• Journal of English Language & Literature
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• v.55 no.4
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• pp.619-639
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• 2009

In his 1993 stage play, Arcadia, Tom Stoppard appropriates scientific theories to dramatize the difficulty in predicting the future and in describing the past. Arcadia tracks the archaeological efforts of two present-day literary critics, Hannah Jarvis and Bernard Nightingale, as they attempt to piece together the events that occurred at a large country house called Sidley Park, from 1809 to 1812. While employing a variety of historical and cultural references to the changes taking place in British landscape gardening around the early nineteenth century, the play also turns around the intuitive-romantic versus rational-classical dichotomy represented by Hannah, and present in its discussion of science and the recoverable/irrecoverable past. Stoppard's use of chaos theory as a metaphor for the difficulties faced by those involved in biographical/bibliographical literary research suggests that unsubstantiated assumption can result in the construction of its subject, rather than in its recovery. This paper explores the way in which Stoppard uses scientific concepts, particularly the chaos theory, as a metaphor for human life and behaviour, and how he successfully describes the dilemmas and contradictions of life in so doing. Influences from his famous British predecessors, George Bernard Shaw and Oscar Wilde, are evident, but Stoppard transcends both playwrights and crafts a dramatic style distinctively his own. The combination of wit, comedy, intellectual depth, intriguing ideas, literary allusions, scientific concepts, metaphors, and cultural references, all combine to make Arcadia a dramatic edifice that will stand the test of time.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.29-39
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• 2007

This paper is to give a brief introduction to a new discipline called 'conceptual metaphor' and 'mathematical metaphor(Lakoff & Nunez, 2000) from the viewpoint of mathematics education and to analyze the metaphors at 4th graders' mathematics classroom as a case of conceptual metaphors. First, contemporary conception on metaphors is reviewed. Second, it is discussed on the effects and defaults of metaphors in teaching and learning mathematics. Finally, as a case study of mathematical metaphors, conceptual metaphors on the concepts of triangles at 4th graders' mathematics classrooms are analyzed. Students may reason metaphorically to understand mathematical concepts. Conceptual metaphor makes mathematics enormously rich, but it also brings confusion and paradox. Digging out the metaphors may lighten both our spontaneous everyday conceptions and scientific theorizing(Sfard, 1998). Studies of metaphors give us the power of understanding the culture of mathematics classroom and also generate it.

• Journal of Physiology & Pathology in Korean Medicine
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• v.28 no.5
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• pp.465-477
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• 2014

In Korean Medicine (KM), the Yin-Yang doctrine is still used as a theoretical tool for understanding and explaining the clinical experiences. However, as the traditional culture declined in East Asia and the scientific culture took over, there was an increased negative view on the Yin-Yang doctrine, and thus a heightened distrust over KM. For KM to survive in an unfamiliar culture of science, a novel outlook on the Yin-Yang doctrine is needed. In this sense, I consider a thoroughly medical take on the Yin-Yang doctrine to be most important. The focus needs to be on the goals of medicine: this includes riddance of any discourses on Yin-Yang that cannot contribute to the goals, and an enhancement of the Yin-Yang concept as a rational and scientific terminology. One way to achieve this is by understanding Yin-Yang as a type of metaphor. The Yin-Yang doctrine that is utilized in KM corresponds well to the conceptual metaphor suggested by Lakoff and Johnson. As a metaphor, the Yin-Yang concept plays a role in structuring the target domain, that is life phenomena, metaphorically. Through the Yin-Yang metaphors, the life phenomena are understood as the Yin-Yang phenomena, and are systematically organized by the subcategories contained in the Yin-Yang doctrine. Understanding Yin-Yang as a metaphor is a good way to enhance the Yin-Yang concept and doctrine as a rational terminology and method.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.813-823
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• 2018

