사회과학의 진화론 수용 비판

조원광(Jo, Wonkoang) 비판사회학회 2013 경제와 사회 Vol.- No.97

여러 사회과학의 주요한 입장들은 경쟁이 효율을 낳는다는 명제를 의심할 필요 없는 공리로 여긴다. 이런 일이 가능한 것은 생존경쟁과 자연선택을 통해 종의 효율화와 혁신이 일어난다고 설명하는, 진화론이라는 ‘과학’이 존재하기 때문이다. 즉 사회과학은 진화론을 수용함으로써 경쟁이 효율로 이어진다는 명제에 ‘객관적 근거’를 확보하게 된다. 하지만 사회과학이 이런 방식으로 진화론을 활용하는 것은 진화론의 여러 다양한 입론에 비추어보았을 때, 일면적이고 편파적이다. 이유는 다음과 같다. 첫째, 진화론은 생존경쟁과 자연선택이 효율과 혁신을 만들어낸다는 명제를 보장하지 않는다. 굴드가 잘 지적하듯, 최적화를 규정하는 환경 자체가 무작위적으로 변화하기 때문이다. 그렇기에 살아남은 개체나 특질은 때때로 부산물에 지나지 않게 된다. 재벌의 사례는 이에 대한 좋은 예다. 재벌이 한국적 환경에 적응한 진화된 효율적이며 적합한 존재라고 보는 ‘진화론적 재벌론’의 설명과 달리, 재벌의 성립과 성장은 효율과 무관했고, 환경변화에서 적합한 적응을 하지도 못했다. 둘째, 진화론의 여러 입장은 경쟁에 따른 자연선택 이외에도 혁신과 효율에 이르는 다양한 길을 제시하고 있다. 공생진화가 대표적이다. 공생진화는 예외적인 양상이 아니라, 진핵 세포의 등장에서부터 식물의 등장에 이르기까지 폭넓게 관찰되는 진화의 방식이다. 경쟁과 분쟁에만 초점을 맞추는 프레임 탓에 제대로 보지 못할 뿐, 사회에서도 공생진화의 수많은 사례가 존재한다. 생존경쟁을 통한 진화만을 특권화 할 이유가 없다는 말이다. 셋째, 현행과 같은 방식으로 진화론을 사회과학에 도입하는 것은 선택적 수용이다. 진화론의 다양한 입장을 무시한 채, 적응주의나 경쟁을 통한 자연선택만을 도입하기 때문이다. 또한 이는 일종의 순환보충이다. 애초에 사회과학에 존재하던 개념들이 진화론이라는 ‘과학’의 이름을 붙인 채 다시 사회과학으로 돌아오고 있기 때문이다. 이러한 편파적이고 왜곡된 수용을 극복하고 좀 더 풍요로운 방식으로 진화론과 사회과학의 만남을 모색할 때다. Many social science theories consider the proposition which maintains competition leads to efficiency as an axiom. It is possible in virtue of a science called the theory of evolution which explains efficiency and innovation of species are made by competition and natural selection. That is, social science theories can secure objective basis for the proposition that competition leads to efficiency by adopting the theory of evolution. But this way of applying the theory of evolution to social science theories is biased and partial, considering various positions of the theory of evolution for the following reasons. First, the theory of evolution does not guarantee that competition and natural selection make efficiency and innovation. As Gould pointed it out, evolution of gradual efficiency is impossible because of a random change of environment. Sometimes, existing individual and property are just a byproduct. Many chaebols are good examples of Gould"s theory. Unlike the "evolutionary chaebol theory", the formation and growth of chaebols had nothing to do with efficiency. And chaebols didn"t adapt to environment appropriately facing environment changes. Second, various positions in the theory of evolution suggested many ways to innovation and efficiency in addition to natural selection through competition. Symbiosis is one of them. Symbiotic evolution is not an exceptional but a widely observed phenomenon which includes from appearance of eukaryotic cell to evolution of plants. Even though we cannot see symbiosis in society because of our frame biased to competition and struggle, it has existed. That is, evolution by natural selection through competition is not the only and privileged way. Third, an existing way of adopting the theory of evolution to social science is selective acceptance because only particular position, like adaptationism, is introduced and other important positions are ignored. In addition, this is a circular supplement of competition theory. A proposition which connects competition and efficiency/innovation existed in social sciences before Darwin. If so, the proposition about competition ended up coming back to social science with the name of science called the theory of evolution. This is the moment to overcome biased and partial adoption of the theory of evolution and find a more productive way to connect the theory of evolution and social science.

