발명철학의 존재론과 인식론적 고찰

Abstract

This study aims to examine the complex and multifaceted nature of invention in the ontological
 and epistemological aspects of the philosophy of invention. The conclusions drawn are as follows.
 First, the ontological status of invention is complex and multifaceted, encompassing its perception
 as a product of human subjective action, an objective entity, and a result of the interaction between
 subjectivity and objectivity. Second, in the ontology of invention, the issue of novelty sparks a
 debate regarding the criteria for deeming an invention genuinely new. Third, in the ontology of
 invention, subjective creativity exists in an individual's cognitive and imaginative process, while
 objective creativity manifests as new inventions and technological artifacts, serving as visible
 outcomes of the invention process. Fourth, in the epistemology of invention, invention hinges on
 dynamic interactions involving the acquisition of new knowledge and its integration with existing
 knowledge. Inventors focus on gathering diverse knowledge from various sources and integrating it
 to generate innovative ideas. Fifth, in the epistemology of invention, the significance of tacit
 knowledge and expert knowledge extends beyond explicitly expressed or codified knowledge,
 playing pivotal roles in the invention process. Sixth, in the epistemology of invention, justification
 provides the basis for inferences and arguments that support the significance of invention within the
 context of invention claims and descriptions. Finally, in the epistemology of invention, the social
 construction of invention underscores that both invention and knowledge are not solely products of
 individual effort but are also shaped by social and cultural factors.
 In terms of the implications of exploring the philosophy of invention for invention education, on
 the ontological side of invention, it is essential for school-based invention education to prioritize the
 development of creativity as a core competency. On the epistemological side of invention, invention
 education should recognize the importance of experiential learning. It should provide students with
 opportunities for hands-on maker experiences, project-based learning, and mentorship from experts in
 relevant fields to foster the development of students' tacit knowledge.