[발표·PRESENTATION] 버트랜드 러셀과 클라르테운동 및 러셀-아인슈타인 선언

이수경(Yi, Soo Kyung) 전남대학교 글로벌디아스포라연구소 2015 전남대학교 세계한상문화연구단 국제학술회의 Vol.2015 No.6

As an important person of the 20th century, Bertrand Russell (18 May 1872 – 2 February 1970) was a known mathematician, philosopher, ethicist, winner of the Nobel Prize in literature and a pacifist. This article provides what Russell did at the Clarté Movement and declared Russell–Einstein Manifesto and considers the coexistence in East Asia related to what he did. As known as Russell’s paradox, he also had a deep knowledge in philosophy and science. This knowledge made Russell see the reality of Boer war and require refusal to serve in the army at World War 1. After knowing the truth of the war, he started to write articles about the anti-war. At that time, however, there had been too strong nationalism at the British to understand his thought. Therefore, Russell was dismissed from Cambridge College following his conviction about the anti-war. Nevertheless, he kept saying the war should be stopped and emphasized how important the role of intellectual was in the society. Thus, in this study, we focus on the Clarté Movement and Russell–Einstein Manifesto. Actually the name Clarté from the Clarté Movement came from the journal 『Clarté』 published by Henri Barbusse. The journal 『Clarté』 described what a cruel thing war is and how many people should be sacrificed by a war. This is the reason why Russell took part in the Clarté Movement that he wanted other people to know about the reality of the war so that the horrible War could be stopped finally. These thoughts made the Clarté Movement be international peace movement and have a lot of influence on the Sower in Japan. ln the Korea, the association KAFT was organized by Gi-jin Kim who had experience study in japan and affected by the Clarté Movement. When the World War 2 ended, Russell argued about nuclear disarmament with Albert Einstein. The Russell–Einstein Manifesto was released calling for nuclear disarmament and signed by nine winners of the Nobel Prize and two prominent professors in London on 9 July 1955. Throughout Russell’s activity, this paper aimes to find the relationship between the Clarté Movement and the Russell-Einstein Manifesto and the coexistence in East Asia.

