當中醫遇見科學

李晓,涛,(Li XiaoTao) 경북대학교 아시아연구소 2010 아시아연구 Vol.- No.10

五四前後,“科學”成為判斷事物正確與否的重要標準。近代傳入中國的西方醫學因其具“科學性”而得到提倡,反之,中國傳統醫學因“不科學”而遭到一些人的懷疑與摒棄。1912 年,北洋政府將中醫拒之教育系統門外,1929年,國民政府又以“中醫不合科學”為由,要求廢止中醫。同時,醫學界乃至學術界也展開了激烈的中西醫論爭。一些五四學人以“科學”為利刃,迫切要求將中醫斬草除根。在政府行為與報刊輿論的雙重壓力下,中醫一方面批駁“廢醫”論,一方面也開始反思自身,並走上了一條自我革新之路。在這場中醫革新之路中,“中醫科學化”運動影響最為深遠。“中醫科學化”運動主張以科學的方法研究中醫,從而在某種程度上改變了中醫與科學對立的局面。可以說,中醫能夠保留至今,與“中醫科學化”運動有著密不可分的關係。然而,在當時,“中醫科學化”運動並未得到中西醫學界所有人士的贊同。“廢醫”論者認為傳統的中醫已經腐朽不堪,根本無法實現“科學化”;中醫界一些人士則認為“科學”一詞包羅萬象,中醫也屬於科學的範疇,實現“中醫科學化”運動,等於默認中醫不科學。另有中醫界人士認為,中西醫學是否合理,應該以“療效”而不是科學作為衡量標準。這種否定科學作為事物衡量標準的論調在科學昌明的五四時代,是很難得到人們支持的。然而,在當今時代,我們仔細思索,不禁也會產生疑問: 中醫為什麼一定要科學化呢?為什麼一定要用“科學”來決定中醫的命運呢?時至今日,中醫依然處於兩難境地,也許跳出“科學”語境,從醫學與文化關係的角度,能夠解決中醫自我革新問題。 Before and after “May Fourth Movement”, the "science" has become the important criterion to judge right or not. Modern western medicine introduced to China was promoted because of "science", whereas Chinese traditional medicine was doubted and abandoned for "nonscience" by some people. In 1912, the Beijing Government refused Chinese traditional medicine to join in the education system; in 1929, the National Government, with the grounds that "Chinese traditional medicine is nonscience", tried to abolish it. Meanwhile, the medical circles and even academe have engaged in a fierce debate about Chinese and Western medicine. Under the dual pressure of government act and public opinion, Chinese traditional medicine rebutted on the one hand, while on the other hand, began to reflect on their own, and embarked on a road of self-innovation. In the way of this medicine innovation, "scientization of Chinese traditional medicine" movement has been the most profound. This movement advocated studying Chinese traditional medicine by scientific methods, which to some extent changed the confrontation between Chinese traditional medicine and science. It can be said that the reason why Chinese traditional medicine could be preserved closely linked with this movement. However, at that time, "scientization of Chinese traditional medicine" movement has not been endorsed by everyone in the medical circles. Someone in the western medical circles argued that the Chinese traditional medicine has been too corrupt to achieve "scientific". Some people in the Chinese medical circles thought that "science" is all-inclusive, and the Chinese traditional medicine also belonged to the scope of science; to achieve that movement is equal to default nonscience of Chinese traditional medicine. Another people in the Chinese medical circles believed that whether the medicine is reasonable, should be measured by the effect rather than the science. This argument that denied science as a criterion was difficult to get supports in that scientific time. However, in the present era, when we think over carefully, we can not help have questions: Why Chinese traditional medicine must be scientization? Why used "science" to determine the fate of traditional Chinese medicine? Today, Chinese traditional medicine is still in a dilemma. Escaping from the "scientific" context, from the perspective of medical and cultural relations, self-innovation of Chinese traditional medicine could be solved.

