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Evolution Korea
The economic crisis which swept Asia led to a major rethinking of the traditional system of government, business alliances, as well as public management of risks. In Korea this meant a shift in the development paradigm.
In a controversial decision the South Korean government has asked publishers of textbooks to ignore calls for removing examples of evolution from high school science texts. This includes evidence for the evolution of horses and the bird ancestral Archaeopteryx.
1. Evolution and Religion
A group of creationists in South Korea has successfully convinced textbook publishers to remove evidence of evolution from science textbooks for high school students. The move was a result of a campaign run by the Society for Textbook Revise (STR) which is an affiliate of the Korea Association for Creation Research that aims to clear textbooks on biology of "atheist materialism." The STR claims such materialism portrays negative images to students, causing them to abandon their faith.
Scientists from all over the world expressed concerns when the STR campaign made headlines. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul and wrote an email to Nature's editor that South Korea had succumbed to religious prejudice. He was backed up by colleagues across the country, who set up a group called Evolution Korea to organize a petition to protest the changes to the textbooks.
Some researchers are concerned about the possibility that the STR campaign could spread to other parts of the world where the spread of creationism is increasing. The letter to Nature warned of the anti-evolutionist campaign putting pressure on textbook revisions, particularly in countries with large Christian and Muslim population.
The South Korean culture is particularly strong for the evolution debate. 26 percent of South Koreans are part of a religious group, with the majority practicing Christianity or Buddhism. Additionally, a large portion of Koreans adhere to Ch'ondogyo, a philosophy based on Confucian principles that emphasizes social harmony and personal self-cultivation. Ch'ondogyo is a way of teaching that the human being is one with Hanulnim, the God of Sun and that the heavenly blessings are possible through good works.
All of this has provided an ideal environment for the spread of creationism. A number of studies have demonstrated that students who have a religious background tend to be more uncomfortable about learning about evolution than students without religion. The causes behind this are not evident. Students who have a religious background may be less experienced with the theories of science, making them more susceptible to creationists' influence. Another reason could be that those with a religious background may view evolution as a belief system that is agnostic, making them feel less comfortable.
2. Evolution and Science
In recent times scientists have been concerned about anti-evolution initiatives in schools. A study conducted in 2009 found that over 40 percent of Americans believe that biological evolution is not true and that believing in it could be in conflict with their faith-based beliefs. Despite the fact that creationism has been a huge success in certain states, many scientists believe that the best way to counter this movement is not to actively engage in with it, but rather inform the public on the evidence supporting evolution.
Scientists are responsible to instruct their students in science, which includes the theory of evolution. They must also inform people about the process of science and how knowledge from science is collected and verified. They must also explain how scientific theories are frequently challenged and revised. However, misconceptions about the nature and purpose of scientific research can fuel anti-evolution views.
Some people interpret the term "theory" as a hunch, or a guess. In science, however, the hypothesis is tested thoroughly and empirical evidence is used to confirm it. A theory that is able to withstand repeated testing and observation becomes an established scientific principle.
The debate over evolution theory is a great occasion to discuss both the importance of the scientific method and its limits. It is essential for people to recognize that science is not able to answer questions about the meaning or meaning of life it only serves as a mechanism through which living organisms can grow and change.
Furthermore, a comprehensive education must include exposure to all major fields of science including evolutionary biology. This is crucial because the jobs that people have and the choices they make require understanding of how science works.
The majority of scientists across the world accept that humans have changed over time. In a recent study, which predicted adults' views of the consensus around this issue, those with higher levels education and knowledge of science were found to be more likely believe that there is wide consensus among scientists on human evolution. The people who have more religious beliefs but less scientific knowledge tend to be more divided. It is crucial that teachers emphasize the importance of knowing the consensus on this issue, so that people are able to making informed decisions regarding their health care, energy use and other policy issues.
3. Evolution and Culture
Cultural evolution is a close cousin of the popular evolutionary theory. It examines the ways that humans and other species learn from each other. Researchers in this field utilize elaborate models and tools adapted from those used by evolutionary theorists, and they reach back into human prehistory to discover the genesis of our capacity to learn about culture.
This method also acknowledges the differences between biological and cultural characteristics. While biological traits are largely acquired in one go (in sexual species, during fertilization), cultural traits can be acquired over a long period of time. As a result, the acquisition of one trait may affect the development of another.
In Korea the introduction of Western styles in the late nineteenth and early twentieth centuries was the result a complex sequence of events. One of the most important was the appearance in Korea of Japanese occupation forces, who introduced Western clothing and hairstyles.
When Japan quit Korea in the 1930s, a few of these trends began to change. By the end of World War II, Korea had once again unified but this time under the rule of the Choson dynasty.
Today, Korea is a vibrant political and economic power. Despite the recent financial crisis, Korea's economy has been growing consistently over the last decade. It is expected to keep this trend going in the near future.
The current government is faced by a myriad of problems. One of the most significant is the inability to come up with a coherent policy to tackle the economic crisis. The crisis has exposed the weaknesses of the country's economic policies, including its excessive dependence on foreign investment and exports that may not be sustainable over the long term.
Since the financial crisis has destroyed the confidence of investors, the government has to reconsider its economic strategy and come up with alternatives to boost domestic demand. To ensure a stable and stable financial environment the government needs to overhaul its incentive system, monitoring and discipline. This chapter outlines several scenarios of how the Korean economy could develop after the crisis.
4. Evolution and Education
A fundamental challenge for educators of evolution is how to teach evolutionary concepts in a way that is suitable for students at various ages and developmental stages. For example, teachers must be aware of the religious diversity in their classrooms and create an environment where students with secular and religious views are comfortable with learning about evolution. Moreover, teachers need to be aware of common misconceptions about evolution, and how to deal with these in their classrooms. Teachers must also have access to a variety of resources that are available for teaching evolution and be able to locate them quickly.
In this context, Thinking Evolutionarily Convocation had a key role in bringing together evolutionary researchers and educators from various sectors to discuss the best methods for teaching Evolution. Participants included representatives from scientific societies and educational research organizations, as well as officials from government funding agencies and curriculum developers. The convergence of these diverse parties helped to identify a shared set of recommendations that will form the basis for future action.
One important recommendation is that the teaching of evolution should be included in every science curriculum at every level. To achieve this it is recommended that the National Science Education Standards (NRC) call for evolution to be taught in a unified manner across all life sciences, with a progression of ideas that are developmentally appropriate. Furthermore, a new publication from the NRC offers guidelines to schools on how to integrate evolution into the life science curriculum.
Several studies have found that a more thorough and comprehensive understanding of evolution is associated with more knowledge and belief in the concept of evolution. It is difficult to quantify the causal effects of evolution in the classroom because school curricula do not change randomly and are dependent on the timing of state board of education and the gubernatorial election. To overcome this problem, I use a longitudinal data set which allows me to control for year and state fixed effects and the individual-level variation in teacher beliefs regarding changes in the curriculum.
Teachers who are more comfortable teaching evolution also have fewer internal barriers. This is in line with the hypothesis that check here a faculty with more confidence is less likely to avoid evolution subjects in the classroom. They also may be more likely to employ strategies like the reconciliatory approach that has been proven to improve the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al. 2020).