레티 러셀(Letty Russell)의 생애와 기독교교육 사상

이규민 한국기독교교육학회 2010 기독교교육논총 Vol.24 No.-

Letty Russell opened up a new horizon for the theory and practice of Christian education. Since she suggested a fresh and persuasive vision for Christian education, Russell is regarded as one of the most influential Christian educators. Compared to the significance and originality of her Christian educational thought, however, Russell's thought and theory are not investigated enough in depth and width. In order to understand the essence of her thought and theory, we need to explore Russell’s life and theological background as well. Thus, in this study we will investigate the followings. First, Russell's life and theolgical background will be explored. Second, the essence and main tenets of Russell's theory of Christian education will be investigated in an analytical manner. As a result, Russell's theory will be named as Christian education for humanization and mission. Third, “partnership-koinonia” will be identified and investigated as Russell's method of Christian education for humanization and mission. Finally, the strengths and the weaknesses of Russell’s theory will be critically analyzed. When the weaknesses can be overcome, Russell's theory can be used as a pertinent foundation upon which a new model of for the effective educational ministry of today's Korean churches can be established. The main purpose of this study is to investigate Russell's theory of Christian education and clarify possible contributions and limitations of her theory through critical reflection. This investigation and clarification of Russell's theory of Christian education are very meaningful as it will throw significant insights and light for the creative formation and transformation of the educational ministry in the twenty first century as well as in the twentieth century. 러셀은 기독교교육의 새로운 지평을 열어준 학자로서, 기독교교육사상의 변화와 흐름에 있어 러셀이 제시한 교육적 비전과 방향은 매우 중요한 의미를 지니고 있다. 하지만, 그 사상의 독창성과 깊이에 비해 러셀의 교육사상에 대한 본격적이고 심도 있는 연구가 이루어지지 않았음을 볼 수 있다. 러셀의 기독교교육사상의 핵심을 올바로 이해하기 위해서는 먼저 러셀의 삶과 신학적 배경에 대한 이해가 선행될 필요가 있다. 따라서 본 논문은 다음과 같은 것들을 깊이 있게 성찰해 보고자 한다. 첫째, 러셀의 생애와 신학적 배경을 먼저 살펴보게 될 것이다. 둘째, 러셀의 기독교교육사상의 핵심과 본질이 무엇인가 하는 것을 분석적으로 살펴보게 될 것이다. 이러한 분석을 통해, 러셀의 기독교교육사상을 가리켜 “인간화 선교교육론”이라고 부를 수 있음을 밝히게 될 것이다. 왜냐하면, 러셀의 기독교교육 이론이, 목적론적으로는 ‘인간화’를, 실천론적으로는 ‘하나님 선교에의 참여’를 강조하고 있기 때문이다. 따라서, 본 연구자는 목적론과 실천론을 함께 담지한 용어로서 러셀의 기독교교육론을 가리켜 “인간화 선교교육론”이라고 명명하고자 한다. 셋째, 인간화 선교교육론의 실천방안으로서의 파트너십-코이노니아 개념의 정의 및 특성에 대해 고찰하게 될 것이다. 이러한 시도는 매우 중요하다. 왜냐하면, 러셀의 파트너십-코이노니아 개념은 러셀의 전체 노작과 사역을 통해 일관되게 유지되는 핵심 개념이기 때문이다. 넷째, 인간화 선교교육론이 가진 공헌 가능성 및 제한성에 대해 분석적, 비판적 성찰을 시도하게 될 것이다. 이러한 이론적, 비판적 성찰을 통해 러셀의 교육사상의 장점 및 가능성과 함께 단점 및 제한성을 명료화시키고자 하는 데 본 연구의 주된 목적이 있다. 이러한 단점 및 제한성에 대한 보완을 통해 한국교회 교육목회가 당면하고 있는 문제들에 대해 인간화 선교교육론이 어떠한 함의와 통찰을 제시해주는가를 함께 살펴보게 될 것이다. 이러한 연구는, 특정한 교육의 장(場)이나 특정한 교육적 과제를 수행함에 있어 인간화 선교교육론을 창조적으로 활용할 수 있도록 돕는 학문적 노력으로서 의미가 있다고 판단된다. 러셀의 탁월한 통찰력, 교육이론 및 실천에 있어서의 다양한 경험과 열정이 함축되어 있는 인간화 선교교육론에 대한 비판적 성찰은 20세기에 이어 21세기 교육목회 및 교육선교에도 많은 도움과 빛을 던져줄 수 있는 이론임에 틀림없다. 기독교교육학회 내 세부분과 중, ‘기초이론분과’(foundational theory division)를 둔 이유가, 다양한 교육이론에 대한 학문적 연구를 통해 그러한 이론의 활용과 적용을 위한 틀거리와 토대를 제공하기 위한 것임을 기억할 필요가 있다. 본 연구는 기초이론분과에 해당하는 학문적 성찰과 분석적 평가라는 점에 논의의 초점을 기울였다. 이러한 학문적 노력의 후속연구로서 인간화 선교교육론의 적용 및 활용 방안들이 나올 수 있으리라 기대된다.