우리 전통 과학 지식의 교육적 가치 탐색

이지혜,신동희 한국교육학회 2017 敎育學硏究 Vol.55 No.3

The purpose of this study is to discuss the need for the education of Korean traditional science knowledge(TSK) and to explore its educational value. Science education in Korea has focused on the western modern science(WMS). According to the viewpoint of multicultural science education, school science education in non-western countries is a process of culturalizing students into WMS. And it also explains that exclusion of student’ traditional orientation makes science difficult and arouses their internal confusion caused by cultural conflict. Traditional science reflecting my own history and experience can help resolve cultural conflicts and enrich science education by providing equality, cultural relevance, and cultural diversity in science education. Every culture has its own indigenous knowledge(IK) that results from the interaction of people living in the same area and interaction with nature for a long time. IK reveals the nature of science in that it explains the relativity of scientific knowledge and its human and social influence. Korean traditional science includes developing IK, actively interacting with the outside, and doing systematic scientific activities. Scientific properties, cultural specificity, and historical context should be considered to understand the essence of the Korean TSK. The factors of the Korean TSK are IK development, acceptance of advanced scientific knowledge, and our own scientific system, through the lenses of ancestors as subjects of action, the Korean peninsula as a context of place, and the viewpoint of our cultural perspective. Until now, the Korean TSK education has failed in delivering the essence of TSK in that it includes just a part of TSK. Instead, TSK should be explicitly and systematically contained in science education. Students are expected to keep balance between various cultures and build the ideal identity of science culture through TSK education. 본 연구의 목적은 우리 전통 과학 지식(traditional science knowledge: TSK) 교육의 필요성을 논의하고, 우리 TSK의 교육적 가치를 탐색하고자 하는 것이다. 우리나라의 과학 교육은 서양 근대 과학(western modern science: WMS)을 중심으로 이루어졌다. 다문화주의 과학 교육 관점에서는 비서구 국가의 학교 과학 교육이 학생들을 WMS로 문화화하는 과정이며, 학생들의 전통 관점을 배제함으로써 과학 학습을 어렵게 하고, 문화적 충돌로 인한 내적 갈등을 유발한다고 설명한다. 우리의 역사와 경험을 반영한 전통 과학은 과학 교육 내용에 평등성, 문화적 적절성, 문화적 다양성을 제공함으로써 문화적 갈등을 해결하고 과학 교육 내용을 풍부하게 할 수 있다. 모든 문화는 동일한 지역에 사는 사람들이 오랫동안 자연과 상호작용한 결과로 생기는 고유한 토착 지식(indigenous knowledge: IK)을 가지고 있다. IK는 과학 지식의 상대성과 지식 형성 과정의 인간적‧사회적 영향력을 설명한다는 점에서 과학의 본성을 드러낸다. 우리 TSK는 IK의 발달 뿐 아니라 외부와 활발히 교류하고, 계획적이고 체계적인 과학 활동을 포함한다. 우리 전통 과학의 본질을 정확하게 이해하기 위해서 과학성, 문화적 특수성, 역사적 맥락을 고려해야 한다. 우리 TSK는 ‘우리 조상들’이라는 행위의 주체, ‘한반도’라는 장소 맥락, ‘우리의 문화적 시각’이라는 해석의 틀을 통한 IK의 발전, 선진 과학 지식을 수용, 독자적인 과학 체계 등으로 구성된다. 지금까지의 전통 문화 활용 과학 교육은 TSK 구성 중 일부만 다루어 TSK의 본질을 전달하지 못했다. 과학 교육에서 TSK를 명시적이고 체계적으로 가르침으로써 학생들은 다양한 문화 사이의 균형을 가질 수 있고 나아가 올바른 과학 문화에 대한 정체성을 형성할 수 있을 것이다.

