창의⋅융합의 고전소설 교육과 방향성 연구 — 캡스톤디자인 교육사례를 중심으로

본 논문은 공학교육과정에서 사용되는 캡스톤디자인 교과목에 대한 평가체계의 개발 사례를 소개한다. 캡스톤디자인은 대학 과정에서 배운 전문지식을 종합적으로 활용하여, 산업현장의 문제를 분석하고 해결책을 설계하는 교과목이다. 본 논문에서는 캡스톤디자인 교과목과 관련된 기존의 평가 요소, 평가 방법 및 절차를 설명한다. 이를 기반으로 개발된 캡스톤디자인 평가체계를 소개한다. 본 논문에서 제시한 캡스톤디자인 교과목의 학습성과 평가체계는 타대학의 캡스톤디자인 교과목 운영 시 일부 참고될 수 있으며, 산학이 연계된 교육 및 인턴 프로그램 개발 시 평가체계 설계를 위해서도 사용될 수 있다. This paper introduces a case study on the development of the evaluation system for capstone design course which is usually provided at engineering education program. A capstone design is an engineering education course which aims to improve the students' ability on analysis and design of practical industrial problems by use of overall engineering knowledge which has been learned in undergraduate program. Firstly, this paper provides a literature review on evaluation indices and methods related with a capstone design course. Secondly, the evaluation system for learning outcomes of capstone design course is described. The evaluation system for learning outcomes of capstone design course provided in this paper could be referred by other universities opening a capstone design course, and used to design an evaluation system for internship program or education course which is provided as an industry-academic connection program.

BackgroundCreativity requires both divergent and convergent thinking. Previous research established that divergent thinking relates to mathematics performance, but generally ignored the role of convergent thinking and, hence, leaves it unclear how both might interact when children work on mathematical tasks. This study addressed this paucity in the research literature, with the goal of improving our understanding of the role of creative thinking in primary school mathematics.AimsThis study examined how divergent and convergent thinking contribute to mathematics performance, both directly and jointly, on single‐ and multiple‐solution tasks.SampleThe study was conducted with 229 Dutch fifth graders of 12 primary schools.MethodDivergent and convergent thinking were measured with a visual and verbal task. Path analysis was used including verbal and visual divergent and convergent thinking tasks in relation to single‐ and multiple‐solution mathematics task performance. Working memory was included as a covariate.ResultsVerbal convergent thinking positively predicted single‐ and multiple‐solution task performance. Verbal divergent and convergent thinking interacted in relation to single‐solution task performance, while visual divergent and convergent thinking interacted in relation to multiple‐solution task performance.ConclusionsChildren’s mathematics performance mainly relies on convergent thinking. The role of divergent thinking is twofold: it complements convergent thinking on multiple‐solution tasks and compensates convergent thinking on single‐solution tasks.

The human pursuit of life as a whole is contrastingly juxtapositioned with the life forms of animals. The chapter shows the contours of human life forms as they appear on the nature philosophical investigations of the master. A few of the more high scholastic thinkers addressed directly the term mos more in their determination. The close relationship of the terms mos mores and regimen vitae comes also in numerous other statements. The master deals directly the features of specific human life form and lifestyle in the text products. The statements of the master on the human life form and lifestyle underlying assets and capabilities in their central enforcement characteristics relate firstly to an indication of the structural basis and mainly the central enforcement. It also explains basic shape of human life and terms of types (models) of human life. The original text of the chapter is in German.Keywords: animal life forms; human life model; human lifestyle; mos more; natural philosophy; regimen vitae

