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박철홍 ( Chul-hong Park ) 한국교육철학회 2019 교육철학 Vol.70 No.-
The purpose of this essay is to redefine and reconstruct the nature of knowing in the light of integrating perceptive power of qualitative thinking, alternative to the traditional and conventional view of rational thinking and knowing. In this study, Dewey’s concept of ‘an experience’ is analyzed and scrutinized in relation to a new idea of qualitative thought, in order to reconceptualize the trait of knowing and propositional statement. According to traditional Western philosophy, human being is characteristic of reason and rational thinking; nature of reality and essence. Therefore the virtue of human being is in that he is to inquire into nature by utilizing the ability of reason in an appropriate way so as to find out eternal truths. These are regarded to be the essence and reality of natural things. Knowledge as propositional statement is taken to be objective and valid and to be true in itself. From traditional view, experience is looked upon as a barrier to prevent or a veil to cut off us from true knowledge. However, Dewey takes the position exactly opposite to traditional view of experience. For Dewey, the primary and sole way by means of which human being as an unified organism of body and mind contacts and confronts the world directly is experience. Simply speaking, experience is to interact and transact human being with surrounding environment. It is a situation that he confronts in experience first and directly. It consists of a complicate and integrated totality and its own unique quality. When human being confronts a situation in a direct and primary way, he naturally and almost automatically perceives and captures the whole quality of a situation as ‘total seizure’. The thinking ability to seize a total quality is coined into 'qualitative thought(QT)’ by Dewey. QT is the most basic and universal mode of thought in that man apprehends a total quality naturally and instantly. Besides, intellectual thought is dependent upon qualitative thought. QT functions as the prime basis and foundation to operate reason. More importantly, It is QT, not intellectual thought that is able to apprehend the trait of a whole experiential situation. QT has the ability and power of 'integrated thought’ to capture a totality including both intellectual content and qualitative whole, even in the process of intellectual thought. Intellectual mode of thought draws out and abstracts statements and propositional knowledge from integration. Knowing captured by integrated thought is far deeper and wider than that of propositional descriptions and statements expressed by language and symbol. In summary, propositional statements as knowledge are only abstract and partial compared to the original content captured by QT. They can be meaningful and properly understand only in relation to total knowing as its background.
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듀이철학에 있어서 수단과 목적의 연속성: 수단과 목적의 상호 구체화를 중심으로
박철홍 ( Chul Hong Park ),허경섭 ( Kyung Seob Heo ) 교육철학회 2010 교육철학연구 Vol.47 No.-
본 연구는 수단과 목적은 상호 구체화를 통한 연속성이 있다는 것을 논의하는 것이다. 전통적인 목적중심의 주지주의적 관점에서는 수단과 목적의 연속적 관계를 거부하거나 목적이 수단에 비해 우월한 것으로 본다. 그러나 듀이의 관점에서 보면 수단과 무관하게 그 자체로 가치로운 목적이 있다는 생각은 불합리하며, 목적의 정당성은 활동의 구체적인 여러 조건이나 과정과 같은 수단들에 의존한다. 목적은 수단에 의존하기 때문에 목적이 얼마나 구체적으로 달성되느냐는 수단이 얼마나 구체적으로 꾸려지느냐의 정도에 비례하게 된다. 수단과 목적의 연속성이라는 큰 틀에서 본다면, 목적이 수단과 동떨어지지 않는다는 논리는 수단 또한 오직 목적을 통해서만 구체화된다는 논리도 동시에 성립시킨다. 즉 수단이 얼마나 적절하게 선택되었는가는 목적이 얼마나 수단 속에 구체적으로 반영되는가에 달려 있다. 따라서 목적이 수단과 분리되어 존재하거나 수단이 목적으로부터 분리되어 가늠되어질 때에는 어떤 활동이라도 불합리하거나 의미를 가질 수 없게 된다. 이상의 논의를 기초로 할 때 수단과 목적의 연속성은 교육의 내용과 방법을 활동중심에서 통합하는 방식으로 다루어져야 한다는 것을 시사해 줄 수 있다. This essay discusses and makes clear the meaning of means-end continuity in Dewey`s philosophy of education. According to the traditional intellectualism based upon the dualistic metaphysics, end is precedent of and superior to means. End is determined first of all things. Useful means are selected and decided to achieve and realize the predetermined end. The point of view can be termed as `end-centeredness`. As for end-centered point of view, end is predetermined transcendentally by way of metaphysical inquiry. But for Dewey who rejects this kind of dualism, end does not exist in a transcendental way and cannot be determined by metaphysical inquiry without consideration of ordinary life. Such an metaphysical end is detached and isolated from out real life and concerns. For Dewey, a significant end is formulated by way of considering the specific and existing process and conditions of