Evolution Korea
The economic crisis that swept Asia caused a significant rethinking of the old system of government-business alliances and public management of private risks. In Korea this required a change in the development paradigm.
In a controversial move South Korea's government has requested textbook publishers to ignore requests to eliminate 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 remove evidence of evolution in high school science textbooks. The decision was the result of a campaign run by the Society for Textbook Revise (STR) which is an branch of the Korea Association for Creation Research which aims to get rid of textbooks on biology of "atheist materialism." The STR claims that this kind of materialism paints an unhopeful picture for students and leads to their eventual loss of faith.
Scientists across the globe expressed concern when the STR campaign made headlines. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul wrote in an email to Nature's editor that South Korea had succumbed to religious prejudice. He was supported by colleagues from across the country who gathered into an organization called Evolution Korea to organize an anti-textbook petition.
Some scientists are concerned that the STR campaign could spread to other parts of the globe, where the prevalence of creationism is rising. The letter to Nature warned of the anti-evolutionist campaign putting pressure on textbook revisions, specifically in countries with large Christian and Muslim populations.
South Korea has a particularly strong cultural background for the evolution debate. 26 percent of South Koreans belong to of a religious community and the majority of them practice Christianity or Buddhism. In addition, many Koreans adhere to the philosophy of Ch'ondogyo. It is that is based on Confucian principles that emphasizes social harmony and individual self-cultivation. Ch'ondogyo teaches that the human being is one with Hanulnim the God of Sun and that the heavenly blessings can be achieved through the good works of one's.
All of this has made creationism a fertile field. Multiple studies have shown students who have a religious background to be more reluctant to learn about evolution than those who do not. However, the root causes of this phenomenon are not clear. Students who are religious may not be as familiar with the theories of science, making them more susceptible to creationists and their influence. Another reason could be that students with a religious background tend to view evolution as an atheistic idea and therefore less at ease with the idea.
2. Evolution and Science
In recent years, campaigns against evolution in schools have caused concern within the scientific community. A study conducted in 2009 found that nearly 40 percent of Americans believe that biological evolution is wrong and that believing in it could be in 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 on the evidence for evolution.
Scientists have a duty to instruct their students in science including the theory of evolution. They also need to inform the public about the process of scientific research and how knowledge is validated. They must also explain how scientific theories are often challenged and changed. However, misconceptions about the nature and purpose of scientific research can lead to a negative view of evolution.
Some people confuse the word "theory" as a hunch or a guess. However, in science the theory is thoroughly tested and verified using empirical data. A theory that is able to withstand repeated testing and observations becomes a scientific principle.
The debate over evolution theory is an excellent chance to discuss the importance of scientific method and its limitations. It is important to understand that science cannot answer questions about life's purpose or meaning, but rather provides a mechanism for living things to evolve and change.
A well-rounded education must include exposure to all major fields of science including evolutionary biology. This is particularly important because the jobs people are employed in and the decisions they make require understanding of how science functions.
The majority of scientists around the world accept that humans have changed over time. A recent study that predicted the adults' opinions of the consensus on this issue found that those with higher education levels and science knowledge were more likely to believe that there is a general consensus among scientists on the subject of human evolution. Those who have more religious faith and less science-based knowledge are more likely to disagree. It is crucial that teachers insist on the importance of understanding the consensus on this issue to ensure that people have a solid basis for making informed choices about their health care, energy usage, and other policy issues.
3. Evolution and Culture
Cultural evolution is a cousin of mainstream evolutionary theory. It examines how organisms like humans learn from each other. Researchers in this field employ elaborate models and tools that are adapted from the ones used by evolutionary theorists. they look back to human prehistory to find out the origins of our capacity for culture.
This approach also acknowledges the differences between cultural and biological traits. Cultural traits can be acquired slowly while biological traits are mostly inherited at the same time (in sexual species, at fertilization). The acquisition of one cultural characteristic can affect the development and growth of another.
In Korea, the adoption of Western style elements in the late nineteenth and early 20th century was the result of a complex sequence of events. 에볼루션 무료 바카라 of the most significant was the arrival in Korea of Japanese occupation forces, who introduced Western hairstyles and clothes.
Then, when Japan left Korea in the 1930s, a few of these trends began reverse. At the close of World War II, Korea was once more united, this time under the rule of the Choson dynasty.
Today, Korea is an economic and political power. Despite the recent global financial crisis, the country's economy has grown consistently over the past decade and is poised to continue its healthy growth in the near future.
The current administration is faced with many challenges. The inability of the government to come up with a coherent plan to address the current economic crisis is one the biggest obstacles. The crisis has revealed weaknesses of the country's policies particularly its dependence on foreign investment and exports which could not last.
Since the financial crisis has destroyed the confidence of investors, the government has to review its economic strategy and find alternative ways to boost domestic demand. It must also overhaul the incentive, monitoring, and disciplining systems that are currently in place to ensure a stable financial environment. This chapter provides a variety of scenarios of how the Korean economy might develop in the post-crisis era.
4. Evolution and Education
The challenge for educators of evolution is to teach evolutionary concepts that are appropriate for different stages of development and ages. For instance, teachers need to be sensitive to the religious diversity of their classrooms and create an environment where students with both religious and secular views are comfortable with learning about evolution. Teachers must also be aware of common misconceptions about evolution, and how to confront them in their classrooms. Finally, teachers must be able to access a range of resources that are available to teach evolution and be able to find them quickly.
In this context, Thinking Evolutionarily Convocation played an important role in bringing together evolutionary researchers and educators from various sectors to discuss best practices for teaching about Evolution. Attendees included representatives of scientific societies as well as educational researchers, officials from government funding agencies, and curriculum developers. The convergence of these diverse parties helped to identify a shared set of recommendations that will be the basis for future action.
One important recommendation is that the teaching of evolution should be included in all science curricula at any level. National Science Education Standards (NRC), which call for the integration of evolution across all life sciences with a progression that is developmentally appropriate, are a method to achieve this goal. A new publication from the NRC provides guidance to schools on how they can integrate evolution into the life science curriculum.
Numerous studies have demonstrated that a more thorough presentation of evolution is linked to better understanding by students and belief in the existence of evolution. However it is difficult to determine the causal effect of evolution in the classroom is a challenge due to the fact that school curriculums are not randomly assigned and evolve over time as a result of the predetermined timeframe of gubernatorial elections as well as state board of education appointments. To overcome this limitation I use a longitudinal data set that gives me to control the fixed effects of state and years as well as individual-level variations in the beliefs of teachers regarding evolutionary theory.
Another important finding is that teachers who are more comfortable with teaching evolution report having less personal barriers to doing so. This is in line with the hypothesis that a faculty with more confidence is less likely to avoid discussing evolution topics in the classroom and may 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).