Kant’s transcendental logic results from a subjective turn away from sideways-on reflections on the conditions of possibility to think about present objects. Hegel transforms it into an explication of steps that allow us to talk about possible and, as such, abstract objects and their real instantiations or ‘presentations’. Full language encodes the conceptual knowledge necessary for any access to modalities about physical things and their movements (1), chemical matter and processes (2) and, finally, life on earth (3). In the emergence of the ‘personal’ form of human life there are developments that lead (4) from the social behaviour of animals to the human forms of practice, (5) from signal-languages to full language with its two syntacto-semantic parts of sentences, noun-phrases and verb-phrases, and (6) from enactive perception to conceptually formed apperception and intuition. Our mind thus depends on the shared intellectual and ethical history of whole humankind. We express the genericity of these developments by relating trans-subjective ‘spirit’ to ‘the concept’ in the sense of the indefinite system of definite, hence limited, conceptual domains to talk about and refer to – such that there is no further need for a divine creator nor for attributing to cosmic matter a disposition for evolving life and consciousness.

In non-engineering departments such as cosmetology as well, capstone design has been operated as an educational program and evaluation method, generating some positive educational effects. To examine the adoption of capstone design among domestic cosmetology-related college curriculums, this study investigated the total number of credits granted, distribution of academic departments by school, supporting units within academic departments and schools and receipt of government subsidy from the Ministry of Education, and the results found the followings: In 2018, a total of 3,590 students from 31 departments under school of natural sciences and 22 departments under school of art and physical education completed cosmetology-related capstone design courses. In average, each student was assisted by KRW 90,532. The supporting units were operated in cooperation with office of academic affairs (23 colleges), academia-industry cooperation foundation (21 colleges) and strategic support center for government-funded projects (8 colleges). The course titles differed by college. In fact, new and unique capstone design course titles have been used by academic major. It is anticipated that the study results would be available as basic data needed to enhance educational effects for applying capstone design courses and planning government-funded projects, search new items and improve their utilization.

Theories advocate that creative thinking could be strengthened within the science curriculum, yet empirical evidence supporting a connection between the two remains limited. This study is one of the first to examine the predictive value of creative thinking (divergent and convergent thinking) for scientific reasoning, while taking task specificity and academic achievement into account. A path analysis based on data of 225 fifth graders revealed that verbal and visual convergent thinking positively predicted the construction of research questions and evaluation of evidence, whereas visual divergent thinking negatively predicted the construction of research questions. Mathematical ability proved of no predictive value for any of the creative thinking and scientific reasoning measures, while reading comprehension positively predicted verbal convergent thinking, the construction of research questions and evidence evaluation. This study illustrates how convergent thinking could be of particular relevance for children's scientific reasoning, and can serve as a starting point for in-depth research examining the role of creative thinking within scientific reasoning.

Common neural activations of creativity and exploration: A meta-analysis of task-based fMRI studies.

The model to construct a sharing community is a new way to strengthen ideological and political education in universities in the new media era. In order to improve ideological and political education effect, it is necessary to take internet tool of new media era. This kind of carrier embodies sharing of knowledge, life, resource and process, which is type of moral cultural circle in universities in the new media era, and which is new model for the realization of ideological political education. In this paper, the construction is to adapt to the objective requirements of the new media era and to function as a new innovation for ideological and political education.

The research examines the effects of divergent and convergent creative thinking techniques on creative ideation processes. To analyze these effects an experiment is undertaken on advertising creatives, account executives, and students. Results demonstrate that divergent thinking techniques improve the idea originality of account executives, but not creatives. Alternatively, creatives produce more appropriate ideas by using convergent thinking techniques, yet account executive performance is clearly harmed by them. Few effects are seen on the student control group, who lack both knowledge of techniques and the domain. The findings suggest that creativity techniques are not a one-size-fits-all proposition but need to be tailored to the person and the situation in which they are applied. Implications for researchers and marketing managers are discussed.

