• Journal of the Korean Society for Library and Information Science
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• v.48 no.3
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• pp.511-530
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• 2014

Melvil Dewey has been evaluated as a person of library movement, a man of thought, and a pioneer. However, the life-long achievements as a teacher has not been considered in the domain of library science. The foundations of Dewey's thought of public library can be divided into two categories: school education and home education. Based on these two types of education, Dewey established the major role of public libraries in supporting the life-long education of the public. Regardless of the great achievement of Dewey in education, few research has been conducted. The purpose of this research is to consider the role of libraries from the perspective of life-long education based on the thought of Dewey.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.107-130
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• 2005

The aims of this study are to identify Dewey's theory on mathematics education and to clarify its influence on the modern theories of mathematics education. For this purpose, we have examined Dewey's theory of knowledge named as pragmatism or instrumentalism, and studied the Dewey's theory of education in which he maintained education is the reconstruction of experiences. And then, we have examined Dewey's theory on mathematics education, such as theory of mathematics, purpose of mathematics education, contents of mathematics education, and methods of mathematics education respectively. After that, we have analyzed how his theory on mathematics education is connected with the diverse theories of modern mathematics education, such as Piaget's operational constructivism, Freudenthal's theory of realistic mathematics education, Polya's theory on mathematical problem-solving, and social constructivism. Through this study, we might say that Dewey's theory on mathematics education is a prototype of modern theories of mathematics education and a comprehensive paradigm which is very suggestive to the phenomena of mathematics education.

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.129-142
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• 2004

These days, constructivism has become a central theory in mathematics education. A essential concept in constructivism is 'construction' and the meaning of construction of mathematical knowledge is a core issue in mathematics educational field. In the basis of Dewey's epistemology, this article is trying to explicate the meaning of construction of mathematical knowledge. Dewey, Kant and Piaget coincide in construction of knowledge from the viewpoint of the interaction between mind and environment. However, unlike Dewey's concept, Kant and Piaget are still in the line of traditional realistic epistemology. Dewey's concept of construction logically implies teaching-learn learning principles. This can be named as a principle of genetic construction and a principle of progressive consciousness.

• Journal of The Korean Society of Grassland and Forage Science
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• v.18 no.2
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• pp.129-132
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• 1998

Birdsfoot trefoil grows wild in some parts of Korea, but specific information is lacking as to its growth characteristics, nutritive value and dry matter production potential. The objective of this study was to evaluate the usefulness of wild birdsfoot trefoil(Lotus cornicubus L.) as a forage. Wild birdsfoot trefoil and Au Dewey were field sown at Keongsan, Keongbuk in the spring of 19%. Emergence for Au Dewey was better than for wild birdsfoot trefoil. It was observed that the flowering date of the wild birdsfoot trefoil was similar to Au Dewey. Regrowth of Au Dewey was better than that of the wild birdsfoot trefoil at each harvesting. AAer the last harvesting date, October 1, there was no regrowth of the wild birdsfoot trefoil, but regrowth of Au Dewey measured IOcm. Weed infestation in the wild birdsfoot trefoil plots was higher than in the Au Dewey plots. The dry matter yields were significantly(P< 0.05) higher for Au Dewey than for the wild birdsfoot trefoil.

• Proceedings of the Korean Society for Information Management Conference
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• 1997.08a
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• pp.91-94
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• 1997

Dewey for Windows는 1997년 여론에 나온 듀이십진분류표 제 21판의 전자본이다. 1994년에 Electronic Dewey Decimal Classification이 최초의 전자 분류표로 등장한 후, 보다 나아진 이용자 인터훼이스와 다양한 접근방법을 사용할 수 있는 전자 듀이십진분류표로 개발되었다. 본고에서는 새로 나온 전자분류표의 기능을 살펴보고 최초의 전자분류표와 비교한 후, 개선점을 제시하였으며 한국의 전자십진분류표 개발을 제안하였다.

• Journal of Science of Art and Design
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• v.2
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• pp.222-238
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• 2000