living and activity. At first, end will be delineated at large by considering the general conditions and means. Next the end will be revised and specified by inquiring the direct and systematic means. End decides the selection of means; means influences the determination of end. End depends on means; without required means, end will be a house on sands. A specific end can and should be defined and formulated with considering needed means. After all, end and means are interdependent. According to the interdependence of end and means, end is able to take on a concrete shape and a realistic meaning when means is defined and decided. Emphatically, end has a realistic and understandable form when it is embodied into means. In the same token, means is meaningful and understandable when it is useful and instrumental to achieve end. In other word, means are seen to be meaningful when it embodies end. Furthermore, according to means-end continuity, end emerges and is found out in the process of living, and so it is defined in considering the means which is required to achieve end. Besides, an achieved end becomes a new conditions of living and can be a potential means. End is not fixed and permanent; end is changing and revising continuously with the change of living conditions. When an end is carried out, a new end emerges again and is addressed newly. The idea of means-end continuity indicates that aims in education should be intimately related to specific conditions of educational process and circumstance. The educational aim should be defined and formulated especially with the consideration of the learner`s situation, interest, and concerns. Education cannot and should not be autocratic and absolutist in the sense that the predetermined end overrules the educational process and the interest and concerns of teachers and learners. According to the continuity, education should be democratic in the sense that end, which is the crucial factor determining educational process, is defined in a democratic way by way of considering interest and concerns of the concerned, changing situations, social need, etc.
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박철홍 ( Chul Hong Park ) 민족음악학회 2014 음악과 민족 Vol.48 No.-
This manuscript, already having passed the early-mid 1980`s, tries to combine the intention and charm of the reflective approach of Korean music that has its roots in art music. Seeing how it has only been over 30 years since art music has recognized and reflected itself from western music - which has over a hundred years of history - could make it seem as if the approach applied music is trying to take may seem hasty but the rate at which our societies are advancing have become much more convenient and higher education is at a different place than it was in the past. Presenting the problem of whether applied music is capable of having reflective elements can be a very effective attempt in our current time where we are elevating the possibilities and awareness of academics. Jazz has made great leaps in theoretical results given its very short history span. However, it is unfortunate to see it surpass its pivotal role and enter the academics of Korean popular music and hold on to all aspects of it with an absolute ideology. It`s also deplorable that there is a misconception that the various branches of popular music have stemmed from jazz. This, in turn, derives from the sense of urgency that there needs to be an academic approach for the diversity of popular music.
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박철홍 ( Chul Hong Park ),김동욱 ( Dong Uk Kim ),박종만 ( Jong Man Park ),황경림 ( Kyung Lim Hwang ),나해정 ( Hae Jung Na ),이민진 ( Min Jin Lee ),장선미 ( Sun Mi Jang ),서형일 ( Hyung Il Seo ) 대한췌장담도학회 2014 대한췌담도학회지 Vol.19 No.2
A blastoma is a type of cancer, which is common in children; it is caused by malignancies derived from in the precursor cells, often called blasts. Examples are nephroblastomas, retinoblastomas, pleuropulmonary blastomas, and pancreatoblastomas. Pancreatoblastomas are extremely rarely in adults. It is difficult preoperatively to distinguish this tumor from other pancreatic tumors including solid and papillary epithelial neoplasm of the pancreas (SPEN), acinar cell carcinoma, islet cell tumor, and ductal adenocarcinoma with cystic degeneration. To our knowledge, this case may be the second report of a pancreatoblastoma occurring in an adult in Korea. We report a case of a pancreatoblastoma that was confirmed by pathology, despite the radiologic finding that assumed it was a SPEN.
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