Evolution Korea
The economic crisis that swept Asia forced a major reappraisal of the old system of business-government alliances and public management of private risks. In Korea, that meant a shift in the development paradigm.
In a controversial decision, South Korea's government has asked textbook publishers to ignore calls to eliminate examples of evolution in science books for high school students. This includes the evidence for the evolution of horses as well as the avian ancestral Archaeopteryx.
1. Evolution and Religion
A South Korean creationist group has convinced textbook publishers to remove evidence of evolution from high-school science texts. 에볼루션 바카라사이트 was a result of a campaign by the Society for Textbook Revise (STR) an independent offshoot of the Korea Association for Creation Research, which wants to rid biology books of "atheist materialism." The STR claims such materialism portrays an image of negativity for students, causing them to lose faith.
Scientists across the globe expressed concerns when the STR campaign made headlines. In a letter addressed 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 from across the country who gathered into a group called Evolution Korea to organize an anti-textbook petition.
Researchers are worried about the possibility that the STR campaign could spread to other regions of the world where the spread of creationism is increasing. The letter to Nature warned that the anti-evolutionist movement will intensify pressure for revisions to textbooks in other countries, especially those with strong Christian and Muslim population.
The South Korean culture is particularly strong in the debate over evolution. 26 percent of South Koreans are members of a religious group, with the majority practicing Christianity or Buddhism. In addition, many Koreans adhere to the philosophy of Ch'ondogyo. It is based on Confucian principles which emphasizes harmony in society and personal self-cultivation. Ch'ondogyo is a belief system that teaches that humans are in a relationship with Hanulnim, the God of the Sun, and that heaven-bound blessings can be obtained by doing good deeds.
All of this has made creationism fertile field. Numerous studies have revealed that students who have a religious background to be more uncomfortable learning about evolution than those who don't. The underlying causes are not clear. Students with a religious background may be less knowledgeable about scientific theories, making them more susceptible to creationists influence. Another possible factor is that students with religious backgrounds are more likely to see evolution as a religious concept, which may make them less at ease with it.
2. Evolution and Science
In recent years the scientific community has been concerned about anti-evolution initiatives in schools. A 2009 survey revealed that over 40 percent of Americans believe that biological evolution is a lie, and that a belief in it would conflict with their convictions about religion. Many scientists believe that, despite the success of creationism the best method to combat this movement is to educate the public about the evidence for evolution.
Scientists are accountable to teach their students science including the theory of evolution. They should also inform the public about the research process and the way in which knowledge is confirmed. They must also explain that theories of science are often challenged and revised. However, misperceptions regarding the nature of research conducted by scientists often fuel anti-evolution beliefs.
For instance, some people are able to confuse the term "theory" with the normal meaning of the word - a guess or guess. In the field of science, however, a hypothesis is rigorously tested and empirical evidence is used to verify it. A theory that survives repeated testing and observation is a scientific principle.
The debate over evolutionary theory is a good opportunity to discuss the importance of the scientific method and its limitations. It is important that people understand that science is not able to answer questions about the purpose of life or meaning, but rather allows living things to grow and change.
A well-rounded education should cover the vast majority of scientific fields, including evolutionary biology. This is crucial because a lot of jobs and decisions require that people know how science operates.
The vast majority of scientists across the world believe that humans have changed over time. A recent study predicting adults' opinions of the consensus around this issue found that those with higher levels of education and scientific knowledge were more likely to believe there is a general consensus between scientists regarding human evolution. The people who have more religious beliefs but less science knowledge tend to disagree more. It is essential that teachers insist on the importance of understanding this consensus so that people can make informed choices about energy use, health care, and other policy matters.
3. Evolution and Culture
Cultural evolution is a close cousin of mainstream evolutionary theory. It focuses on the ways that humans and other species learn from one another. Researchers in this field use explanatory tools and investigative models derived from evolutionary theorists and reach back to human prehistory to find the earliest sources of culture.
This method also acknowledges the differences between the characteristics of culture and biological. Cultural traits are acquired slowly while biological traits are mostly inherited at the same time (in sexual species, at fertilization). In the end, the acquisition of one cultural trait may affect the development of another.
In Korea, the adoption 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 important was the appearance in Korea of Japanese occupation forces that introduced Western hairstyles and clothing.
When Japan left Korea in the 1930s some of these trends began to reverse. By the end World War II, Korea was once again united, this time under Choson dynasty rule.
Today, Korea is an economic and political power. Despite the current global financial crisis, the economy of Korea has been growing steadily over the past decade and is poised to sustain its steady growth in the coming years.
The current government is faced with many challenges. The government's inability to formulate an effective strategy to deal with the current economic crisis is one of the biggest obstacles. The crisis has exposed the weaknesses of the country's economy policies, particularly its dependence on foreign investment and exports which might not be sustainable in the long run.
The crisis has shaken the confidence of investors, the government must review its economic strategy and find alternative ways to boost domestic demand. To ensure a stable and stable financial environment the government needs to reform its incentive system, monitoring and discipline. This chapter offers a variety of scenarios on how the Korean economy could grow in a post-crisis environment.
4. Evolution and Education
The challenge for teachers of evolution is how to teach evolutionary concepts that are appropriate for different stages of development and ages. Teachers, for instance, must be aware of the diversity of religions in their classrooms and create a setting where students with both religious and secular views are comfortable with learning about evolution. Moreover, teachers need to be aware of common misconceptions about evolution, and how to address them in their classrooms. Teachers should also have quick access to the various resources available to teach evolution.
In this regard the Thinking Evolutionarily Convocation was an important step in bringing evolutionary scientists and educators from a range of fields to discuss most effective methods of teaching evolution. Attendees included representatives of scientific societies and educational researchers, as well as officials from government funding agencies and curriculum designers. The convergence of diverse participants helped to identify some common guidelines that will form the basis for any future actions.
One important recommendation is that the subject of evolution should be included in all science curricula at every level. To achieve this, the National Science Education Standards (NRC) require that evolution be taught in a seamless way across the life sciences, with a progression of concepts that are developmental appropriate. A new publication from the NRC provides guidelines to schools about how to incorporate evolution into the life science curriculum.
A number of studies have demonstrated that a more thorough teaching of evolution can lead to higher levels of student understanding and belief in the existence of evolution. It is difficult to quantify the causal effects of evolution in the classroom since the curriculum for schools do not change on a regular basis and are affected by the timing of state boards of education and the gubernatorial election. To overcome this issue I employ a longitudinal dataset that allows me to control for the effects of years and states fixed as well as individual-level variations in the beliefs of teachers regarding evolutionary theory.
Teachers who are more comfortable in teaching evolution report fewer internal barriers. This is consistent with the notion that a faculty with more confidence is less likely to avoid discussing evolution topics in the classroom. Additionally, they could be more likely to employ strategies, such as an approach to reconciliation that is known to increase the acceptance of undergraduate students of evolution (Harms and Reiss 2019; Tolman et al., 2020).