The purpose of this study is to analyze elementary students' conceptual metaphor forms of light through their image schema of light. The participants were 162 $6^{th}$ grade students from G city, Gyeongsangnam-do. For this study, the analysis framework was developed as image schema analysis and systemic functional grammar analysis. Then, students' metaphorical expressions of light concepts were analyzed by the framework(image schema analysis and systemic functional grammar analysis). The findings are as follows. First, in the understanding of source of light, students had two structures of light. (a)Light comes out from a light source and goes straight in space. (b)Light is dispersed around a light source. Second, in the understanding of the process to see a material, students had five structures including scientific concept as light came out from a light source approaches the material and reflects off the material, then the light goes into the person's eyes. Third, in the understanding of reflection of light, students had four structures including scientific concept as light came out from a light source approaches the mirror and is reflected from the mirror.

• Journal of Physiology & Pathology in Korean Medicine
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• v.27 no.5
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• pp.540-552
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• 2013

This study focuses on discussing several issues that we encounter when we 'modernize' the fundamental theories of Korean Medicine(KM): It is pertinent to set the boundaries of the "fundamental theories" of the KM. The boundaries can be set based on: a) setting the medicine and the philosophy of medicine apart and b) re-evaluating the traditional theories of KM based on the needs of the modern practitioners of KM. The fundamental theories of KM should focus on how effectively they can observe, explain, and predict the clinical cases. The clinical cases and observations should not be distorted in order to satisfy the theory. "The modernization of KM" can be defined as the change in traditional medicine to fit the needs of the contemporary world, while not losing the focus and the nature of the KM. The fundamental theories of KM will play a key role in modernizing the KM, as the focus and the inherent nature of the KM comes from these fundamental theories. The modernization of the fundamental theories of KM will be crucial to both possible models of future healthcare system-the plural healthcare system, or the western medicine-centric integrated healthcare system. The modernization will also help in advancing the future medical studies. The key to modernization of the fundamental theories of the KM is in translating the key terms of KM in modern light. As a solution, this study suggests paying attention to the 'scientific metaphors', and especially to the 'theory-constitute metaphors' among those. More in-depth studies need to be done on these.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.91-105
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• 2016

The purpose of this study was to examine the awareness of elementary teachers about educational technology. Educational technology that is embodied at school was the form of "systemic structure" whose components are complex and exert close mutual influence on one another, rather than of "systemic assembly" that relationship of components were well controlled. A qualitative epistemological method was used to look into educational technology instead of existing empirical ones. Metaphor analysis was utilized among various qualitative research methods to find out what elementary teachers thought of educational technology. Six elementary teachers were asked to draw a picture to describe what came into their mind when they heard term of "educational technology," and they were interviewed in depth to check what their pictures meant. As a result, elementary teachers expressed their point of views about educational technology as "a scientific, technical and systemized instrument to stir up the learning interest and joy of students," "an action to mechanically fit together every part of education(curriculum)," "educational technology as a teaching and learning method," and "an integrated and overall system." This finding seemed to have something to do with media theory, teaching and learning theory and system theory that have been used in educational technology. This study was expected to be significance in that it investigated the way of looking at educational technology in the field, and confirmed the close relationship between theory and practice, and finally provided an opportunity to reflect on the ontological nature and epistemological method of educational technology.

• Journal of English Language & Literature
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• v.57 no.2
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• pp.237-264
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• 2011

