Journal of the Korea Convergence Society (한국융합학회논문지)

Korea Convergence Society (한국융합학회)
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Do We Have to Teach Intelligent Design along with Evolution in Public Schools?

학교에서 진화론과 함께 지적설계론도 가르쳐야 하는가

  • Song, Kwang-Han (Department of Secondary Special Education, Wonkwang University)
  • 송광한 (원광대학교 중등특수교육과)
  • Received : 2018.06.04
  • Accepted : 2018.08.20
  • Published : 2018.08.28
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Abstract

This paper was written for the purpose of using as the theoretical basic data of judgment in the situation that there is a growing demand for intelligent design theory to be taught in public schools along with evolution theory. In order to verify the possibility that intelligent design theory, which has little empirical evidence unlike evolutionary theory, could be a scientific theory, what intelligence is and whether the trace of intelligence is actually found in nature was confirmed through literature. If intelligent elements, which are traces of intelligence in nature, are discovered empirically in nature, then intelligent design theory can be recognized as a scientific theory and can also be taught in public schools. The identity and traces of intelligence were found in relevant literature and the traces are found not only in various artificial products derived from human beings such as thinking, knowledge, and civilization, but also in all phenomena of nature. Based on these results, this paper provides a discussion on how the evolutionary theory and intelligent design theory should be handled in the field of school education, as well as how to resolve the conflicts between evolutionary theory and intelligent design theory.

본 논문은 학교에서 진화론과 함께 지적 설계론도 가르쳐야 한다는 요구가 강해지고 있는 상황에서 그에 대한 판단의 이론적 기초 자료로 활용하기 위한 목적으로 쓰였다. 진화론과 달리 경험적 증거가 거의 없는 지적 설계론이 과학이론이 될 가능성을 검증하기 위해 문헌들을 통해 지능이 무엇인지 밝히고, 그 지능의 흔적이 실제 자연 속에서 발견되고 있는지를 확인해 보았다. 자연에서 지능의 흔적인 '지적 요소'가 경험적으로 발견되면 지적 설계론도 과학이론으로서 인정받게 되어 진화론과 함께 학교 교육의 대상이 될 수 있지만 그렇지 않다면 논쟁할 가치조차 없어지게 된다. 지금까지 지능에 대한 문헌들을 종합한 결과 지능의 정체와 그 흔적을 찾을 수 있었으며, 그 흔적이 사고, 지식, 문명 등 인간으로부터 비롯된 다양한 인위적 산물에서 뿐만 아니라 자연의 모든 현상에서도 발견되고 있음이 확인되었다. 이런 결과를 바탕으로 본 논문은 진화론과 지적 설계론 간의 첨예한 대립과 갈등의 문제를 해결할 방법과 함께 진화론과 지적 설계론이 학교교육의 현장에서 어떻게 다루어져야 되는지에 대한 논의를 제공하고 있다.

Keywords

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