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Evolution Korea
The economic crisis which swept Asia prompted a major reappraisal the traditional system of government, business alliances, and public management of risk. In Korea, this meant a shift in the development paradigm.
In a controversial decision, South Korea's government has requested textbook publishers to ignore calls to remove examples of evolution from high school science books. This includes evidence for evolution of horses as well as the avian ancestral Archaeopteryx.
1. Evolution and Religion
A creationist group in South Korea has successfully convinced textbook publishers to omit evidence of evolution in high school science textbooks. The Society for Textbook Revise, an independent offshoot from the Korea Association for Creation Research that wants to rid biology textbooks of "atheist materialism," was behind the move. The STR claims that such materialism creates an image of negativity for students, leading them to abandon their faith.
Scientists around the globe expressed concerns when the STR campaign gained attention. In a letter to the editor of Nature, evolutionary biologist Jae Choe at Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was backed by colleagues around the country, who formed an organization called Evolution Korea to organize a petition against the textbook changes.
Some scientists are also worried about the possibility that the STR campaign could spread to other parts of the globe where creationism is on the rise. The letter to Nature warned that the anti-evolution movement will increase pressure for textbook revisions in other countries, especially those with strong Christian and Muslim populations.
South Korea has a particularly strong cultural background for the debate about evolution. 26 percent of the country's citizens are members of a religious denomination and the majority of them adhere to Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the Ch'ondogyo philosophy, which is that is based on Confucian principles which emphasizes harmony in society and individual self-cultivation. Ch'ondogyo teaches the human being is one with Hanulnim the God of Sun, and that divine blessings can be achieved through good works.
All of this has made creationism fertile field. Multiple studies have shown students with religious backgrounds to be more uncomfortable learning about evolution than those who do not. The reasons behind this aren't obvious. Students who have a religious background may be less experienced with scientific theories, making them more vulnerable to creationists' influence. Another possibility is that students with religious backgrounds are more likely to see evolution as an atheistic concept which could make them less at ease with the idea.
2. Evolution and Science
In recent years, anti-evolution programs in schools have caused concern in the scientific community. A survey conducted in 2009 revealed that over 40% of Americans believe that biological evolution is wrong and that a belief in it could be in conflict with their religious beliefs. Many scientists believe that despite the fact that creationism has been successful the best method to combat this movement is to educate the public about the evidence for evolution.
Scientists are responsible to instruct their students in science that includes the theory of evolution. They also need to inform people about the science process and how knowledge is collected and verified. They must also explain that theories of science are frequently challenged and revised. However, misperceptions about the nature of scientific research frequently fuel anti-evolution beliefs.
Many people mistake the term "theory" as a guess or a guess. However, in science, a theory is thoroughly tested and verified using empirical evidence. A theory that is repeatedly tested and observed becomes a scientific principle.
The debate over evolution theory is a great chance to discuss the importance of scientific methodology and its limits. It is essential to understand that science does not provide answers to questions about life's purpose or meaning, but provides a mechanism for living things to develop and adapt.
A comprehensive education should include exposure to all major fields of science including evolutionary biology. This is crucial because a lot of jobs and decisions require people understand the way science works.
The vast majority of scientists around the world agree that humans have evolved over time. A recent study predicting adults' opinions of the consensus on this issue found that those who had higher levels of education and knowledge of science were more likely to believe there is a consensus among scientists about human evolution. People with a higher level of religious belief but less scientific knowledge tend to be more divided. It is essential that teachers stress the importance of gaining an understanding of this consensus, to enable people to make informed choices about the use of energy, health care and other issues of policy.
3. Evolution and Culture
A close cousin to the popular evolutionary theory, the concept of cultural evolution studies the numerous ways that organisms, including humans, learn from and interact with one another. Researchers in this field employ explanation models and tools that are adapted from those employed by evolutionary theorists, and they look back to human prehistory to discover the genesis of our capacity to learn about culture.
This method also acknowledges the distinction between biological and cultural traits. While biological traits are typically inherited all at once (in sexual species, during fertilization) but cultural traits can be acquired over a long period of time. The acquisition of one cultural characteristic can affect the development and growth of a different.
In Korea the introduction of Western styles in the latter part of the nineteenth and early 20th century was the result of an elaborate sequence of events. One of the most significant was the arrival of Japanese occupation forces, who introduced Western hairstyles and clothing styles to Korean society.
When Japan left Korea in the 1930s, a few of these trends began to change. At the close of World War II, Korea was once more united and again under Choson dynasty rule.
Today, Korea is a vibrant economic and political power. Despite the financial crisis of recent Korea's economy has been growing consistently over the last decade. It is expected to continue this growth in the future.
The current government is confronted with a variety of challenges. The inability of the government to develop a coherent strategy to deal with the current economic crisis is one the biggest obstacles. The crisis has exposed shortcomings of the country's economic policies, including its excessive dependence on foreign investment and exports that may not be sustainable in the long run.
As the crisis has shattered the confidence of investors, the government must review its economic strategy and find alternative ways to boost domestic demand. To ensure a stable economic climate the government needs to overhaul its incentive system, monitoring and discipline. This chapter outlines 에볼루션 룰렛 several scenarios of how the Korean economy could grow after the crisis.
4. Evolution and Education
One of the biggest challenges for evolution educators is how to teach evolutionary concepts in a manner that is appropriate for students of different levels of development and ages. For instance, teachers need to be sensitive to the diversity of religions in their classrooms and create a space where students with both religious and secular views feel comfortable learning evolution. Teachers should be able to recognize common misconceptions about evolution and be able to correct them in the classroom. Teachers should also have quick access to the numerous resources that can be used to teach evolution.
In this context the Thinking Evolutionarily Convocation was a crucial step towards bringing evolutionary scientists and educators from a variety of fields to discuss best methods for teaching evolution. Participants included representatives from scientific societies and educational research organizations, as well as officials of government funding agencies as well as curriculum designers. The convergence of these diverse groups helped to identify a shared set of recommendations that will form the foundation for future actions.
It is crucial to include evolution in all science curricula, at every level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences, with an educational progression that is developmental appropriate, are a method to achieve this goal. Furthermore, a new publication from the NRC offers guidelines to schools on how to integrate evolution into the science curriculum.
Several studies have found that a more thorough teaching of evolution is associated with greater student knowledge and belief in the concept of evolution. However the estimation of the causal impact of teaching in the classroom is difficult due to the fact that school curriculums are not assigned randomly and evolve in time as a result of the predetermined timing of gubernatorial elections and state board of education appointments. To overcome this problem I use a longitudinal data set that gives me control for the fixed effects of state and years as well as individual-level differences in the beliefs of teachers about evolutionary theory.
Teachers who are more comfortable teaching evolution have less internal barriers. This is in line with the notion that more experienced faculty are less likely to be hesitant about teaching about evolution in the classroom, and may be more inclined to use strategies like a reconciliatory method which is used to increase undergraduate students' acceptance of evolution.