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Evolution Korea
The financial crisis that struck Asia required a major review of the old model of government-business alliances and public management of private risks. In Korea, this meant a change in the development paradigm.
In a controversial move, South Korea's government has asked textbook publishers to ignore requests to eliminate examples of evolution from high school science books. This includes the evidence for the evolution of horses and the bird an ancestor Archaeopteryx.
1. Evolution and Religion
A creationist group in South Korea has successfully convinced textbook publishers to exclude evidence of evolution from high school science texts. The Society for Textbook Revise, an offshoot of the Korea Association for Creation Research which aims to rid biology textbooks of "atheist materialism," was behind the move. The STR claims such materialism portrays a negative image for students, making them be skeptical.
When the STR's campaign hit the news, scientists around the globe expressed concern. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul and wrote a letter to Nature's editor that South Korea had succumbed to religious prejudice. He was supported by colleagues around the country, who set up a group called Evolution Korea to organize a petition to protest the changes to the textbooks.
Some researchers are also worried that the STR campaign will spread to other parts of the world, where creationism is on the rise. The letter to Nature warned that the anti-evolutionist movement will push for textbook revisions in other countries, notably those with strong Christian and Muslim populations.
South Korea has a particularly strong cultural background for the debate about evolution. Twenty-six percent of the country's citizens are members of one of the religious groups, and most adhere to Christianity or Buddhism. In addition, a lot of Koreans adhere to the Ch'ondogyo philosophy, which is based on Confucian principles which emphasizes harmony in society and personal self-cultivation. Ch'ondogyo teaches the human being is one with Hanulnim, the God of Sun, and that divine blessings are possible by doing good deeds.
All of this has provided an ideal environment for the spread of creationism. Numerous studies have revealed that students with religious backgrounds to be more reluctant to learn about evolution than those who don't. However, the root reasons for this phenomenon are unclear. One possible explanation is that students who have religious backgrounds tend to be as familiar with scientific concepts and theories, which makes them more susceptible to the influence of creationists. Another reason could be that students with religious backgrounds are more likely to view evolution as an atheistic idea, which may make them less comfortable with the idea.
2. Evolution and Science
In recent years, anti-evolution programs in schools have caused concern within the scientific community. A 2009 survey revealed that more than 40% of Americans believe that biological evolution is wrong, and that a belief in it would be contrary to their faith-based beliefs. Despite the success of creationism in certain states, many scientists feel that the best method to stop this trend is not to engage it, but rather to inform the public on the evidence that supports evolution.
Scientists have a duty to educate their students about science, including the theory of evolution. They also need to inform people about the science process and how knowledge is collected and validated. They should also clarify that scientific theories are often challenged and reformulated. However, misinformation about the nature and purpose of scientific research can lead to a negative view of evolution.
Some people confuse the word "theory" as a guess or a guess. In the field of science, however, the hypothesis is tested thoroughly, and empirical data is used to confirm it. A theory that survives repeated testing and observations becomes a scientific principle.
The debate about evolutionary theory is an excellent occasion to discuss the importance of the scientific method and its limitations. It is crucial 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 that allows living things to evolve and change.
Moreover, 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 people know the way science works.
The vast majority of scientists around the world believe that humans have changed over time. A recent study that predicted the adults' views of the consensus on this subject found that those with higher levels of education and science knowledge were more likely to believe that there is a general consensus between scientists regarding human evolution. Those who have more religious beliefs and have less knowledge of science are more likely to disapprove. It is essential that teachers emphasize the importance of understanding this consensus, so that people can make informed choices about health care, energy usage, and other policy matters.
3. Evolution and Culture
A close relative to the mainstream evolutionary theory, cultural evolution studies the numerous ways humans--and other organisms--learn from and with one another. Researchers in this field use explanatory models and investigative tools adapted from those used by evolutionary theorists, and they reach back into human prehistory to discover the origins of our capacity to learn about culture.
This approach also recognizes that there are differences between the characteristics of culture and biological. While biological traits are largely inherited all at once (in sexual species, during fertilization) however, cultural traits can be acquired over a protracted period of time. The acquisition of a cultural characteristic may affect the development and growth of another.
In Korea, for example the emergence of Western fashion elements in the latter part of the 19th and early 20th centuries was the result of a complex series of events. One of the most significant was the arrival of Japanese occupation forces, who introduced Western hairstyles and styles of clothing to Korean society.
When Japan left Korea in the 1930s, a few of these trends began to change. By the end of World War II, Korea was once again united and was again under the rule of the Choson dynasty.
Today, Korea is a vibrant political and economic power. Despite the current global financial crisis, the country's economy has been growing steadily over the past decade and is expected to sustain its steady growth in the near future.
The current administration is faced by a myriad of problems. One of the most significant is the inability to come up with an effective strategy to address the economic crisis. The crisis has revealed the weaknesses of the country's economic policies, including its excessive dependence on exports and foreign investment that may not be sustainable in the long run.
The crisis Evolution has shaken the confidence of investors, the government needs to review its economic strategy and find alternatives to increase domestic demand. It also needs to reform the incentive monitoring, monitoring, and discipline systems in place to guarantee a stable financial environment. This chapter provides a number of scenarios for how the Korean economy could develop in a post-crisis world.
4. Evolution and Education
The challenge for teachers of evolution is to teach evolutionary concepts that are appropriate for different levels of development and ages. Teachers should, for instance be mindful of the diversity of religions in their classrooms and create a welcoming environment where students of both secular and religious beliefs are at ease. Additionally, teachers must recognize common misconceptions about evolution, and how to confront them in their classrooms. Additionally, teachers should be able to access a range of resources available for teaching evolution and be able locate them quickly.
In this context the Thinking Evolutionarily Convocation was an important step in bringing together evolutionary scientists and educators from a variety of fields to discuss most effective methods of teaching about evolution. Participants included representatives from scientific societies as well as educational researchers, officials from government funding agencies as well as curriculum developers. The convergence of diverse participants helped to identify a set of shared recommendations which will serve as the basis for any future actions.
It is essential to incorporate evolution in all science curricula, at every level. To accomplish this, the National Science Education Standards (NRC) call for evolution to be taught in an integrated way across the life sciences using a sequence of ideas that are developmentally appropriate. A new publication from the NRC offers guidance to schools on how to integrate evolution into the life science curriculum.
Numerous studies have demonstrated that a more comprehensive presentation of evolution leads to greater student understanding and belief in the existence of evolution. It is difficult to estimate causal effects in the classroom because school curricula do not change on a regular basis and are dependent on the timing of state boards of education and gubernatorial elections. To overcome this problem, I use a longitudinal data set that lets me control for fixed state and year effects and individual-level variation in the beliefs of teachers about changes in the curriculum.
Another significant finding is that teachers who are more comfortable with teaching evolution report having fewer personal barriers to teaching it. This is in line with the hypothesis that more confident faculty are less likely to avoid questions about evolution in the classroom, and may be more inclined to use strategies such as the reconciliatory method which is used to increase the students' understanding of evolution.