The attempts to explain the criterion of art criticism can be divided into three directions. The first is that there is a universal criterion of criticism. The second is that criticism is a subjective impression of each critic. Therefore, there is no universal criterion beyond a subjective impression. The third is that denies both claims. It tries to and the objective criterion which is neither universal nor subjective. In this paper, I will see how John Dewey criticizes the first two theories and holds the third theory. Dewey's denial of the first theory can be seen in his view of the judical criticism. The judical criticism claims that art criticism can be made on the universal criterion, as judical decision can be made on the general rule supposed to be applicable to all cases. But Dewey claims that the judical criticism cannot explain what makes the artist the 'masters'. Defining art as an experience, Dewey claims that art is a process of doing and undergoing, and that art is essentially an interactive activity between men and his environment As environment changes, the experience of the environment also changes. So art should accept the possibility of new experience. But, since the judical criticism advocates of the universal criterion which cannot allow the changeability, Dewey denies it. On the other hand, Dewey's denial of the second theory can be seen in his view of the impressionist criticism. The impressionist criticism claims that criticism is to clarify the impression which is consisted of feeling and imagery the art object evokes. To this claim, Dewey replies that to clarify an impression is to analyze it, and analysis can proceed only by going beyond the impression to the judgement. As we have seen so far, Dewey has denied the judical criticism that there is a universal criterion supposed to be applicable to all criticism. He has also denied the impressionist criticism that there are only subjective responses to the art object, and hence that there is no criterion of criticism at all. For Dewey, these two criticism are based on the same false assumption of the criterion, although their conclusions are different from each other. Both the judical and impressionist criticism failed to realize the difference between the meaning of the criterion as applied in measurement and as used in criticism. Criticizing of these two views of criticism, Dewey claims that there is an objective criterion which is neither universal nor subjective. Art criticism is objective in tv#o senses, i. e., in the first sense that it can be judged by the properties of the art object and in the second sense that it can be verified by the communities of the critics.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.1
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• pp.335-358
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• 2008

According to Wayne A. Wiegand in the 1998, he research to The "Amherst Method": The Origins of the Dewey Decimal Classification Scheme. Although a debate about the origins of the Dewey Decimal Classification Scheme has been going on for generations, historical consensus remains elusive. This paper contributes information to the historiography on the origins of the scheme: 1) by grounding an account of Dewey's thinking as he was crafting the DDC on an analysis of a large body of sources than previous classification historians have consulted; and 2) by expanding and deepening historical understanding of the contextual forces influencing on the classification structure. Because the DDC idea as it first occurred to M. Dewey in Amherst in 1872-73 is an important in the history of library development in the world. He outlined the first draft of his decimal scheme and submitted it to the Amherst College Library Committee on 8 May 1873. This paper analysis to "Three Genetic Paper", that is 1) The Merits of the System, 2) Library Classification System, 3) Its Special Adaption to our Library.

• Journal of the Korean Society for information Management
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• v.40 no.4
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• pp.147-165
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• 2023

New technologies representing the Fourth Industrial Revolution are already being realized in library services. There is not, however, active research on measures to increase work efficiency by introducing a new technology in the work of "classification" that is part of the traditional librarian jobs they should continue in the future. The Dewey Decimal Classification (DDC) has not issued a print version since 2018. This study analyzes cases of WebDewey, Classification Web, and UDC Online. The functions required for the development of the Korean Decimal Classification (KDC) web version were derived, and the final functions suitable for the development of the KDC web version were proposed through AHP analysis.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.5
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• pp.1088-1101
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• 2013

The purpose of this study is to investigate intrinsic values with respect to the nature of aim from the viewpoint of Dewey. The intrinsic values have been recognized as values independent of activities or the content that preexist before embodied into activities. But from the perspective of Dewey, intrinsic values can be revealed only through the activity. Because they are inherent in the activities. Dewey suggested that the educational aim that is influenced by the traditional metaphysics should be meaningless in that it is given from outside and not related to human activities. The educational purpose that influenced by modern metaphysics and contemporary theories also can be regarded external, because the content and value of learning are assumed ahead activities. In the view of Dewey, the concepts of values are exposed through activities, so they can not exist independently. According to his own metaphysics that organism and its environment interact each other, all values c an be formed only in the course of activities. Thus, the intrinsic value of Dewey is a process per se, as the intrinsic value cannot be assumed ahead activities but can be exposed through activities. Bringing meaning to life through experience is Dewey's concept of growth as an educational aim. Education under such a purpose, would give the foundation to cultivate talent who are creative, proactive and communicate with their neighbors as a member of a democratic society.

• Journal of Korean Philosophical Society
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• v.137
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• pp.1-31
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• 2016

The aim of this paper is to put forward the significance that Dewey's naturalistic theory of value has today in examining how value arises from experience. This is a necessary discussion as logical-positivists bring about the problem of fact/value dichotomy and further deny the possibility of intellectual discussion on value judgments. In this situation, the task that the discussion on value must be resolved is to go beyond the problem of fact/value dichotomy and to confer objectivity upon value judgments. In the stream of analytic philosophy, the significance of Dewey's theory of value is revealed by how Putnam and Johnson receive it. To overcome the problem of dichotomy, Putnam asserts that they are entangled because the value arises from a criticism through scientific inquiry. Also Johnson proves that Dewey's moral deliberation as valuation is wedded with cognition, feeling, and imagination by the research on cognitive science and shows that Dewey's theory of value is un-relativistic because it is on the basis of shared experience. So, if the absolute value is not given to us, Dewey's theory of value shows us how value is made by open inquiry. It has the significance of proposing the direction that the theory of value orients itself today.