Seowon in the Song Dynasty of China had implemented mainly around the Script of Confucianism for the education level and it valued for cultivating ethical descipline and humanities spirits for students. For the education method, Seowon had undertaken various types of lecturing, self-discipline, discussion and so forth, and it encouraged students to think independently and assert their creativeness. In addition, Seowon checked the learning outcome of students for ordinary testing for creative writing of poetry and literature and interpretation of scripts. Although such an evaluation method is relatively isolated, it would rather measure the level of finding out and depth of understanding on the Script of Confucianism for students in effective ways. The education and test evaluation style of universities of medieval Europe has certain different characteristics. The education of universities was comprised with the contents of specialized knowledge, such as, theology, law, medicine and so forth, and for the methodology, it placed even more value on developing the logic, inference and theoretical capability. For the test evaluation, in addition to the conventional written test, comprehensive talent, skill and practical application capability were assessed of students through the types of verbal test, pleading and so on. Besides, the test of medieval Europe has close relations to the ‘degree’. Such a diversified evaluation method was effective in entirely evaluating the learning outcome and potential of students. The education method and evaluation type are main composition elements of the education process that, with respect to the education affairs, the development and changes have profound influence. The education and evaluation types of Seowon in the Song Dynasty and university of medieval Europe have certain limitations, but the series of education idea system and method among them have generality and value rather, and with respect to the contemporary education, it displays important points of implication to make references. 在宋代书院中, 教学以儒家经典为主, 注重培养学⽣的道德修养和人文精神. 教 学方法上, 书院采用讲授、自学、讨论等多种形式, ⿎励学⽣独⽴思考和创新. 考核 方面, 书院通常通过诗文创作、经典解读等方式来检验学⽣的学习成果. 虽然这种 评价方式相对单一, 但它却能有效地评估学⽣对儒家经典的掌握程度和理解深度. 欧 洲中世纪⼤学的教学及考核评价形式则呈现出不同的特点. ⼤学的教学内容以神学、 法学和医学等专业知识为主, 教学方法上更加注重逻辑推理和思辨能⼒的培养. 考核 评价方面, 除了传统的笔试外, 还引⼊了⼝试、辩论等形式, 以检验学⽣的综合素质 和实际应用能⼒. 此外, 中世纪⼤学的考核还与学位紧密相关. 这种多样化的评价方 式有助于全面评估学⽣的学习成果和潜⼒. 教学方法和评价形式是教学过程中的重 要组成部分, 它们的发展和变革对教学工作有着深远的影响. 宋代书院和欧洲中世纪 ⼤学的教学及评价形式虽然有其局限性, 但其中的一些教学思想、制度和方法却具 有普适性和价值, 对现代教育仍然具有重要的启⽰和借鉴意义.

championed by scientists as the key to curing such diseases as Parkinson’s and Alzheimer’s, reducing the neurological devastation of stroke and spinal cord injury, and eradicating juvenile diabetes, among many others. However, controversy surrounding the practice of using embryos for research purposes has kept government funding of stem cell research from being a foregone conclusion. The ethical decisions that drive policy tend to initially hang on the question of the moral status of an embryo. Views on the moral ramifications of harvesting embryos for research purposes are wide ranging and tend to be informed by theology and social ideology. Does the embryo have the same rights as a person? Groups who believe that the embryo has the same rights as a child or an adult argue that the destruction of embryos is morally wrong and that the use of embryos in research is unjustified no matter how great the potential therapeutic benefit of stem cell research. However, there are other groups that view the embryo as a form of human life that, while worthy of respect, is not the moral equivalent of a person. Once the embryo is granted an intermediate moral status that allows its destruction for the attainment of a greater good, the ethical discussion then shifts to the moral parameters of stem cell research. How does one proceed with stem cell research in an ethical manner? Questions of research protocol, acceptable sources of embryos for stem cells, and the just allocation of the fruits of stem cell research take on more weight as the ethicists and policy makers strive to balance the potential moral good of curing disease and alleviating human suffering with the potential moral pitfalls of destroying one form of human life to benefit another. Should one proceed with stem cell research at all? There are some in the disability community who feel that the funding of stem cell research in the name of eradicating disability would be a misappropriation of federal funding. When so many people live with disabilities every day and lack federal funding or political support for programs that would increase quality of life now, many feel that it would be unconscionable to focus on a cure to the exclusion of all else.