Russell의 스포츠 도덕 실재론 비판

김현철 한국체육철학회 2024 움직임의철학 : 한국체육철학회지 Vol.32 No.2

Russell의 도덕 실재론은 코넬-리얼리즘(Cornell realism)을 표방하고 또한 외재주의를 옹호한다. 이 논문은 Russell의 스포츠 윤리학 이론인 외재주의 도덕 실재론과 코넬-리얼리즘의 핵심적인 이론인 자연주의 및 인지주의 사이에 다음과 같은 긴장이 존재함을 보여줌으로써, 그의 도덕 실재론을 비판한다. 먼저, 스포츠에서의 도덕성과 일상에서의 도덕적 평가는 연속선상에서 판단될 수 없다는 의미에서 그의 실재론은 자연주의보다는 비자연주의에 가까운 실재론이라는 점이다. 또한 코넬-리얼리즘 계열의 객관주의로 분류된 인지주의는 그가 주장하는 외재주의와 양립 불가능하다는 점이다. 이 비판의 핵심적인 근거는 메타 윤리학의 논의는 도덕의 가치를 전제로 하고 있지만, 스포츠 윤리학의 논의는 그렇지 않기에 메타 윤리학 논의의 시작과 스포츠 윤리학 논의의 시작점은 다름에도 불구하고, Russell이 메타 윤리학에서의 도덕 실재론에 대한 논의를 스포츠 윤리학 논의에 그대로 가지고 왔기 때문이라고 주장할 것이다. 그와 같은 차이가 존재하는 이유는 모든 스포츠 행위가 도덕과 관련된 행위인 것은 아니기 때문이다. 이 논의를 통하여 메타 윤리학의 이론을 스포츠 윤리학 논의에 바로 적용하는 것은 문제가 있다는 것을 분명히 보여주고자 한다. Russell’s moral realism espouses Cornell realism while also advocating for externalism. This paper critiques his moral realism by highlighting tensions between his theory of externalist moral realism in sport ethics and core tenets of Cornell realism, such as naturalism and cognitivism. Initially, Russell’s realism, in its assertion that moral judgments in sports ethics cannot be assessed on a continuum with everyday moral evaluations, leans towards non-naturalism rather than naturalism. Additionally, the objectivism associated with Cornell realism, classified under cognitivism, proves incompatible with his advocacy of externalism. A key criticism lies in the fact that while meta-ethical discussions presuppose the value of morality, the inception of discussions in sport ethics does not. Despite differing starting points, this study argues, Russell brought the discussion of moral realism from meta-ethics directly into the discussion of sports ethics. The reason for such disparity lies in not all sport actions being inherently moral. Through this discussion, this article seeks to clearly show that it is problematic to directly apply the theory of meta-ethics to discussions of sport ethics.

러셀 『서양철학사』의 낭만주의(루소, 바이런), 독일철학(칸트, 피히테, 헤겔, 니체) 해석 비판 : 교양고전 새롭게 읽기

최순영 중앙대학교 다빈치미래교양연구소 2025 교양학연구 Vol.- No.30

본고에서 필자는 러셀 서양철학사 가 가지고 있는 장점과 더불어문제점을 비판하고자 한다. 러셀의 철학적 입장(자유주의)과 대조되는낭만주의 철학과 문학의 대표자인 루소와 바이런에 대한 러셀의 해석, 2차 대전 당시 영국의 적국인 독일의 철학자(칸트, 피히테, 헤겔, 니체)에대한 러셀 해석의 문제점을 살펴보고자 한다. 러셀의 낭만주의와 독일철학에 대한 비판은 학문적 해석이라기보다 이데올로기적 공세라 할 수있을 정도로 단순하고 편협하다. 필자는 러셀이 비판하는 두 가지 요소(낭만주의, 독일철학)를 모두 지닌 독일의 낭만주의 시인이자 사상가인하이네와 러셀의 해석을 비교하고자 한다. 하이네의 저작: 독일의 종교와 철학의 역사에 대하여 (Zur Geschichte der Religion und Philosophie in Deutschland, 1834), 낭만파 (Die romantische Schule, 1836)의 낭만주의와 독일철학 해석과 러셀의 해석을 대조해봄으로써 철학도가 사유와저술에 있어 유의해야 할 점을 조명해보자 한다. In this paper, I would like to criticize the problems as well as the strengths of Russell's A History of Western Philosophy. Representatives of Romantic philosophy and literature in contrast to Russell's philosophical position(liberalism), Russell's interpretation of Rousseau and Byron, and Russell's interpretation of German philosophy(Kant, Fichte, Hegel, Nietzsche), Britain's enemy during World War II. Let's take a look at the problem. Russell's criticism of Romanticism and German philosophy is so simplistic and biased that it can be considered an ideological offensive rather than an academic interpretation. I would like to compare the interpretations of Russell and Heine, a German Romantic poet and thinker who possesses both elements(romanticism and German philosophy), criticized by Russell. By contrasting Heine's interpretation of Romanticism and German philosophy in Zur Geschichte der Religion und Philosophie in Deutschland(1834), Die romantische Schule(1836) with Russell's interpretation, let's shed light on what philosophers should keep in mind when thinking and writing.

