One of the most mind-boggling topics in philosophical theology is the relationship between divine foreknowledge and human freedom. If God has a complete knowledge of the future due to his epistemic perfection, how can a human being be free with respect to his future action?

This paper examines an aspect of the grammar-interaction interface with respect to how participants orient to intra-turn phrasal unit boundaries as a locus that has interactional import for turn and sequence organization in Korean conversation. Phrasal unit boundaries in Korean serve as a space within a turn in which the speaker of the turn in-progress invites the recipient to acknowledge the speaker's point expressed up-to-that-point and collaboratively display his/her understanding thereof. In a sequentially and topically 'ripe' context, such unit boundaries (...) often constitute places where more active participation on the part of the recipient is invited in the form of collaborative completion in which the recipient co-constructs the primary speaker's on-going turn. Phrasal unit boundaries also provide interactional resources which the speaker may exploit to sequentially delete out a problem in talk, e.g., by a sort of tying operation in which a subsequently added phrasal unit ties back to the speaker's previous utterance to the effect that the intervening talk containing a problem is canceled out by way of being shown to have been an interruption of the speaker's turn in-progress. This practice points to an aspect of the way in which the 'agglutinative' grammatical process involving the use of phrasal units shapes interactional patterns as observed in the course of organizing turns/sequences and managing problems in talk. (shrink)

Dongchundang Songjoongil (1606-1672) was a scholar who represented Gihoyeahak and Sanlim (山林) influencing the society of Chosŏn dynasty since the middle of 17th century. This report focus on its contemporary purport and reconciliation spirit on the Kyoung (敬) of Dongchundang. The Kyoung is the core idea that elucidates Dongchundang's philosophy and its characteristic. Dongchundang tried to continue to live the life of 'according knowledge and action' (知行一致) and dreamed the world of 'harmonization but not same' (和而不同) which indicates the principle (...) of heaven, meaning the harmony never following suit without reflection and a just and great cause, going through with his original idea through the Kyoung. In addition, Dongchundang expanded the Kyoung from personal existential problems to social ethic practical ones in the viewpoint of more reason than vitality, and aimed to build the ethic kingdom that came the harmony andreconciliation of all the communities together, interacting his subjectivity and the universal. The Kyoung and reconciliation spirit of Dongchundang is the orthodoxy of Dohak(道學), and it made him live moral intention and through real life and summarized the manner and spirit pursuing the just and great cause beyond factions. In this sense, Dongchundang's philosophy is the concentration of the Kyoung and philosophical expression of reconciliation spirit. As the peculiarity of Dongchundang's philosophy is based on the Kyoung, it is the everlasting principle of what one should do and practice in human life. (shrink)

This paper examines an aspect of the grammar-interaction interface with respect to how participants orient to intra-turn phrasal unit boundaries as a locus that has interactional import for turn and sequence organization in Korean conversation. Phrasal unit boundaries in Korean serve as a space within a turn in which the speaker of the turn in-progress invites the recipient to acknowledge the speaker's point expressed up-to-that-point and collaboratively display his/her understanding thereof. In a sequentially and topically 'ripe' context, such unit boundaries (...) often constitute places where more active participation on the part of the recipient is invited in the form of collaborative completion in which the recipient co-constructs the primary speaker's on-going turn. Phrasal unit boundaries also provide interactional resources which the speaker may exploit to sequentially delete out a problem in talk, e.g., by a sort of tying operation in which a subsequently added phrasal unit ties back to the speaker's previous utterance to the effect that the intervening talk containing a problem is canceled out by way of being shown to have been an interruption of the speaker's turn in-progress. This practice points to an aspect of the way in which the 'agglutinative' grammatical process involving the use of phrasal units shapes interactional patterns as observed in the course of organizing turns/sequences and managing problems in talk. (shrink)

Human behavior depends on the ability to effectively introspect about our performance. For simple perceptual decisions, this introspective or metacognitive ability varies substantially across individuals and is correlated with the structure of focal areas in prefrontal cortex. This raises the possibility that the ability to introspect about different perceptual decisions might be mediated by a common cognitive process. To test this hypothesis, we examined whether inter-individual differences in metacognitive ability were correlated across two different perceptual tasks where individuals made judgments (...) about different and unrelated visual stimulus properties. We found that inter-individual differences were strongly correlated between the two tasks for metacognitive ability but not objective performance. Such stability of an individual’s metacognitive ability across different perceptual tasks indicates a general mechanism supporting metacognition independent of the specific task. (shrink)

Saram toem ui ttŭt -- In'gan ŭi sahoehwa wa sahoe ŭi in'ganhwa.

