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This paper, conceptual but with empirical support, fills in some blanks in Vygotsky's reworking of Spinoza's Ethics. Here Vygotsky sought to develop a developmental theory of emotions that would fit his developmental theory of higher psychological functions; that is, one which used function to explain how structure changes (much as Darwin had already done) and used social and cultural history to explain how functions change (much as Halliday would later do). We propose three ways – roughly, the structural, the functional, and the developmental – to continue Vygotsky's unfinished 'The Teaching about Emotions', which we illustrate with instances from classroom data. Using the systemic-functional approach of Halliday, we show how language development provides an answer to the Cartesian dualism that has divided thinking from feeling, how objective logical and experiential meanings emerge from emotionally colored and interpersonal ones, and how the study of speech can bypass the 'theory of mind' problems that have long bedevilled child development studies. Each step draws support from a teaching log of first year elementary students in South Korea maintained by one of the authors, and each step suggests a different kind of classroom talk. [ABSTRACT FROM AUTHOR]

This study examines the academic definition of virtual museums and the factors determining whether South Korean art museums will offer virtual content. First, this paper collects definitions of virtual museums from previous studies and identifies the key attributes to then suggest a comprehensive definition. The final definition arrived upon is as follows: A museum built within a digital space with a collection of digitized objects, such as images, audio files, text-based documents, and using virtual reality to supplement, augment, and enrich the museum experience. Next, this study assesses the current digitalization level of South Korea's registered art museums and examines which museum attributes determine whether there is virtual content offered by the art museum. The research findings show that the number of museums with virtual content are quite limited. Additionally, the presence of collection information, the size of the collection, and the exhibition space's size all affect the presence of virtual content significantly. Considering these outcomes, this study suggests possible practical and policy measures to enhance the experience of immersive cultural heritage. [ABSTRACT FROM AUTHOR]