한국 전통과학 유산의 전시‧교육 분야 활용의 성과와 과제

Abstract

In the 1980s, South Korea's science and technology policy, known as the "technology drive policy," emphasized creative and innovative technological development with the goal of achieving national prosperity through science and technology, or “Technology for National Advancement.” In this process, the country’s traditional scientific heritage came to be reinterpreted not merely as an array of cultural relics, but rather as symbolic assets that represented the creative spirit of the Korean people. The government sought to inspire national creativity and use this heritage as a driving force for scientific progress by launching various restoration and utilization projects dedicated to that end. The traditional scientific heritage was actively employed across multiple fields, including museum exhibitions, cultural promotions, and the development of educational contents. However, this approach was based on a utilitarian view of science and technology that prioritized practical and economic value, often neglecting the historical and cultural contexts of Korea’s traditional scientific heritage. From the late 1990s onward, however, South Korean society began to shift its perspective on the traditional scientific heritage. Alongside a critical reassessment of Eurocentric narratives in the history of science, greater importance was placed on understanding traditional science within its own contextual and relative framework. Furthermore, the rise of social constructivist thought, which views scientific knowledge as socially constructed rather than purely objective, became increasingly influential. As a result, the traditional scientific heritage was no longer merely regarded as a symbol of nationalism, but rather as a valuable resource for exploring the complex relationships between science, culture, and society. Museum and science exhibition practices also evolved from static displays to interactive, experience-based formats, often incorporating digital technologies to produce more diverse and educational contents. In the field of education, the nation’s traditional scientific heritage was for too long only briefly covered within national history curricula, while science education remained dominated by Western-centric perspectives. Although a "History of Science" course was introduced, student enrollment has remained low, and teachers have reported difficulties such as a lack of instructional materials coupled with difficulties in connecting traditional science to modern scientific concepts. Consequently, the educational application of traditional science remains limited. Experts argue that traditional science should be approached not merely as cultural heritage, but as a subject of scientific inquiry. They recommend refining curriculum standards, developing systematic teaching materials, and clearly linking traditional knowledge to scientific principles. In conclusion, South Korea’s approach to its traditional scientific heritage has gradually evolved from a nationalistic and utilitarian framework in the 1980s toward a more multifaceted, culturally grounded, and education-oriented direction. However, in order to fully realize its value in both exhibition and educational contexts, it is crucial to address the various issues that have emerged over time.