of human and the awareness which is based on 'narrative self, rather than ;rational self, through the collapse of tradituional metaphysics' foundation.
  • 2.

    Cantor and Wonhyo: A Comparative Study on Infinite and Indetermination

    Lee chi hyung | 2020, (75) | pp.35~56 | number of Cited : 0
    Abstract PDF
    The purpose of this article is to draw educational implications by comparing and examining the infiniteness of Cantor, especially the practical concept and the denial of Wonhyo, that is, the indeterminate concept. Cantor presented the transfinite number that can be treated as a closed system like a number, away from the potential infinite concept that has been going on since Aristotle, and based on this, it presented the concept of practical limit based on the size comparison in infinity. Here, an unresolved paradox of continuum hypothesis occurs, which is called Cantor's paradox, which cantor failed to solve and eventually continued his unhappy life. In contrast, Wonhyo also faced an infinite problem, a paradox, but he concluded it as a ‘negative’ of ‘indetermination’ and lived a life of positivity. This fundamental difference should be seen as the fact that his logic based on his ‘One mind’, which thoroughly carried out the area of ​​intuition in the face of the limitations of inferential thought, worked, and this is differentiated from Cantor. Through this comparative study, this study tried to suggest the meaning of inferential thinking in educational sense and intuitive thinking to supplement it.
  • 3.

    The Implications of narrative self for Educational Philosophy

    Chang, Shahyung | 2020, (75) | pp.57~77 | number of Cited : 0
    Abstract PDF
    This study is conducted to provide new interpretation of the nature of human and the awareness which is based on 'narrative self, rather than ;rational self, through the collapse of tradituional metaphysics' foundation.
  • 4.

    A study on the principles of instruction in flipped learning: focused on Buber's dialogue education

    Han jiyoon | Beak Song Yi | Shin Chang Ho | 2020, (75) | pp.79~115 | number of Cited : 1
    Abstract PDF
    The purpose of this research is to deduce the flipped learning principles of instruction based on Buber's communion in order to solve the crush of authority and freedom occurring between teachers and students during flipped classrooms. Communion is a alternative to this as it has an inherent intersubjectivity both teacher and Learner. First, the flipped learning principles of instruction which were deduced based on communion, are relation-focused principles. Through the dialogical relationship which acknowledges intersubjectivity, teacher can help the learners build their intersubjectivity. Second is the dialogue principle. The teacher asks questions facilitating an opportunity for change in the learner, and learners possess the responsibility to respond to questions, and freely express their opinions through mutual interaction. Third, is the duality principle. As with the reiteration of the I-It and I-Thou relationship, online classes are being taught a method of transmitting knowledge through online media by a teacher, and offline classes are centered learning activities to exchange his/her experiences in a face-to-face manner without media. Fourth is the inclusion principle. Learning is facilitated in the free expression of character and creativity, as learners possess the attitude of respecting ideas without erasing the differences of others.