Recent scholars focus mainly on Paul’s use of ‘brothers (and sisters)’ or ‘brother (and sister)’ in Greco-Roman epistolary conventions and cultural backdrops. However, Jewish dimensions (particularly ethnic dimensions) of Paul’s sibling language still remain unexplored in current scholarship. Furthermore, scholars have not drawn much attention to how Jewish letter writers use sibling terms in their letters. This article offers a new interpretation on Paul’s sibling language in light of its Jewish usage. We should note that Jewish letter writers did not (...) address their Gentile letter recipients as ‘brother(s)’. However, Paul did call his recipients ‘brothers’. It is unlikely that Paul employed sibling language without being aware of its common Jewish usage. The author proposes that Paul’s sibling language is used in the context of an ethnic insider designation (shared ethnicity), and that ascribing the title of brother to believers including Gentiles signals the re-definition of the family of Abraham. (shrink)

How can people from diverse and different cultural backgrounds balance and reconcile their autonomous cultural identity with the universal dictates of the global age? My approach to this question is from an East Asian perspective, in particular by addressing the issue of 'Confucian cultural identity' under four broad topics: (1) the truth and falsehood of the discourse on 'Asian Values' and 'Confucian-style Capitalism'; (2) the spread of modern science and the tragic consequences of 'Instrumental Reason'; (3) criticism of instrumental reason (...) and its encounter with Confucian virtue ethics; and (4) a reassessment of the 'Anthropocosmic Moral Metaphysics' of (Neo-) Confucianism. In conclusion, on the impending demand to cope with the crisis of our cultural identity in the age of globalisation, our project to strive for the viability of Confucian humanism in the age of globalisation, I think, should mean no other than the invocation of care-ethics that takes care of our alienated neighbours on the one hand and a thrust of an eco-friendly world view to the anthropocentric hegemony over nature, which has been appreciated by 'modern' men since the Enlightenment, on the other hand. (shrink)

Enlivening the spirit without overwhelming the mind, the poem Hsin-Hsin Ming, or Song of Trusting the Heart, was written in the sixth century by the third Zen patriarch of China. It is perhaps the most encompassing and profound statement of Zen awareness we have. A beautiful daily meditation guide, the book will become a year-round fixture in readers' lives. These haunting lyrics inspire a peaceful awakening that helps one see through attachments, judgments, and illusions.

Hannah Arendt’s conception of violence in On Violence ignores cases in which violence becomes an expression of power. Through my discussion of a government’s use of violence to control criminal violence and the Algerian Revolution, I argue that an Arendtian communicative relationship between power and violence is unrealistic; a decision to use violence can arise within a government bureaucracy or between an anti-colonial group and their supporters, but not between a colonial oppressor and the oppressed. The decision to use violence (...) is a product of power and cannot actually expect a literal public support. Since the decision arises from the power an entity has over others and the need to maintain power, it is unrealistic for power to rule absolutely or for violence to disappear because there is absolute power. Arendt’s central claim is insufficient because it does not consider how using violence is a decision arising from power. (shrink)

The arts are an integral part of our culture, and they invite us to investigate, express ideas, and create aesthetically pleasing works. Of interest to educators is clear scholarship that links the arts to cognitive and intellectual development. The processes of creating art and viewing and interpreting art promote cognitive and skill development.1 Elliot Eisner, who has written extensively on this topic, argues that "Artistic activity is a form of inquiry that depends on qualitative forms of intelligence."2 Eisner suggests that (...) children can use art to question and reflect on sensory information from their daily lives, and from this reflection develop insight, awareness, and critical thinking skills.3 Expanding on .. (shrink)

The disposition effect refers to the tendency of investors to sell winners too early and hold on to losers too long, which is one of the most documented and robust decision biases. However, few studies have looked beyond demographic and social factors on the disposition effect. The current study investigated the association between financial self-efficacy (one’s belief about their personal capability in ultimate financial goals achieving), versatile cognitive style (an individual’s capability in deploying the experiential or rational mode in ways (...) that are contextually appropriate), and the disposition effect. A total of 285 employees from finance-related business completed anonymous questionnaires regarding financial self-efficacy, rational-experiential inventory, and the disposition effect. Our findings revealed that financial self-efficacy was significantly and positively associated with versatile cognitive style and the disposition effect. Further, versatile cognitive style partially mediated the relationship between financial self-efficacy and the disposition effect. Our findings provide valuable guidance for individual investors to make financial decisions based on their characteristics. (shrink)