Based on its geophysical feature, the island has long been recognized as a separate and self-sustaining space independent of neighboring continent or other islands. Literary tradition has used the island as a metaphor for a utopian alternative to mundane human society with its various kinds of wrongdoings. Recent nature writings have taken up this island metaphor to emphasize the wholeness of the ecosystem in specifically designated natural community or landscapes such as national parks or wilderness preservation areas. Human-nature relations as border-divided area is also recognized as the island. Modern island biogeography, however, has disproved such a concept of islands as autonomous, revealing the contrasting fact that the richness of species on an undisturbed island is determined largely by species immigration from and emigration to a source of colonists. This scientific finding has posited the island as the interconnected nature, but the public and metaphoric use of it still resorts to the old concept of it as isolated and autonomous nature, because this image has been ingrained deeply in our consciousness and culture. Considering the negative consequences from the recognition of nature and nature-humans as isolated space, we need a new nature metaphor that embodies interconnectedness in nature and of human-nature relations. Such feature of interconnectedness is best embedded in the concept of ecotone. Some ecotones are created and maintained through human participation in nature, and this human induced nature of ecotone denotes the possibilities of a constructive relation between them. The substitution of the island with the ecotone as the concept of nature and the image of human-nature relations is expected to correct ecocritical practices of reading of nature writing, which has been predominantly interpreted within the orientation of nature itself and nature-human relations as an isolated and self-autonomous island. Adopting the ecotone in literary study enables ecocriticism to dig out cultural elements embedded in nature writing and reveal socio-political, ideological factors hidden behind the writers' portrayal of nature as islands.

• Journal of the Korean Society of Costume
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• v.58 no.2
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• pp.120-133
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• 2008

The purpose of this study is to analysis types of light and to find the characteristics of light in contemporary fashion design. In a scientific context, light is electromagnetic radiation of a wavelength that has the characteristics of straightness, reflection, refraction, scattering and diffraction. But in philosophical speculations, light has been used as a metaphor of 'being', 'to-be' or 'enlightenment.' And through the ages, people have tried to represent and apply the light into plastic art like painting and architecture. The types of light in fashion design was categorized as those; reflective light from the surface of clothing which is the result of interaction between illumination and material, representative light as the pattern of light or light effect such as sun or its rays and optical or psychedelic patterns, luminescent light from light emitting material like phosphorescence or LED which combines into fashion design, projective light from a medium to reveal virtual patterns on the surface or a fashion design itself using holography. These lights in fashion design can be considered as reflection of emphasis of sexuality, longing for fantasy and mystique, visualization of interaction and communication and groping for the play.

• Journal of English Language & Literature
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• v.58 no.4
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• pp.655-678
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• 2012

Doris Lessing, who considers science and technology as instruments of capitalism, deals with the theme of 'biological evolution' in The Sirian Experiments, the third book in the Canopus in Argos: Archives series. One of her themes that repeats throughout is that of 'spiritual evolution,' and in The Four-Gated City she even used 'biological evolution' as its metaphor. This paper analyzes The Sirian Experiments using scientific knowledge such as the concept of 'biological evolution' from Charles Darwin's evolution theory and Edward O. Wilson's sociobiology. Lessing concludes that while 'biological evolution' not accompanied with 'spiritual evolution' puts humans in existential problems and mental breakdown, the one in equilibrium with the other can bring social and political revolution. Lessing's concept of 'spiritual evolution' is basically a product of her holistic view and her own philosophical view that human evolution is a necessary process following the Universal Order, which shows that she is influenced by Sufism. The basic tenet in Sufi philosophy is to achieve equilibrium between the rational and non-rational modes of consciousness. Lessing incorporates her rational and irrational ideas into The Sirian Experiments to make a field for confluence where the biological, the sociological, and the spiritual thinking converge.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.718-734
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• 2013

The purpose of the study is to investigate high school students' perception and understanding of old metaphorical science terminologies and new metaphorical science terminologies (highly metaphorical science terminologies). For the study, three old metaphorical terminologies and three new metaphorical terminologies have been chosen from the old and new Korean science curricula respectively, and 176 high school students who learned physics based on 7th science curriculum developed in 1997 and 175 highschool students who learned physics based on the science curriculum revised in 2009 were sampled from two high schools in a big city in Korea. The research results are as follows: First, for the old metaphorical terminologies, there are more students who give explanations using scientific terms than those who use the meaning of the metaphors that terminologies had. Second, for the new metaphorical terminologies, there are much less students who give explanations using scientific terms than those who explained using the meaning of the metaphors that the terminologies had. Therefore, it should be emphasized that, for the new metaphorical terminologies, the metaphorical meaning of the terminologies do not mean the concepts themselves in teaching science.