화학 이론의 전통 과학적 연구

박서영,정원우,방경곤,김용수,문장수,이우붕 慶北大學校 師範大學 科學敎育硏究所 2007 科學敎育硏究誌 Vol.31 No.-

According to the system of the oriental traditional science, everything has to be harmony and interact with one another. The fundamental notions of the traditional natural philosophy are "do(doctrine)", "taegeuk(the great absolute)", "yin-yang," "five primary substance", "four events", and "eight signs for divination". Taegeuk, especially, explains the formation and the death of all things in the universe through circulation of yin-yang, and shows the balance of nature and universe. Yin-yang, relative ideas produces four events, and four events also is divided into the eight signs for divination. 'four events', 'eight signs for divination' like 'yin-yang' indicates the cycle of nature. The essential notions of the traditional science are not different from those of modern chemistry. Taegeuk which is the origin of all things in the universe means the situation of harmony and balance through ceaseless circulation and connotes dynamic equilibrium on neutralization that chemical reaction get to. A number of opponent concepts such as acid-base, oxidation-reduction, atomic nucleus-electron are given an explanation by ying-yang(the positive and negative) that reaches Taegeuk through chemical bonding or reaction over simple antagonistic relationship. 'Yin-yang', 'four-events', 'eight signs for divination' do not imply a substance or a phenomenon in itself but the properties of them. That is why it is possible to see into various chemical concepts like a relative strength of acid-base, groups of periodic table with traditional scientific philosophy. We have regretfully neglected studies in traditional science. It is time to perform the concrete work connecting theory of traditional science with that of modern science for advisable appreciating of traditional science. Moreover, It is necessary to do research and development of educational programs or teaching-learning materials using the traditional science properly. 동양 과학 철학이나 자연 철학은 태극,음양오행,사상팔괘를 이용해 우주 만물의 운동과 자연의 순환을 설명하는데 있어 그 학문적 우수성을 부인할 수 없으나 현대의 화학식이나 수식이 현상을 미시적 관점에서 구체적으로 설명할 수 있는 것과는 달리 전통 과학이론은 거시적 관점에서 그 전체적 흐름만을 나타낸다는 한계를 가지고 있다. 그럼에도 불구하고 태극,음양오행 그리고 사상팔괘론을 중심으로 한 전통 과학 이론은 현대인들에게 과학에 대한 새로운 시각을 제공함으로써 무분별하고 비윤리적인 과학 기술 활용으로 인한 전 지구적인 문제들을 해결하는데 있어 핵심적인 역할을 수행함은 물론 오늘날의 한국 과학이 한 걸음더 전진하는데 이바지 할 수 있을 것이다. 그러므로 서구 중심의 기존의 과학문명에만 머무를 것이 아니라 동양의 전통 과학 철학을 연구하여 민족의 과학 체계를 수립하고 과학의 토착화를 이루어야 한다. 이를 성공적으로 수행하기 위해서는 전통 과학과 현대 과학 사이에 다리를 놓는 구체적인 작업이 본격적으로 진행되어야 한다. 기본적인 화학 개념들을 전통 과학적 관점에서 재해석 하는 것은 물론이고 더 나아가 전통 과학의 이론을 이용하여 화학 반응 과정을 구체적으로 설명하려는 시도가 필요할 것이다.

과학사 과목의 전통 천문의기 학습을 위해 필요한 학습 요소 및 관련 성취기준 위계성 분석

이종택 ( Jong-taek Lee ) 한국과학교육학회 2020 한국과학교육학회지 Vol.40 No.6

본 연구에서는 고등학교 과학과 진로선택과목 중 하나인 과학사 과목에 대한 학생들의 선택률이 낮은 문제 상황을 개선하기 위해 과학사 과목의 한국의 전통 과학 단원에서 다루는 전통 천문의기 9종과 관련한 학습 요소 및 성취기준을 분석하여 내용의 적합성과 위계성을 분석하였다. 이러한 분석 결과를 토대로 학년군을 달리한 과학과 교육과정에서 각각의 천문의기를 교수·학습에 활용할 수 있는 방안을 제안하였다. 본 연구의 결과를 출발점으로 하여, 전통 천문의기와 관련된 구체적인 성취기준 또는 탐구 활동을 개발하는 후속 연구가 이루어질 수 있다면 한국의 전통 과학문화에 대한 학생들의 인식을 제고할 수 있고, 더 나아가서 과학사 과목에 대한 학생들의 선택률을 높일 수 있을 것으로 기대된다. In this study, we analyzed the learning elements and achievement standards, and explored the appropriateness and hierarchy of content were analyzed related to the nine types of traditional astronomical instruments presented in the traditional science unit of the History of Science course to improve the problematic situation in which students show low selection rates for the History of Science, one of the elective courses in high school science. Based on the results of this analysis, we suggested ways to utilize each astronomical instrument for teaching and learning in science curriculum with different grade bands. Using the results of this study as a starting point, if a follow-up study that develops specific achievement standards or inquiry activities related to traditional astronomical instruments can be conducted, students’ awareness of Korean traditional science culture can be improved, and furthermore it is expected to increase the student’s selection rate for the History of Science course.