The purpose of this study is to understand the current state of learners' use of social media in entrepreneurship courses and explore uses and gratifications on social media in entrepreneurship courses from the learners' perspective. The respondents must have participated in government or private entrepreneurship courses and joined the online group of those courses. Respondents are not college students, but more entrepreneurs, and their multi-attribute makes the research results and explanatory more abundant. The methods used are in-depth interviews and questionnaires, (...) a total of 458 valid data was collected. The results of the survey revealed four gratification factors namely trust, profit, learning, and social in online entrepreneurial groups. It is also found that the structures of the four gratification factors vary in three social media (Line, Facebook, and WeChat). In terms of the trust factor, there are significant differences among the three social media. and the score of ''trust'' outranks other factors. Most of the entrepreneurs' business is "networking business", and the business unit is mostly "micro". In short, the two gratification factors of trust and profit can be seen as specific gratifications for online entrepreneurial groups, especially the trust factor, which deserves more attention in the further research of online entrepreneurial courses on social media. (shrink)

ABSTRACTThe eighteenth century was a peaceful era for East Asia, ruled by the emperors of Ching. However, intellectuals who refused to accept the Great Ching order appeared in Chosŏn and Japan. They developed homeland-centric ideologies. This article compares the Han Wŏn-chin ‘s Chosŏn-centrism with the Motoori Norinaga ’s Japan-centrism. There is a lot of research about the Norinaga’s Japan-centrism in Japanese academia, which contains both aspects of the culture theory and order theory. In Korea, however, discourse about Chosŏn-centrism is still (...) ongoing argument under the concept of ‘Chosŏn’s Sino-centrism ’. I would like to pay attention to that, although homeland-centrism is constructed with two aspects, which are theories of international order and culture, the Chosŏn’s Sino-Centrism related discourse only discuss about culture theory aspect. Therefore, comparing Japan-centrism, which contains both culture and order parts, I will point out the problem of Chosŏ.. (shrink)

The purpose of this study was twofold: to validate the College Teachers’ Academic Frustration Tolerance Questionnaire and the College Teachers’ Academic Performance Questionnaire and to explore the relationship between frustration tolerance and academic performance among college teachers. A total of 25 experts were recruited to modify and validate both questionnaires, and the results showed that the questionnaires had good content validity. Exploratory factor analysis provided further evidence supporting the reliability of the CTAFT and the CTAP, suggesting that the instruments are (...) reliable and valid. Confirmatory factor analysis showed that frustration tolerance affected academic performance, which could best be modeled in the three dimensions of Affect, Preferred Difficulties, and Action. A total of 450 college teachers from each faculty of both universities were then recruited to explore the significant positive correlation between academic frustration tolerance and academic performance. The results from the structural equation model suggested that AC and PD combined significantly predicted academic performance. To our knowledge, this is the first study to explore the relationship between college teachers’ academic frustration tolerance and academic performance in China. (shrink)

Very little attention has been paid towards examining John Rawls’s liberal principle of legitimacy as a self-standing theory. Nevertheless, it offers a highly original way of thinking about state legitimacy. In this paper, I will offer a sketch of what such an account might look like. At its heart is the idea that the legitimacy of the state resides not in the consent of the governed, nor in the state’s conformity with the appropriate principles of justice, but rather in citizens’ (...) endorsement of the state and its underlying constitutional principles on the basis of their own comprehensive conceptions of justice. Such an account offers a stable middle ground between popular alternatives, and has a way of not just solving, but dissolving, the problem of legitimacy. (shrink)

The unique relation between logic and truth is crucial for understanding Fregean conception of logic. Frege has an insight that the nature of logic resides in the “truth“, which he finally locates in the assertoric-force of a sentence. Though Frege admits that assertoric-force is ineffable in ordinary language, he coins in his conceptual notation for such a force a much-disputed sign, i.e., judgment-stroke. In this paper, I will try to demonstrate that judgment-stroke is not adequate for the task its inventor (...) has assigned to it. Accordingly, it is misconceived and inconducive to clarify Frege’s vague insight into the protorelation. The mistake of judgment-stroke for the sign of assertoric-force has its root in Frege’s ignorance of the significant difference between “judgment” and assertion”, which will be elucidated at length in the light of Husserl’s theory of “doxic-modification“. In the end, based on a further elucidation of the activity of assertion, I will advance a tentative interpretation of the vague insight Frege has concerning the protorelation. (shrink)