Students` Knowledge, Acceptance of Theory of Evolution and Epistemology: Cross-sectional Study of Grade Level Differences

( Sun Young Kim ) 경북대학교 과학교육연구소 2016 科學敎育硏究誌 Vol.40 No.1

The purpose of this study is to explore the variables of knowledge, acceptance of theory of evolution and epistemology that could be keys for teaching and learning the theory of evolution within school contexts, and to suggest instructional tips for teaching evolution in relation to the grade levels of education. This cross-sectional study examined the grade level differences (8th, 11th, and preservice teachers) of four variables: evolutionary knowledge; acceptance of theory of evolution; and both domain-specific epistemology (nature of science in relation to evolution) and context-specific epistemology (scientific epistemological views) and their relationships. This study, then, built conceptual models of each grade level students`` acceptance of theory of evolution among the factors of evolutionary knowledge and epistemology (both domain-specific and context-specific). The results showed that the scores of evolutionary knowledge, evolution in relation to NOS, and scientific epistemology increased as the grade levels of education go up(p<.05) except the scores of acceptance of theory of evolution(p>.05). In addition, the 8th graders`` and the 11th graders`` acceptance of evolutionary theory was most explained by ``evolution in relation to NOS``, while the preservice teachers`` acceptance of evolutionary theory was most explained by evolutionary knowledge. Interestingly, ``scientific epistemological views`` were only included for the 8th graders, while evolutionary knowledge and ``evolution in relation to NOS`` (context-specific epistemology) were included in explaining all the level of students`` acceptance of evolutionary theory. This study implicated that when teaching and learning of the theory of evolution in school contexts, knowledge, acceptance of evolutionary theory and epistemology could be considered appropriately for the different grade levels of students.

Students’ Knowledge, Acceptance of Theory of Evolution and Epistemology: Cross-sectional Study of Grade Level Differences

김선영 경북대학교 과학교육연구소 2016 科學敎育硏究誌 Vol.40 No.1

The purpose of this study is to explore the variables of knowledge, acceptance of theory of evolution and epistemology that could be keys for teaching and learning the theory of evolution within school contexts, and to suggest instructional tips for teaching evolution in relation to the grade levels of education. This cross-sectional study examined the grade level differences (8th, 11th, and preservice teachers) of four variables: evolutionary knowledge; acceptance of theory of evolution; and both domain-specific epistemology (nature of science in relation to evolution) and context-specific epistemology (scientific epistemological views) and their relationships. This study, then, built conceptual models of each grade level students’ acceptance of theory of evolution among the factors of evolutionary knowledge and epistemology (both domain-specific and context-specific). The results showed that the scores of evolutionary knowledge, evolution in relation to NOS, and scientific epistemology increased as the grade levels of education go up(p<.05) except the scores of acceptance of theory of evolution(p>.05). In addition, the 8th graders’ and the 11th graders’ acceptance of evolutionary theory was most explained by ‘evolution in relation to NOS’, while the preservice teachers’ acceptance of evolutionary theory was most explained by evolutionary knowledge. Interestingly, ‘scientific epistemological views’ were only included for the 8th graders, while evolutionary knowledge and ‘evolution in relation to NOS’ (context-specific epistemology) were included in explaining all the level of students’ acceptance of evolutionary theory. This study implicated that when teaching and learning of the theory of evolution in school contexts, knowledge, acceptance of evolutionary theory and epistemology could be considered appropriately for the different grade levels of students.

Students' Knowledge, Acceptance of Theory of Evolution and Epistemology: Cross-sectional Study of Grade Level Differences

Kim, Sun Young Science Education Research Institute Kyungpook Nat 2016 科學敎育硏究誌 Vol.40 No.1

The purpose of this study is to explore the variables of knowledge, acceptance of theory of evolution and epistemology that could be keys for teaching and learning the theory of evolution within school contexts, and to suggest instructional tips for teaching evolution in relation to the grade levels of education. This cross-sectional study examined the grade level differences (8th, 11th, and preservice teachers) of four variables: evolutionary knowledge; acceptance of theory of evolution; and both domain-specific epistemology (nature of science in relation to evolution) and context-specific epistemology (scientific epistemological views) and their relationships. This study, then, built conceptual models of each grade level students' acceptance of theory of evolution among the factors of evolutionary knowledge and epistemology (both domain-specific and context-specific). The results showed that the scores of evolutionary knowledge, evolution in relation to NOS, and scientific epistemology increased as the grade levels of education go up(p<.05) except the scores of acceptance of theory of evolution(p>.05). In addition, the 8th graders' and the 11th graders' acceptance of evolutionary theory was most explained by 'evolution in relation to NOS', while the preservice teachers' acceptance of evolutionary theory was most explained by evolutionary knowledge. Interestingly, 'scientific epistemological views' were only included for the 8th graders, while evolutionary knowledge and 'evolution in relation to NOS' (context-specific epistemology) were included in explaining all the level of students' acceptance of evolutionary theory. This study implicated that when teaching and learning of the theory of evolution in school contexts, knowledge, acceptance of evolutionary theory and epistemology could be considered appropriately for the different grade levels of students.