1930~1940년대 강필모의 한의학 인식과 과학화론

박윤재(Park, Yun-jae) 한국역사연구회 2014 역사와 현실 Vol.- No.94

After Korea’s liberation from the Japanese occupation, a person named Gang Pil-mo joined the Oriental Medicine Association to practice medicine as well as promote his proposal of how to ‘modernize’ traditional Korean medicine, and develop it into a form of ‘science.’ His practices were centered around scientific verification of traditional Korean medicinal theories, and more particularly on developing prescriptions produced via traditional Korean medicine. The scientific information set utilized for such verification was no other than western medicine, which was deemed as an absolute criterion in developing something into science. The proposal of Gang Pil-mo formed an important axis in the discussion of developing traditional Korean medicine into science, which began to flourish after the liberation. The proposal of Gang Pil-mo was especially meaningful because it expressed an interest in technologies beyond theories, while most of the other arguments regarding western and oriental medicines of the 1930∼40s were stuck in debating whether or not the value of traditional Korean medicine should be respected and accepted. Considering that medicine is only important when it could be applied to real-life practice, practical considerations on the scientific nature of traditional Korean medicine as well as all the down-to-earth measures proposed by Gang Pil-mo were nothing but significant to say the very least. However, as he had doubts in the traditional theory involving Yin and Yang figures and also the so-called Five Elements in particular, he tried to create an entirely new set of medicine through his scientific verification. In other words, he never fully accepted traditional Korean medicine, which was to him a subject that required verification. This was also why he emphasized the importance of establishing hospitals where clinical trials can be done, as he believed that verification through clinical trials could be a practical option which would be chosen by western practitioners who were interested in traditional Korean medicine. Because Gang Pil-mo recommended western medicine as an absolute criterion, his proposal can be evaluated as reflecting the medical reality of Korea at the time, which was led by western medicine. Furthermore, his view and proposal shows us the nature of the Korean society at the time, which was witnessing the thriving western civilization at its doorstep in the form of medicine, and we can see that traditional Korean medicine at the time had no other option but to depend on western medicine for its own very survival and advancements.

대중과 과학기술에 대한 이해와 새로운 도전: 전통적 PUS와 구성주의PUS에 대한 비판적 분석

김명심(Kim, Myung-Sim) 동양사회사상학회 2017 사회사상과 문화 Vol.20 No.2

이 연구는 대중의 과학이해(Public Understanding of Science: PUS)를 다루는 두 가지 접근에 대한 비교를 통해 과학기술과 대중의 관계 변화에 대한 이론적 분석을 시도하였다. 1980년대 이후 서구사회를 중심으로 과학과 과학자에 대한 대중적 신뢰의 위기가 폭넓게 인지되면서 과학과 대중의 긴장 관계를 해소하기 위해 제시된 대중의 과학이해는 대중 (Public), 과학(Science), 이해(Understanding)에 대한 서로 다른 전제와 관점을 제시하는 전통적 PUS연구와 구성주의 PUS연구로 발전해 왔다. 전통적 PUS연구는 과학대중화에, 구성주의 PUS연구는 과학민주화에 많은 영향을 주었으며 대중과 과학기술의 관계를 조망하는데 중요한 이론적 토대를 제공하고 비판적 계승을 통해 이론적・실천적 영역을 확대해 오고 있다. 따라서 이 연구는 이론적 측면에서 전통적 PUS연구와 구성주의 PUS연구 각각의 이론적 특성과 비판점을 비교 분석하고, 각각의 연구사 례를 통해 대중과 과학기술의 관계 변화를 분석하였다. 또한, 한국사회 에서 논의되어 온 PUS의 이론적・실천적 연구 성과를 비판적으로 분석 하고, 과학기술의 민주화와 참여적 거버넌스로의 전환이라는 새로운 도전의 가능성을 모색한다. This study attempted a theoretical analysis of science and technology and public relations through comparison of two approaches to the public understanding of science (PUS). Since the 1980s, PUS has developed into the two branches of traditional PUS and constructive PUS, suggesting different assumptions and perspectives on the public, science, and understanding. While traditional PUS studies have influenced the popularization of science and technology, constructive PUS studies have influenced scientific democratization. Constructive PUS studies provide an important theoretical basis for he relationship between the public and science and technology and expand their theoretical and practical domains. Therefore, this study compared the traditional PUS and the constructive PUS with respect to theoretical characteristics and criticism. The study analyzed changes in the relationship between the public and science and technology through each of the PUS case studies. Also, it critically analyzed the theoretical and practical achievements of PUS, which have been discussed in Korean society, and inquired into the new challenge of democratization and transition to participatory governance.