Russell-Silver 증후군 환아에서 성장 호르몬의 치료효과

김흥식,박상우,방인국,최병규 대한소아내분비학회 2007 Annals of Pediatirc Endocrinology & Metabolism Vol.12 No.1

Russell-Silver syndrome is characterized by low birth weight, growth retardation, delayed bone age, asymmetry, abnormal sexual development, cranio-facial disproportion, short little finger and clinodactyly. Short stature is the major concern, so there have been interests treating Russell-Silver syndrome with human growth hormone. However, there are no large-scale controlled studies to confirm the effectiveness of growth hormone therapy until now because of the rarity of this disorder. In Korea, we cannot find reports dealing with growth hormone treatment in Russell-Silver syndrome. We present three children with Russell-Silver syndrome who showed accelerated growth with growth hormone treatment. 자궁내 성장 부전의 가장 심한 형태인 Russell-Silver 증후군에서 가장 문제가 될 수 있는 것이 저신장증이다. 저자들은 Russell-Silver 증후군으로 진단받은 세 명의 환아에게 성장 호르몬 치료 효과를 경험을 하였기에 보고하는 바이다.

The Implications of Bertrand Russell’s Thoughts on Teachers

Dal-Hyo Kim 강원대학교 인문과학연구소 2019 Journal of Humanities Therapy Vol.10 No.1

Bertrand Russell is one of the most prominent scholars of the twentieth century, and his life and thought have a lot of meaning. However, there has been no study that has been applied to education by combining his life and thought. Therefore, in this study, Russell’s thoughts were considered at the life level, religious level, happiness level, and educational level, and then the implications for the teacher were derived. First, Russell’s life is a suggestion to the teacher, “Teachers should live as intellectuals who have a conscience to act and practice.” Second, Russell’s religious view gives teachers a suggestion that “teachers should live as courageous intellectuals who have reasonable and rational questions ranging from the subject area to all areas of life.” Third, Russell’s happiness point is to give the teacher a suggestion that “the teacher should have a passion for the right education, love nature, do his best, but live as an intellectual who empties his mind.” And fourth, Russell’s educator’s implications for teachers are that “Teachers should love democratic intelligence, nurture students as awakened democratic citizens, and live as intellectuals who always challenge.”

러셀 사상의 수용과 『개벽』의 사회개조론 형성

허수 ( Hur Soo ) 역사문제연구소 2009 역사문제연구 Vol.13 No.1

The editors of the journal 『Gaebyeok(World`s Creation)』 wanted to show the people that their Cheondo-gyo school`s doctrine could cover the contemporary intellectual discourses, and that attempt was part of their efforts of practicing their own social influence. Such efforts began with their making an introduction of Russell`s Argument of Social reconstruction to the Korean readers, and proceeded by assimilating the dominant discourses of the time, and finally resulted in forming `『Gaebyeok』`s own Argument of Social reconstruction`. First of all, Kim Gi Jeon took interest in Bertrand Russell`s Argument of Social reconstruction, and introduced the Korean people to it through the pages of 『Gaebyeok』. The reason he got particularly interested in the task of introducing Russell`s argument was because he considered it to be sharing a lot of philosophical similarities with the `In-nae-Cheon` philosophy`(“People are heaven”, of the Cheondo-gyo school), and also because he figured that it had a quality of `social philosophy`, which could be usually absent in ordinary religions. Via this Russell`s Argument of Social reconstruction, Lee Don Hwa critically accepted the so-called `Culturalism`, Nationalism and Marxism which were popular at the time, and formed 『Gaebyeok』`s own unique stance of `Human Naturism`, `Pan-humanistic Nationalism`, and `Capitalism with a Human face`. Such efforts continued, and in the 『New Human Philosophy(新人哲學)』 published in 1931, Lee Don Hwa, in discussion of the social reconstruction narrative within the Suwun`s teachings(`水雲主義`), displayed an opinion which embraced the arguments of both Russell and Marx. The lead editors of 『Gaebyeok』 accepted Russell`s Argument of Social reconstruction, and as a result they came to display a non-Marxist criticism of Capitalism. This was a clearly different attitude from that of the Donga Ilbo newspaper, which merely introduced Russell`s Argument of Social reconstruction to the public. Such difference also had very much to do with the difference between 『Gaebyeok』 and 『Donga Ilbo』 in terms of their positions they displayed regarding `criticism of the Capitalist civilization`. It is a matter that should be further discussed in the future.

