Evolution Korea
The economic crisis that hit Asia forced a major reappraisal of the old model of government-business alliances and the public management of private risks. In Korea, that meant a shift in the development paradigm.
In a controversial decision, the South Korean government has asked publishers of textbooks to ignore calls to remove examples of evolution in high school science texts. This includes the evidence supporting the evolution of horses and the avian an ancestor Archaeopteryx.
1. Evolution and Religion
A South Korean creationist group has pushed textbook publishers to eliminate evidence of evolution from high-school science texts. The Society for Textbook Revise, an independent offshoot from the Korea Association for Creation Research that aims to cleanse biology textbooks of "atheist materialism," was behind the decision. The STR asserts that such materialism creates negative images to students, causing them to abandon their faith.
When the STR's ad campaign made the news, scientists around the globe expressed worry. In a letter to the editor of Nature evolutionary biologist Jae Choe from Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was backed up by colleagues around the country, who formed a group called Evolution Korea to organize a petition against the changes to the textbooks.
Some scientists are worried that the STR will expand to other parts of the globe, where creationism is growing. The letter to Nature warned of the anti-evolutionist campaign putting pressure on textbook revisions, particularly in countries with large Christian and Muslim populations.
South Korea has a particularly powerful cultural backdrop for the debate about evolution. 26 percent of the country's residents belong to a religious denomination and the majority of them practice Christianity or Buddhism. In addition, many Koreans adhere to Ch'ondogyo, a philosophy based on Confucian principles that emphasizes harmony among people and individual self-cultivation. Ch'ondogyo teaches that human beings are one with Hanulnim the God of the Sun, and that the heavenly blessings can be obtained through good works.
All of this has created a fertile field. Several studies have shown that students who have religious backgrounds tend to be more uncomfortable about learning evolution than those who are not religious. The underlying causes of this phenomenon are not known. One reason is that students with religious beliefs tend to be as familiar with scientific concepts and theories and are therefore more vulnerable to the influence of creationists. Another reason could be that those with religious backgrounds may see evolution as an idea that is agnostic, making them less comfortable.
2. Evolution and Science
In recent years, anti-evolution campaigns in schools have caused concern within the scientific community. A 2009 survey revealed that nearly 40% of Americans believe that biological evolution is a lie, and that a belief in it could be in conflict with their faith-based beliefs. 에볼루션 바카라 무료체험 evolutionkr.kr believe that despite the fact that creationism has been successful the best way to combat this movement is to educate the public about the evidence supporting 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 research process and the way in which knowledge is confirmed. They should explain how scientific theories are often challenged and modified. However, misunderstandings regarding the nature of scientific research frequently cause people to believe that evolution is not real.
For instance, some people confuse the term "theory" with the everyday meaning of the word, which is a hunch or guess. In science, however, a hypothesis is rigorously tested and empirical data is used to verify it. A theory that is able to withstand repeated testing and observations becomes an established scientific principle.
The debate over evolutionary theory is an excellent occasion to discuss the importance of the scientific method and its limitations. It is important to understand that science does not answer questions about the purpose of life or meaning, but provides a mechanism for living things to develop and evolve.
A well-rounded education must include exposure to all major fields of science including evolutionary biology. This is especially important since the jobs that people have and the decisions they make require a understanding of how science works.
The vast majority of scientists around the world agree that humans have evolved through time. A recent study that predicted the adults' views of the consensus on this issue found that those with higher education levels and scientific knowledge were more likely to believe there is a consensus among scientists about human evolution. Those with more religious faith but less science knowledge tend to be more divided. It is critical that educators insist on the importance of understanding the general consensus on this issue, so that people have a solid foundation for making informed choices about their health care, energy use and other issues of policy.
3. Evolution and Culture
Cultural evolution is a close relative of mainstream evolutionary theory. It explores how organisms like humans learn from each other. Researchers in this area use explanation tools and models derived from evolutionary theorists and go back to human prehistory to determine the origins of culture.
This approach also recognizes the distinction between biological and cultural traits. While biological traits are largely acquired in one go (in sexual species, during fertilization) however, cultural traits can be acquired over a protracted period of time. As a result, the emergence of one cultural trait may affect the development of another.
In Korea for instance the emergence of Western fashion elements in the late 19th century and the early 20th century was a result of a complex series of events. One of the most important was the arrival in Korea of Japanese occupation forces who introduced Western hairstyles and clothes.
When Japan quit Korea in the 1930s, a few of these trends began to change. At the close of World War II, Korea was once again united, this time under Choson dynasty rule.
Today, Korea is a vibrant political and economic power. Despite the financial crisis of recent, Korea's economy has been growing consistently over the past decade. It is expected to keep this trend going in the future.
However, the current government has many challenges to face. One of the most significant is its inability to find an effective strategy to deal with the economic crisis. The crisis has revealed the shortcomings of the country's economic policies, including its excessive dependence on exports and foreign investment that may not be sustainable over the long term.
The financial crisis has shaken the confidence of investors. This means that the government has to reconsider its approach and find ways to increase domestic demand. To ensure a stable economic climate the government needs to reform its incentive and monitoring systems, as well as discipline and monitoring. This chapter presents several scenarios of how the Korean economy might grow in a post-crisis environment.
4. Evolution and Education
The challenge for teachers of evolution lies in how to teach evolutionary concepts that are appropriate for various stages of development and ages. Teachers must, for example, be sensitive to the diversity of religions in their classrooms and create a learning environment where students of both religious and secular beliefs feel comfortable. Teachers should be able to recognize common misconceptions about evolution and know how to address them in the classroom. Teachers should also have quick access to the various resources that can be used to teach evolution.
In this regard, the Thinking Evolutionarily Convocation played a significant role in bringing evolutionary researchers and educators from a variety of sectors to discuss best methods for teaching Evolution. Attendees included representatives of scientific societies and educational researchers, as well as officials from government funding agencies, and curriculum developers. The convergence of these diverse groups helped to identify a shared set of recommendations that will be the basis for future action.
A key recommendation is that the subject of evolution should be included in all science curricula at every level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences, with the developmentally appropriate, are one way to achieve this goal. A new publication from NRC provides guidelines for schools on how to incorporate evolution into the life science curriculum.
Numerous studies have shown that a more comprehensive teaching of evolution can lead to more knowledge and belief in the concept of evolution. However the estimation of the causal effect of evolution in the classroom is challenging because school curriculums are not assigned randomly 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 issue I employ an ongoing data set that allows me to control for state and year fixed effects and individual-level variation in the beliefs of teachers about changes in the curriculum.
Another important result is that teachers who feel more comfortable teaching evolution report having less personal barriers to teaching it. This is consistent with the hypothesis that a more experienced faculty is less likely to avoid evolution topics in the classroom and could be more likely to employ strategies, such as an approach to reconciliation that is known to improve the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al. 2020).