탐구적 과학 글쓰기 활동(SWH)이 중학생의 과학 학습 환경 인식 및 메타인지적 과학 학습 경향에 미치는 영향

김선영,유선미 韓國生物敎育學會 2012 생물교육 Vol.40 No.3

This study aims to examine the effectiveness of the Science Writing Heuristic (SWH) on students' perception of science learning environment and metacognitive science learning orientation. Both the experimental and the control group of students experienced five different inquiry activities in the unit of respiration and excretion. The experimental group was taught utilizing the Science Writing Heuristic (SWH) template, while the control group was taught with the traditional laboratory report. The result indicated that students in the SWH group represented the better perception on science learning environment after the intervention. On the contrary, no difference was found on metacognitive science learning orientation between the two groups. Finally, about 47% of students responded that the SWH was helpful to study science. This study implicated that the SWH dedicated to the changes of science learning environment from teacher-centered to student-centered.

전근대라는 이름의 덫에 물린 19세기 조선 과학의 역사성

문중양 서울대학교 규장각한국학연구원 2011 한국문화 Vol.54 No.-

Even though they were perceived as less interesting and historically less valuable than their eighteenth century counterparts, we can find noteworthy astronomical and geographical activities and products in nineteenth-century Korea from the following: piecemeal knowledge in the natural sciences in Oju yeonmun jangjeon sango (Random Expatiations of Oju) in the early nineteenth century, Choe Hangi’s writings during the 1830s and 1840s, cosmological discussions of Yi Cheong and Choe Hangi in the mid-nineteenth century, and professional studies and writings of astronomy and calendrical science by Nam Byeongcheol and Nam Byeonggil during the 1850s and 1860s. I want to make a historical revaluation of nineteenth-century Korean science which has been criticized for a long time in terms of ‘success and failure.’ I will focus on the differences between eighteenth-century and nineteenth-century science, and explore the genealogy of scientific knowledge on which the discourses of nineteenth-century Korean scholars were based. In conclusion, I argue that the representative scientific accomplishments of nineteenth century Korea demonstrate that Korean scholars had continued interest in natural knowledge and kept studying it unlike our common comprehension. Most works of astronomical science and the cosmological contemplations of nineteenth- century Korean scholars did not deviate from the traditional research program to synthesize western science, however unique and interesting, within the paradigm of East Asian science. Yet, I think they were satisfied that they solved and gave a good answer to what they wanted to understand, although their understanding to modern science was wrong. So it cannot be said nineteenth-century Korean scholars were less competitive and failed in competition with European science until the 1860s.

전래동화를 활용한 과학연극이 유아의 인지적 자기조절력과 과학적 문제해결력에 미치는 영향

양시내(Yang, SiNae) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.11

본 연구는 전래동화를 활용한 과학연극이 유아의 인지적 자기조절력과 과학적 문제해결력에 미치는 효과를 살펴봄으로써 통합적인 과학교육 방법에 대한 정보를 제시하고자 하였다. 이를 위하여 G시 S유치원 만 5세 유아 44명(실험 22명, 비교 22명)을 연구대상으로 선정하였으며, 2017년 10월 30일부터 12월 15일까지 총 7주간 1-2회 씩 총 12회 동안 과학적 개념이 포함된 전래동화를 읽고 실험집단은 과학적 개념탐구를 통한 과학연극을 처치하였으며, 비교집단은 과학적 개념탐구 표상활동 을 실시하였다. 연구결과, 전래동화를 활용한 과학연극은 유아의 인지적 자기조절력 과 과학적 문제해결력 긍정적인 영향을 미치는 것으로 나타났다. 이는 전래동화를 활용한 과학연극이 유아의 과학적 문제해결력과 인지적 자기조절력 증진을 위한 효과적인 방법이 될 수 있음을 시사한다. The purpose of this study is to examine the effect of science drama with traditional tales on young children’s cognitive self-regulation and scientific problem-solving ability. The subject of this study were 44 five-year-old children(the experiment 22, the comparison group 22) of S kindergarten in G city. The experimental group was treated by the early childhood science drama with traditional tales while the comparison group was treated by inquiry science activities with traditional tales. The data were analyzed by covariance analysis(ANCOVA) using the statistical program, SPSS 20. As a result, it was found that the experimental group experiencing science drama with traditional tales had significantly high scores of cognitive self-regulation and scientific problem-solving ability. This result suggested that it was worth using science drama with traditional tales in actual scenes of early childhood education as an effective teaching-learning method for science.

