Evolution Korea
The financial crisis that hit Asia prompted a major reappraisal the old system of government and business alliances, as well as public management of risks. In Korea this meant an evolution of the development paradigm.
In a controversial move, South Korea's government has asked textbook publishers not to comply with calls to eliminate examples of evolution from high school science books. This includes the evidence for the evolution of horses as well as the bird ancestor 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 branch of the Korea Association for Creation Research which aims to rid biology textbooks of "atheist materialism," was behind the move. The STR claims that such materialistic views create a negative image for students, and could lead to their eventual loss of faith.
When the STR's ad campaign made the news, scientists around the globe expressed worry. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul and wrote an open letter to Nature's editor that South Korea had succumbed to religious prejudice. He was supported 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 that the STR will be spread to other regions of the world, where creationism has been growing. The letter to Nature warned of the anti-evolutionist campaign putting pressure on textbook revisions, especially in countries with large Christian and Muslim populations.
South Korea's cultural background is particularly strong for the debate over evolution. 26 percent of the nation's residents belong to one of the religious groups and the majority practice Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo - the philosophy based on Confucian principles that emphasizes harmony in the social, personal self-cultivation, and self-respect. Ch'ondogyo is a belief system that teaches that humans are in a relationship with Hanulnim, the God of the Sun, and that the heavenly blessings are possible through good works.
All of this has made creationism fertile field. A number of studies have demonstrated that students who have religion-based backgrounds tend to be more uncomfortable about learning about evolution than students without religion. The reasons behind this aren't obvious. One possible explanation is that students who have a religious background tend not to be as well-versed in scientific concepts and theories which makes them more susceptible to the influence of creationists. Another reason could be that students who have religious backgrounds are more likely to see evolution as an atheistic concept and therefore less comfortable with the idea.
2. Evolution and Science
In recent years scientists have been concerned about the anti-evolution agenda in schools. A survey conducted in 2009 revealed that nearly 40 percent of Americans believed that biological evolution was not true and that it would be in conflict with their religious beliefs. Many scientists believe that despite the fact that creationism has been successful the best way to counter this belief is to educate the public on the evidence that supports evolution.
Scientists are required to educate their students about science including the theory of evolution. They must also inform the general public about the scientific process and how knowledge is gathered and validated. They should explain how scientific theories are often challenged and changed. However, misperceptions about the nature of scientific research often cause people to believe that evolution is not real.
Some people confuse the word "theory" as a guess or a guess. However, in science theories are thoroughly tested and verified using empirical evidence. A theory that survives repeated testing and observations becomes a scientific principle.
The debate on evolution theory is a great opportunity to discuss both the importance of scientific method and its limits. It is important to realize that science is unable to answer questions regarding the purpose or meaning of life but it is merely a means through which living organisms can develop and adapt.
Furthermore, a comprehensive education should cover all major fields of science that include evolutionary biology. This is crucial because the jobs people are employed in and the choices they make require understanding of how science functions.
The vast majority of scientists around the world agree that humans have changed over time. In a recent study, which predicted the views of adults on the consensus on this topic, those with higher levels education and science knowledge were found to be more likely believe that there is a broad consensus among scientists on the evolution of humans. The people who have more religious beliefs but less scientific knowledge tend to disagree more. It is crucial that teachers emphasize the importance of knowing the consensus on this issue to ensure that people are able to making informed decisions regarding their health care, energy usage and other policy issues.
3. Evolution and Culture
A close cousin to the popular evolutionary theory, the concept of cultural evolution focuses on the various ways that organisms, including humans, learn from and with one another. Researchers in this field employ explanation tools and models derived from evolutionary theorists and reach back to the prehistoric human to determine the earliest sources of culture.
This approach also acknowledges the difference between biological and cultural traits. While biological traits are largely inherited all at once (in sexual species, at fertilization), cultural traits can be acquired over a protracted period of time. As a result, the acquisition of one cultural characteristic can affect the development of another.
In Korea the introduction of Western style elements in the late nineteenth and early twentieth centuries was the result a complex sequence of events. One of the most significant was the arrival in Korea of Japanese occupation forces that introduced Western hairstyles and clothing.
When Japan departed Korea in the 1930s, a portion of these trends began to reverse. At the end of World War II, Korea was once more united and again under the Choson dynasty rule.
Today, Korea is a vibrant economic and political power. Despite the financial crisis of recent the economy of Korea has been growing at a steady pace over the past decade. It is anticipated to continue to grow in the coming years.
The current government is confronted with a variety of challenges. 에볼루션바카라 of the most significant is its inability to find a coherent policy to tackle the economic crisis. The crisis has exposed shortcomings in the policies of the country and its reliance on exports and foreign investment that may not last.
The crisis has shaken confidence of investors. As a result, the government has to reconsider its approach and find other ways to boost the domestic demand. To ensure a stable economic climate the government will need to reform its incentive and monitoring systems, as well as discipline and monitoring. This chapter offers a variety of scenarios of how the Korean economy might grow in a post-crisis environment.
4. Evolution and Education
The challenge for evolution educators is to teach evolutionary concepts that are appropriate for different levels of development and ages. For example, teachers must be aware of the religious diversity in their classrooms and create an environment where students with religious and secular views feel comfortable in learning about evolution. Teachers should be able to recognize common misconceptions about evolution and be able to correct them in the classroom. Finally, teachers must have access to a range of resources 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 range of fields to discuss best practices for teaching about evolution. Participants included representatives from scientific societies, educational researchers, government funding agency officials and curriculum designers. The convergence of these diverse stakeholders helped to identify a shared set of recommendations that will be the basis for future actions.
It is important to include evolution in all science curricula, at every level. To accomplish this the National Science Education Standards (NRC) call for evolution to be taught in a unified way across the life sciences, with a progression of concepts that are developmental appropriate. Additionally, a new publication from the NRC provides guidance for schools on how to integrate evolution into the life science curriculum.
Numerous studies have demonstrated that a more complete presentation of evolution leads to a greater understanding of students and belief in the existence of evolution. However the estimation of the causal impact of teaching in the classroom is difficult given that school curricula are not randomly assigned and change over time as a result of the predetermined timeframe of gubernatorial elections as well as appointments to the state board of education. To overcome this limitation I utilize a longitudinal data set which lets me control for state and year fixed effects as well as individual-level variations in teacher beliefs regarding the evolution of their curriculum.
Another important result is that teachers who are more comfortable with teaching about evolution report having fewer personal barriers to teaching it. This is in line with the hypothesis that a more experienced faculty is less likely to avoid discussing evolution topics in the classroom. Additionally, they might be more likely employ strategies like an approach to reconciliation that is known to increase the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al., 2020).