2024, Vol.37, No.4

Anatomy & Biological Anthropology 2024 KCI Impact Factor : 0.36

pISSN : 2671-5651 / eISSN : 2671-566X
https://journal.kci.go.kr/aba

This study examined the historical transition from physical anthropology to biological anthropology, and then to evolutionary anthropology, exploring the changes in the sub-disciplinary names within anthropology and their modern implications. In the 19th century, Paul Broca in France and Rudolf Virchow in Germany established physical anthropology centered around human morphology and racial classification. However, the limits of this approach became clear under the influences of colonialism and eugenics. Against this backdrop, this research tracked the academic changes and nomenclature shifts in anthropology through literature reviews and historical document analysis. By mid-20th century, as genetics, ecology, and studies on human adaptation rose to prominence, biological anthropology moved beyond the fixed concepts of race, integrating evolutionary theory and an interdisciplinary approach. Sherwood Washburn's "New Physical Anthropology" symbolized this turning point. Furthermore, evolutionary anthropology has become a core area of modern anthropology, encompassing biological, behavioral, and cultural dimensions. This study examined the academic development processes in various regions including France, Germany, the UK, the USA, and Korea, and analyzed how the social and historical contexts and the activities of representative researchers influenced the changes in sub-disciplinary names within anthropology. These name changes represent not merely lexical adjustments but the maturation and expansion of the academic framework for interpreting human diversity and evolution. Through these discussions, the study aimed to lay the groundwork for promoting academic integration and cooperation within anthropology.

The post-mortem examination of the Joseon Dynasty inherited the tradition of forensic techniques that had developed in East Asia. The Shijang, an examination record included in the report, received the forensic scientists’ attention early on because the evidences were described in very objective and rational ways. For the successful analysis of the examination records, however, humanities scholars and forensic scientists must collaborate, and only through it, the deaths of Joseon Koreans, which are difficult to encounter in other historical resources, can be revealed in detail. In the Joseon forensic records, as the incidents are very objectively described, the diseases or trauma people suffered at the time and the related cause of deaths could be successfully revealed. In this review, we introduce the contents of the Joseon Dynasty post-mortem examination records, and propose how the research would be conducted on them in order to make anthropological research on ancient human bones more fruitful in the future.

This study investigates the impact of educational experiences and religiosity on the acceptance, understanding, and interest in evolutionary theory. The findings reveal that students who have taken university-level biology courses or studied life sciences for the national college entrance examination demonstrate significantly higher levels of acceptance and understanding of evolutionary theory. These results underscore the critical role of educational exposure in enhancing scientific comprehension. In contrast, high levels of religiosity were negatively associated with both acceptance and understanding of evolutionary theory. However, interest in evolution among highly religious students remained unaffected, indicating that while religiosity may pose challenges to scientific acceptance, it does not diminish curiosity about evolutionary topics. The results suggest that science education on evolutionary theory, including biological anthropology, should be expanded to accommodate students from various academic and cultural backgrounds. Such an approach is essential to addressing potential disparities arising from differing educational and religious contexts. Broadening the scope of evolutionary education can provide equitable access to scientific knowledge and foster scientific literacy, ensuring that students, regardless of their academic or religious affiliations, are equipped with a balanced understanding of evolutionary principles.