The Limit of Gene-Culture Co-evolutionary Theory

Min-seop Lee,Dayk Jang 한국인지과학회 2017 인지과학 Vol.28 No.3

The theories of cultural evolution hold subtly or clearly different stances about definition of culture, pattern of cultural evolution, biases that affect cultural evolution, and relationship between culture and organism. However, the cultural evolution theories have a common problem to solve: As the evolutionary theory of life tries to explain the early steps and the origin of life, the cultural evolution theories also must explain the early steps of the cultural evolution and the role of the human capability that makes cultural evolution possible. Therefore, explanations of the human’s unique traits including the cultural ability are related to determine which one is the most plausible among many cultural evolution theories. Theories that tried to explain human uniqueness commonly depict the coevolution of gene (organism) and culture. We will explicitly call the niche construction theory and the dual inheritance theory the ‘gene-culture co-evolutionary theory’. In these theories, the most important concept is the ‘concept of positive feedback’. In this paper, we distinguish between core positive feedback and marginal positive feedback, according to whether the trait that the concept of positive feedback explains is the trait of human uniqueness. Both types of positive feedback effectively explain the generality of human uniqueness and the diversity of human traits driven by cultural groups. However, this positive feedback requires an end, in contrast to negative feedback which can be continued in order to maintain homeostasis. We argue that the co-evolutionary process in the gene-culture co-evolutionary theories include only the positive feedback, not covering the cultural evolution after the positive feedback. This thesis strives to define the coevolution concept more comprehensively by suggesting the potential relationships between gene and culture after the positive feedback.

민족개조와 감정의 진화 : 1920년대 이광수 문학론에 대한 예비적 고찰

김동식 ( Kim Dong-shik ) 인하대학교 한국학연구소 2013 한국학연구 Vol.0 No.29

진화론은 1880년대에 일본과 중국을 통해서 한국에 소개되었다. 19세기 후반부터 1910년대까지 한국에서 진화론은 약육강식의 논리가 지배하는 국제사회의 실상을 알리는 담론으로서 그 역할을 담당해 왔다. 이광수가 진화론의 영향을 받은 것은 1915년 2차 일본 유학 이후의 일이며, 1918년에는 진화론의 영향 아래 「부활의 서광」 「신생활론」 등과 같은 주요한 논설을 발표한 바 있다. 이광수는 진화를 외부환경의 논리로 승인하기보다는 ‘진화에 대한 자기의식’을 강조한다. 진화에 대한 자기의식은 진화를 자신의 목적으로 설정하는 것과 진화를 합목적적으로 조정 및 설계해 나가는 것을 함축한다. 이와 같은 생각은 1920년대에 들어서도 지속적으로 이어진다. 「민족개조론」은 진화론에 근거하여 씌어진 논설로서, 그가 제시하는 민조개조의 과정은 변이, 재생산, 자연도태와 같은 진화의 과정을 반복한다. 진화에 대한 그의 사고는 문학론에까지 이어지는데, 특히 그는 감정의 우성과 열성을 위계적으로 구분하여 열등한 감정을 제거할 것을 주장한다. 이 논문에서는 진화론이 1920년대 이광수의 문학론을 구성하는 주요한 계기였음을 고찰하였다. The evolutionary theory was introduced in Korea via Japan and China in 1880s. From the late 19 century up to 1910s, the evolutionary theory took on the role as a discourse to inform the real state of the international society where the rule of the jungle was overwhelming. It was not until the second studying abroad in Japan(1915) that Lee Kwang-su was influenced by the evolution theory. And he published the primary editorials, such as A gleam of Resurrection and the New Life Theory. Lee emphasized ‘the self-consciousness for evolution’ rather than conformed the evolution as the external environment logics. ‘The self-consciousness for evolution’ implied both setting up the evolution as one's goal and modifying and designing it teleologically, and this idea lasted in the 1920s. National Reformation was the editorial, basically written on the evolution theory, and where the national reforms repeated the similar procedure of the evolution theory: variation, reproduction and natural selection. Meanwhile his deliberation on the evolution expanded to the literary theory, claiming that the emotions of inferioty should be removed by means of classifying the emotion. That the evolution theory served to constitute Lee's literary theory in 1920s was studied and confirmed in this essay.