The Implications of Bertrand Russell’s Thoughts on Teachers

김달효 강원대학교 인문과학연구소 2019 Journal of Humanities Therapy Vol.10 No.1

Bertrand Russell is one of the most prominent scholars of the twentieth century, and his life and thought have a lot of meaning. However, there has been no study that has been applied to education by combining his life and thought. Therefore, in this study, Russell’s thoughts were considered at the life level, religious level, happiness level, and educational level, and then the implications for the teacher were derived. First, Russellㅍㅍ’s life is a suggestion to the teacher, “Teachers should live as intellectuals who have a conscience to act and practice.” Second, Russell’s religious view gives teachers a suggestion that “teachers should live as courageous intellectuals who have reasonable and rational questions ranging from the subject area to all areas of life.” Third, Russell’s happiness point is to give the teacher a suggestion that “the teacher should have a passion for the right education, love nature, do his best, but live as an intellectual who empties his mind.” And fourth, Russell’s educator’s implications for teachers are that “Teachers should love democratic intelligence, nurture students as awakened democratic citizens, and live as intellectuals who always challenge.”

러셀 사상의 수용과 『개벽』의 사회개조론 형성

역사문제연구소 2009 역사문제연구 Vol.2009 No.21

<P>The editors of the journal 『Gaebyeok(World’s Creation)』 wanted to show the people that their Cheondo-gyo school’s doctrine could cover the contemporary intellectual discourses, and that attempt was part of their efforts of practicing their own social influence. Such efforts began with their making an introduction of Russell’s Argument of Social reconstruction to the Korean readers, and proceeded by assimilating the dominant discourses of the time, and finally resulted in forming ‘『 Gaebyeok』’s own Argument of Social reconstruction’.</P><P> First of all, Kim Gi Jeon took interest in Bertrand Russell’s Argument of Social reconstruction, and introduced the Korean people to it through the pages of 『Gaebyeok』. The reason he got particularly interested in the task of introducing Russell’s argument was because he considered it to be sharing a lot of philosophical similarities with the ‘In-nae-Cheon’ philosophy’(“People are heaven”, of the Cheondo-gyo school), and also because he figured that it had a quality of ‘social philosophy’, which could be usually absent in ordinary religions.</P><P> Via this Russell’s Argument of Social reconstruction, Lee Don Hwa critically accepted the so-called ‘Culturalism’, Nationalism and Marxism which were popular at the time, and formed 『Gaebyeok』’s own unique stance of ‘Human Naturism’, ‘Pan-humanistic Nationalism’, and ‘Capitalism with a Human face’. Such efforts continued, and in the 『New Human Philosophy(新人哲學)』 published in 1931, Lee Don Hwa, in discussion of the social reconstruction narrative within the Suwun’s teachings(‘水雲主義’), displayed an opinion which embraced the arguments of both Russell and Marx.</P><P> The lead editors of 『Gaebyeok』 accepted Russell’s Argument of Social reconstruction, and as a result they came to display a non-Marxist criticism of Capitalism. This was a clearly different attitude from that of the Donga Ilbo newspaper, which merely introduced Russell’s Argument of Social reconstruction to the public. Such difference also had very much to do with the difference between 『Gaebyeok』 and 『Donga Ilbo』 in terms of their positions they displayed regarding ‘criticism of the Capitalist civilization’. It is a matter that should be further discussed in the future.</P>

일제강점기 러셀 저작의 번역과 볼셰비즘 비판

柳時賢(Ryu Si-Hyun) 歷史敎育硏究會 2006 歷史敎育 Vol.100 No.-

The First World War and the Russia Revolution provoked an alternative to the international and social problems of the world. At this time, people sought for an international peace and looked for an alternative to capitalism. After the Russia Revolution the Korean elite introduced Bolshevism as a counter-discourse against colonialism. I examine the translation activities of the Bertrand Russell, whose works were mainly selected and translated in the Reconstruction discourse. Russell’s writings were translated and published in Korean newspapers. Korean elite interested in Russell’s anti-war activities and his social reform against both Capitalism and Bolshevism. Russell‘s Bolshevism contained a critique against the Russian Communism. They also got interested in Russell’s privilege of a creative life in mentality to establish a new society. However Russell was interpreted as a guild-socialist who thoroughly combined the values of political democracy and industrial society with an anarchist ideal. At that time, the Korean experienced an influx of Western thoughts. The Reconstruction embraced the whole gamut of social, political and cultural debates about a new society. Russell’s thought filled with a creative impulse had a great influence on the new intellectuals. The direction of Reconstruction was towards a total reform beyond the capitalist world system and Bolshevism.