<i>Literary Bioethics: Animality, Disability, and the Human</i> by Maren Tova Linett

Currently, there are various definitions for extreme sports and researchers in the field have been unable to advance a consensus on what exactly constitutes an ‘extreme’ sport. Traditional theory-led explanations, such as edgeworks, sensation seeking and psychoanalysis, have led to inadequate conceptions. These frameworks have failed to capture the depth and nuances of experiences of individuals who refute the notions of risk-taking, adrenaline- and thrill-seeking or death-defiance. Instead, participants are reported to describe experiences as positive, deeply meaningful and life-enhancing. The constant evolution of emerging participation styles and philosophies, expressed within and across distinguishable extreme sport niches, or forms of life, and confusingly dissimilar definitions and explanations, indicate that, to better understand cognitions, perceptions and actions of extreme sport participants, a different level of analysis to traditional approaches needs to be emphasized. This paper develops the claim that a more effective definition, reflecting the phenomenology, and framework of an ecological dynamics rationale, can significantly advance the development of a more comprehensive and nuanced future direction for research and practice. Practical implications of such a rationale include study designs, representative experimental analyses and developments in coaching practices and pedagogical approaches in extreme sports. Our position statement suggests that extreme sports are more effectively defined as emergent forms of action and adventure sports, consisting of an inimitable person-environment relationship with exquisite affordances for ultimate perception and movement experiences, leading to existential reflection and self-actualization as framed by the human form of life.

BackgroundPatients with Parkinson’s disease (PD) have been reported to exhibit unusual bouts of creativity (e.g., painting, writing), in particular in the context of treatment with dopaminergic agents. Here we investigated divergent and convergent thinking thought to underlie creativity. In addition we assessed cognitive estimation.MethodTwenty PD patients and 20 matched healthy control participants were subjected to the Guilford Alternate Uses task (divergent thinking), the remote associates task (convergent thinking) and two tests of cognitive estimation.ResultsNo group differences were found for the convergent thinking task, while the Guilford Alternate Uses task revealed a decreased number of correct responses and a reduced originality for PD patients. Originality in PD was correlated to total daily dose of dopaminergic medication. Moreover, both tasks of cognitive estimation showed an impairment in PD.ConclusionOnly minor effects were found for psychometric indices of subprocesses of creative thinking, while estimation, relying on executive functioning, is impaired in PD. We suggest to take a product oriented view of creativity in further research on altered creative processes in PD.

Purpose; The purpose of this study is to examine the problems of the traditional teaching method, and to clarify how the teaching and learning methods for creative talents is reflected through the design on teaching and learning method for creative talent in the age of artificial intelligence(AI). The design of the creative teaching and learning model proposed in this study is largely classified into two stages, In-class(Offline Practice Learning Steps) and After-class(Post-Class Inquiry and Project-Based Learning). And the mechanism that connects learning states organically rather than independently separate concept, but is analyzed based on a questionnaire evalu-ation on the concentration and immersion of classes and the understanding of creative teaching and learning methods. And this paper explores that learners who will be at the center of future society have the power to think through concentration and immersion in solving their own difficult problems based on their experience of teach-ing and learning methods in university education. In this process, creativity is expressed. They will also feel happy with a sense of accomplishment, confidence, and satisfaction while solving difficult problems. This is why prob-lem-based learning is necessary in university education. The teaching and learning method proposed in this study is to induce learners to think freely based on dialogue rather than discussion, and to lead the class by achieving the concentration and immersion in class, thus leading to a sense of achievement. The teaching-learning model, which incorporates elements that can solve problems on their own with convergent and logical thinking, has become an opportunity to reveal the importance of fostering creative talent for the artificial intelligence era.