후기미토학의 사회진화론적 기능 -『신론(新論)』을 중심으로-

한석호 한국일본어문학회 2017 日本語文學 Vol.73 No.-

本稿では近世日本の後期水戶學の中で『新論』に現われている万世一系の天皇が統治している神聖な?、すなわち‘??’の思想的な意味を日本の社?進化論との?係の中で?討してみようというすることを目的とする。特に後期水戶學と日本社?進化論の接点として近世の後期水戶學が近代の日本社?進化論にどのような影響を及ぼしていたかについて注視することに焦点を合わせた。考察の結果、第一, 儒?の思想が支配的で社?進化論的な近代の思想が不足だったにもかかわらず日本の社?進化論が行き渡った原因は日本の異文化の受容の方法である習合思想にあり、第二, 日本社?進化論及び?家の有機的なイデオロギ?と『新論』の接点が神?である日本を?調しながら元?の始まる日本こそ世界のすべての文化?を統治する最高の?家であるということを?調する『新論』の冒頭のところから展開される『新論』の一元氣論にあるということを分かった。第三, 後期水戶學の?通論が加藤弘之の?向に影響を及ぼしたかもしれない蓋然性である。??の護持のための後期水戶學の現象?革的な側面である?通論は制度·慣習·思想は時制と?況によっていくらでも?ることができるという考え方である。これは時勢論を主張しながら?存の天賦人??から社?進化論的な思想向けの?向を正?化する加藤弘之の視線とその軌を一にする。このように近代の日本社?進化論の思想的な背景の確立に切っ掛けを提供した近世的な試しという所で後期水戶學の『新論』の意義はごく大きいと思う。 A purpose of this research is to give a close consideration to ideological signification of ‘Kokutai’ representing the divine nation dominated by Tenno and it is precisely demonstrated on The New Thesis of the latter Mito study along with giving a close consideration of its connection with the Theory of Social Evolution. In particular, the paper closely identifies an interrelation between the latter Mito study and the Theory of Social Evolution in terms of modern time period.Considering thoroughly, the first reason through which Japanese Social Evolution Theory could widely disseminate in spite of the fact that Confucianism was dominated and lack of solid base of Social Evolution Theory is because of Japanese unique acculturation idea. Second, the Mono-vigor Theory (Ichi-Gen-Gi-Ron) revealed by The New Thesis played a great role in terms of spreading out the idea of Social Evolution Theory since it emphasizes of Japan as the supreme empire ruling a cultural area worldwide. Not only this, but also the Japanese Social Evolution theory reinforced the Mono-vigor Theory in conjunction with State Organismal Theory. Finally, there is a fair probability which the Reformist Theory could bring capable influence over Kato Hiroyuki’s ideological convert. The Reformist Theory is considered as revolutionized form of the latter Mito study of preserving Kokutai. Indeed, formulation of the theory is affected by social constituents such as community system, custom and ideology of the time and condition and it eventually acknowledges that the main idea of theory can be rebuilt, depending on the different period and conditions. Besides, Kato Hiroyuki rationalized his ideological convert from Theory of Natural Rights to Social Darwinist while he was claiming of the Tendency Theory. Strictly speaking, his thought has an identical connection with the main concept of the Reformist Theory. Taking account of the fact that The New Thesis initiated of forming the stable environment for Japanese Social Evolution Theory, The New Thesis of the latter Mito study illustrates a great significance throughout the modern era.

