1930년대 『科學館報』에 나타난 ‘과학 기술’의 표상과 특징 = The Feature and Representation of ‘Science and Technology’ Appears on 『Journal of Science Museum(科學館報)』 in the 1930s

다국어 초록 (Multilingual Abstract)

The most controversial issue in the field of science and technology is the so-called ‘4th industrial revolution’, including artificial intelligence. The position on this matter is divided into hopeful and critical perspectives. Those who support the hopeful position expect that artificial intelligence will make the future of human beings more enriching, while critics negatively see the future of 4th industrial revolution by addressing ethical issues. Although the current argument seems very intense but similar debates has been repeated every time humanity developed innovative technology. In this paper, the case about recognition of science and technology in the 1930s was analyzed. At that time, the positive prospects on advanced technology were outnumbered. However, their strong belief caused a tragic result, the World War II. Hence, reconsidering the previous situation will help to analyze the current science and technology debate.
As a result, the understanding level of science and technology of the colonial Joseon in the 1930s was subordinated to Imperial Japan. At that time, Japan imported modern science without distinguishing between natural science and engineering, as well as military and national policies dominated science. With the systematic discrimination of colonial rule and ethnic discrimination, the scientific recognition of the colonial Joseon was unilaterally dominated by the Joseon Government- General’s policy. The purpose of science and technology policy of the colonial Joseon in the 1930s was to form the basis of ‘mobilization of science’. It was necessary to train human resources in a short period of time with a level of education that can be mobilized in the military industry, as well as to exploit and recycle material resources. In order to achieve these goals, advanced weapons including aircrafts were considered as science and technology and created positive views. Additionally, the phenomenon, where the development of substitution resources were highly evaluating to cover Japan’s weakness, appeared. In other words, the perception on science and technology or the future prospect seems value neutral and causes an optical illusion that seems to suggest a long-term view. However, it should be recognized that it can actually be negatively used as method to cover the matter of policy faced at that time.

참고문헌 (Reference)

1 문만용, "한국 근대과학 형성과정 자료" 서울대학교출판부 256-257, 2004

2 김근배, "한국 근대 과학기술인력의 출현" 문학과지성사 144-, 2005

3 변은진, "파시즘적 근대체험과 조선민중의 현실인식, 선인" 선인 49-89, 2013

4 아마노 이쿠오, "제국대학" 산처럼 14-, 2017

5 수요역사연구회, "제국 일본의 하늘과 방공, 동원1" 선인 180-182, 2012

6 정인경, "일제하 경성고등공업학교의 설립과 운영" 16 (16): 60-, 1994

7 정인경, "은사기념과학관 식민지 과학기술" 5 (5): 73-, 2005

8 국성하, "우리 박물관의 역사와 교육" 혜안 2007

9 강만길, "역사가의 시간" 창비 41-, 2010

10 이경선, "식민지에 설립된 제국의 과학관 : 일제강점기 恩賜記念科學의 과학보급사업, 1925-1945" 서울대학교 대학원 2012

11 김근배, "식민지 시기 과학기술자의 성장과 제약-인도 중국 일본과 비교해서" 8 : 160-194, 1998

12 이노세 나오키, "쇼와 16년 여름의 패전" 추수밭 176-, 2011

13 정종현, "동경제국대학의 조선유학생 연구" 한국학연구소 (42) : 451-540, 2016

14 야마모토 요시타카, "나의 1960년대" 돌베개 160-162, 2017

15 임종태, "김용관의 발명학회와 1930년대 과학운동" 17 (17): 93-98, 1995

16 한민주, "과학전의 시대, 총후여성과 인조의 상상력" 한국문학연구소 (42) : 180-214, 2012

17 마스카와 도시히데, "과학자는 전쟁에서 무엇을 했나" 동아시아 32-35, 2017

18 정선아, "과학데이(1934-1936)의 스펙타클: 일본 식민지시기 특정 과학관의 공공성 획득을 위한 절충적 전략" 79-94, 2014

19 "釜山日報"

20 リン·ホワイト, "機械と神 : 生態学的危機の歴史的根源" みすず書房 1999

21 "東光"

22 "東亞日報"

23 "朝鮮中央日報"

24 정종현, "日本帝國大學의 朝鮮留學生 硏究(1) ― 京都帝國大學 조선유학생의 현황, 사회경제적 출신 배경, 졸업 후 경력을 중심으로" 대동문화연구원 (80) : 445-529, 2012

25 "別乾坤"

26 조형래, "『소년』의 과학" 국제한국문학문화학회 (6) : 273-302, 2009

27 김근배, "20세기 식민지 조선의 과학과 기술-개발의 씨앗?" 56 : 297-313, 2001

28 현원복, "1930年代의 科學技術學 振興運動" 12 : 254-262, 1977

29 현원복, "1930年代의 科學大衆化運動" 11 (11): 20-23, 1978

30 김주리, "1910년대 과학, 기술의 표상과 근대 소설: 식민지의 미친 과학자들(2)" 한국현대문학회 (39) : 41-74, 2013

31 "(知識の園) 科學館報"