앙부일구(仰釜日晷) 활동에서 드러난 탈북 학생들의 과학 학습

이지혜 ( Ji Hye Lee ),신동희 ( Dong Hee Shin ) 한국과학교육학회 2015 한국과학교육학회지 Vol.35 No.1

이 연구의 목적은 한국 전통 과학 소재인 앙부일구 과학 활동에서 나타나는 탈북 청소년들의 목소리를 통해 그들의 과학 학습 특성을 파악하는 것이다. 우리는 탈북 청소년들과 다른 교육적, 문화적 배경과 연령을 가진 다른 두 개 집단을 비교했다. 본 연구에 적용된 앙부일구프로그램은 시간에 대한 의미 있는 질문, 일상생활 지식, 한국 전통과학 지식, 서양 현대 과학 지식을 포함한다. 또 수업 과정은 교사와 학생 간 상호 작용과 실험 활동으로 이루어졌다. 이 프로그램은 탈북청소년 집단, 초등 과학 우수아 집단, 고등 과학 심화 집단의 세 집단에 적용 후 분석되었다. 본 연구에서 드러난 탈북 청소년들의 과학 학습특징은 다음과 같다. 첫째, 탈북 청소년들에게 시간의 의미는 생활 속에 녹아 있는 자연 그 자체다. 그들은 자연의 시간에 익숙하고 생활경험이 풍부하다. 둘째, 탈북 청소년은 보완적이고 배려하는, 그리고 인간의 다양한 측면을 고려하는 과학을 선호한다. 이는 새롭고 실용적인 과학을 선호하는 다른 집단들과는 대조적이다. 셋째, 탈북 학생들은 과학 개념 지식이 부족한 반면 일상생활 지식은 풍부하다. 이들의 언어적 표현도 과학적이기 보다는 일상적이다. 넷째, 탈북 학생들은 과학적 사고보다는 일상적 사고에 익숙하다. 이 결과를 통해 한국 전통 과학소재의 과학 활동 프로그램이 탈북 학생들에게 새로운 과학 지식과 문화적 자긍심을 주고, 그들의 민족적 정체성을 확인할 수 있는 기회를 만드는 계기가 되었다. 한국의 전통 과학 소재는 탈북 학생과 우리과학 교육 과정의 간문화적 장을 만들어 줄 수 있을 것으로 기대된다. The purpose of this study is to examine North Korean defector students` characteristics in science learning through their voice in an "Angbuilgu" program, one of the Korean traditional science knowledge (TSK). We compared them with two other groups of contrasting backgrounds. The Angbuilgu program contains meaningful questions of time, everyday-life knowledge, Korean TSK, and western modern science (WMS). The teaching strategy consists of interactions between teacher and students, and scientific experiments. We applied this program to three groups and analyzed: North Korean defector students, elementary science gifted students, high school students in an advanced class. The characteristics of their science learning show the following: First, their interpretation of time as nature itself in their everyday life. They have rich experience and are familiar with time in nature. Second, they prefer science with complementary, caring, and humanist perspectives, which is in contrast to other groups with preference to the updated and practical science. Third, they lack scientific concepts but possess an abundance of everyday-life knowledge. Their linguistic expressions are ordinary rather than scientific. Fourth, they are familiar with narrative thinking more than scientific thinking. The results show that the science program using Korean TSK can help them accept new scientific knowledge as well as cultural pride, which plays a role in reconfirming their identity as one ethnicity. We expect that the contents of Korean TSK can be an intercultural field between North Korean defector students and our science curriculum.