Frege believes that the real power to determine the sentence to show the logic of interest to "true." And with the word "truth" of redundancy on the same, he believes the lack of everyday language and the ability to determine the appropriate symbol. However, Frege, it seems that he invented the concept of text assigned to a special force to determine the sign: determine the bar. This paper attempts to demonstrate, although Frege until the final stage of his academic career (...) to determine the bar still insist to retain its logic into the language system, but the concepts and words in this design does not meet him on the relationship between logic and fuzzy real insight. A key step in the argument, we will by means of Husserl on the "faith of variation" to clarify the doctrine of "judge" and "determined" by Frege between the neglected difference. On this basis, we finally prompted a brief on the logic of Frege and true insight into the relationship between the interpretation of ambiguous direction. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Art in Nature and Schools:Nils-UdoYoung Imm Kang Song (bio)IntroductionThe arts are an integral part of our culture, and they invite us to investigate, express ideas, and create aesthetically pleasing works. Of interest to educators is clear scholarship that links the arts to cognitive and intellectual development. The processes of creating art and viewing and interpreting art promote cognitive and skill development.1 Elliot Eisner, who has written extensively on (...) this topic, argues that "Artistic activity is a form of inquiry that depends on qualitative forms of intelligence."2 Eisner suggests that children can use art to question and reflect on sensory information from their daily lives, and from this reflection develop insight, awareness, and critical thinking skills.3 Expanding on this idea, many scholars suggest that sensory perceptions promote learning through reflection, thus affirming the link between sensory perception and cognitive processing.4 Greene also posits that the arts provide a reflective type of learning, in which students learn "new ways of seeing, hearing, feeling and moving."5 This expressiveness develops from the creative nature of art and its ability to encourage students to "[learn] to learn."6This article focuses on how the arts heighten cognitive experience through the use of natural materials and sites and the engagement with the natural world. The arts expose viewers to new ways of seeing, feeling, and thinking about nature; this can lead to greater awareness of and motivation to act on behalf of nature. Arts-based experiences "encourage contemplative, reflective thought, which can extend environmental awareness, an essential basis for environmental understanding."7 Sharpening sensory and perceptive [End Page 96] skills through observation and creation can offer children insights into the mystery and metaphor of nature.8 Such a powerful experience often fosters aesthetic sensitivity and can also motivate students to act. To assist in this process, teachers can offer a context of factual information, creative idea exploration, interdisciplinary tools, and a sense of social awareness.9Eisner notes that simple natural components, such as those encountered in viewing or creating ecological art, can be enormously powerful when considered from an aesthetic perspective.10 He writes,A tree, for example, can be viewed as an investment in the value of one's property, as a species of flora, as a source of shade, or an expressive form that provides a certain quality of experience when one looks through its leaves just before sunset. The tree's aesthetic features become salient when we choose to perceive the expressive features of the tree.11Greene reinforces the idea that aesthetic understanding can be deeply engaging to learners and can highlight things that had previously gone unnoticed, thus providing new insights in the life of the viewer.12 Viewers experience new connections, identify new patterns, and think in entirely different ways that break from a more constricted viewpoint. It is this kind of fresh thinking that is needed in the field of environmental education, and which ecological art may in fact provide. Click for larger view View full resolutionFigure 1.Nils-Udo, Circle of Calumet Bamboo, Calumet bamboo; 1990, Reunion, Indian Ocean. Photo by Nils-Udo.[End Page 97]In light of these ideas about aesthetics, ecology, and education, several questions are raised. How can an aesthetic experience with the works of an environmental artist lead children to take in more through their senses and to apply such radical openness in any subject that comes up for them? What really makes ecological artworks unique, not only as aesthetic experiences but as learning experiences? How can ecological art in educational settings inform, inspire, and engage students around environmental issues? In this article, I examine the artworks of Nils-Udo, a German artist, by looking at his art-making processes, intentions, and themes. Using illustrations of several of his major works situated in various natural environments, I consider how these artworks could initiate discussions and foster connections to classrooms while providing elementary and middle school students with the opportunities to view and ponder existing artworks, create their own natural artworks, and heighten their ecological awareness.The ArtistIn order to more deeply understand Nils-Udo's life and work, I interviewed... (shrink)

Academic resilience is evident in students who are living in vulnerable environments, yet achieve success in academic outcomes. As a result, substantial attention has been devoted to identifying the factors associated with academic resilience and supporting students to be resilient. This study used the Classification and Regression Tree and Multilevel Logistic Regression modeling to identify the potential factors related to students’ academic resilience. Using these tools, the study analyzed the B-S-J-G sample in PISA 2015. The variables that significantly predicted whether (...) a student is disadvantaged and resilient or not resilient were shown to be: Proportion of teachers in school with master’s degrees, Proportion of teachers in school with bachelor’s degrees, Environmental awareness, Science learning time per week, Number of learning domains with additional instruction, and Students’ expected occupational status. These findings may enlighten governments, teachers, and parents on ways to assist students to be resilient. (shrink)