다윈이 살아야 교회가 산다 : 신학을 위한 진화론 성찰

김웅래(Kim Woongrae) 인천가톨릭대학교 복음화연구소 2021 누리와 말씀 Vol.50 No.1

현대에 진화론은 과학적 정설로 인정받고 있다. 자연과학의 여러 분야의 연구결과들이 진화론이 합리적임을 가리키고 있다. 본 소고에서는 그간의 가톨릭교회의 진화론에 대한 인식을 소개한다. 그러면서 진화론(evolution theory)과 무신론적이고 유물론적인 이데올로기에 의해 변질된 소위 진화주의(evolutionism)를 구분할 것을 일관되게 요구한다. 이러한 구분에 따라 가톨릭교회는 과학으로서의 진화론이 합리적으로 이끌어 낸 결론을 겸허히 수용하고 그것을 신학적으로 해석해야 할 과제를 가진다. 신학과 과학은 동행해야 한다. 진화의 우연성과 창조주의 섭리를 조화롭게 설명하는 것이 그리스도교 신학의 과제이다. In modern era, the Evolution theory is recognized as to the scientific mainstream theory. The research results from various fields of natural science pointed out that the Evolution theory is rational. In this study, introduce the Catholic Church’s recognition on the Evolution theory in the meantime. And request constantly to make a division between the so-called Evolutionism, which is deteriorated cause of the ideology of atheism and materialism, and the Evolution theory. According to such division, the Catholic Church has the assignment that accepts humbly the conclusion of the Evolution theory, as a science, which is derived rationally, and then interprets it theologically. Theology ought to accompany with science. The assignment of Christianity theology is to explain harmoniously the contingency of evolution and divinity of the Creator.

고등학교 생물 교과서에서의 진화내용분석

김학현 ( Kim Hag Hyeon ),장남기 ( Jang Nam Gi ) 한국과학교육학회 2003 한국과학교육학회지 Vol.23 No.5

This study analyzed the evolutionary content in 13 textbooks developed from the first to the 6th high school biology curriculum. The content analysis of textbooks, which were delineated nine component, was performed on the 80 evolutionary categories. According to the result, the proportion of the total evolutionary content in textbook increased from the textbooks developed by the 1st curriculum to the textbooks developed by the 6th curriculum, but the proportion of `main narrative` in total evolutionary content was gradually decreased. It also showed that biology curriculum and points of view of textbook writer influenced on the proportion of evolutionary contents. On the whole, the topics of analysed textbooks exhibit insufficient diversity. Any categories- `group selection`, `gene selection`, `gaps in fossil record`, `co-evolution`, `punctuated equilibrium`, `mosaic evolution`, `place of labor in human evolution`, `human race differentiation`, `criticism of ontogeny recapitulates phylogeny ` and `human activities affecting evolution`- were not treated and others - `theory of neutralism`, `theories of major episodes(excepting extinctions) found in the geologic time scale`, `sympatric speciation`, `clinal and area-effect speciation`, `polyploidy and evolution`, `gradualism` and `evolution and origin of mammals` - were treated very lightly, the most emphasized topic was `phylogeny in general` and `formation of precells`, `miscellaneous` in the order of emphasis. `Theory of natural selection` was lightly treated as just one of evolutionary theory though it should be emphasized as major theme of evolution. Also, the law of recapitulation, of witch biologists doubt the validity, was discussed as an evidence of evolution in some textbooks. And the agents of genetic equilibrium disruption ike genetic drift and migration were treated as of little importance. On the basis of above result. it was suggested that the textbook writers introduced the more meaningful evolutionary topics focused the theory of natural selection in explanation of evolution and evolution theory.

朱熹 證驗說과 이전 證驗說 간의 비교 고찰

강춘화 한국중국언어문화연구회 2014 한중언어문화연구 Vol.- No.36

This thesis discusses about the evolution of Zhuxi’s positivist theory. This theory is a methodology for verifying if your knowing is correct or not. The first part of my thesis discusses some correlative theories during the period that predates the advent of Zhuxi’s positivist theory, such as the theory of “Can-yan(compare and verify)”、“San-biao(three standard of measurement)”、“Fu-yan(corroborate)”、“Cha-yan(inspect)”、“Gui-yan(regarde the experiences as the important things)”、“Jian-wen(experiences)”. The above theories regarded vaguely the experiences as standards of judging right or wrong, but they failed to loosen the bonds of the sociopolitical theory ,so they did not become the truly epistemology. “Xing(doing)” and “Zheng-yan(verification)” did not become the important standards until after the debates in knowing and doing in the period from Song to Yuan. The second part of my thesis discusses Zhuxi examed the theory of Zheng-yan(verification)with the practical example about physical science. This part have mentioned three problems:1) “Armillary sphere” and the theory of Zheng-yan(verification); 2) “Xuanji-yuheng” and the theory of Zheng-yan(verification); 3) “Two opposite mirrors” and the theory of Zheng-yan(verification). Though “Yan(verification)” and “Xing(doing)” suggested by Zhuxi is only personal moral practice and scientific experiment, they are the standards of judging right or wrong in the theory of Zheng-yan(verification). Zhuxi have made many important questions (such as how to the criterion of truth) included in the category of Epistemology.,and therefore the theory of Zheng-yan(verification) can be thought of as the transition of “Shi-zheng( factual proof)”. Moreover, the theory of Zheng-yan(verification) has pushed old epistemology to a new stage.