Evolution Korea
The economic crisis which swept Asia led to a major rethinking of the traditional system of government, business alliances, as well the public management of risk. In Korea this required a change in the development model.
In a controversial move South Korea's government has asked textbook publishers to ignore calls to remove examples of evolution from science textbooks for high school students. This includes the evidence for evolution of horses and of the bird 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. 에볼루션 was the result of a campaign by the Society for Textbook Revise (STR), an independent branch of the Korea Association for Creation Research, which wants to rid biology textbooks of "atheist materialism." The STR claims that this kind of materialistic views create a negative image for students and leads to their eventual loss of faith.
Scientists from all over the world expressed worry when the STR campaign was featured in the news. In a letter to the editor of Nature the evolutionary biologist Jae Choe of Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was backed by colleagues around the country, who formed an organization called Evolution Korea to organize a petition against the changes to the textbooks.
Some scientists are also worried that the STR campaign could spread to other parts of the world where the prevalence of creationism is rising. 에볼루션 바카라사이트 to Nature warned that the anti-evolutionist movement will increase pressure for textbook revisions in other countries, notably those with strong Christian and Muslim populations.
South Korea has a particularly powerful cultural backdrop for the debate about evolution. 26 percent of South Koreans belong to of a religion, with the majority practicing Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo - an ideology based on Confucian principles that emphasizes harmony in the social, personal self-cultivation and self-respect. Ch'ondogyo believes that humans are one with Hanulnim the God of the Sun, and that the heavenly blessings are possible through the good deeds of a person.
All of this has created a fertile ground. Several studies have shown that students with religion-based backgrounds tend to be more uncomfortable about learning about evolution than students who do not have a religious background. The underlying causes are not obvious. Students who have a religious background might be less knowledgeable about the theories of science, making them more susceptible to creationists' influence. Another possible factor is that students who have a religious background are more likely to view evolution as a religious concept, which may make them less at ease with it.
2. Evolution and Science
In recent years, anti-evolution campaigns in schools have caused concern within the scientific community. A 2009 survey revealed nearly 40% of Americans believed that biological evolution was wrong and that it could conflict with their religious beliefs. Many scientists believe that despite the fact that creationism has been successful, the best way to stop this movement is to educate the public on the evidence supporting evolution.
Scientists have a responsibility to instruct their students in science including the theory of evolution. They also need to inform the public about the scientific process and how knowledge is collected and verified. They should also explain that theories of science are frequently challenged and reformulated. However, misconceptions about the nature and purpose of research can lead to anti-evolution beliefs.
Some people confuse the word "theory" as a hunch or a guess. In science, however, a theory is rigorously tested and verified through empirical evidence. A theory that is tested and observed repeatedly becomes a scientific principal.
The debate on evolution theory is a great occasion to discuss both the importance of scientific methodology and its limits. It is essential to understand that science is not able to answer questions about life's purpose or meaning, but instead provides a mechanism for living things to evolve and change.
Moreover, a well-rounded education should cover the vast majority of scientific fields including evolutionary biology. This is important because many jobs and decisions require that individuals understand the way science works.
The vast majority scientists in the world agree that humans have changed through time. A recent study predicting adults' views of the consensus on this subject found that those with higher levels of education and scientific knowledge were more likely to believe that there is a general consensus among scientists about human evolution. People with more religious beliefs and have less science knowledge are more likely to disapprove. It is critical that educators insist on knowing the general 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 close relative of the mainstream evolutionary theory. It examines the ways that humans and other species learn from one another. Researchers in this field employ explanation tools and models adapted from evolutionary theorists. They also go back to human prehistory to find the origins of culture.
This approach also recognizes that there are some differences between cultural and biological traits. Cultural traits can be acquired slowly while biological traits are mostly inherited simultaneously (in the case of sexual species after fertilization). The acquisition of one characteristic can influence the development and growth of another.
In Korea for instance the introduction of Western fashion elements in the latter part of the 19th century and early 20th century was the result of a variety of events. One of the most important was the appearance in Korea of Japanese occupation forces who introduced Western hairstyles and clothes.
When Japan departed Korea in the 1930s, a few of those trends began to change. By the end of World War II, Korea had once again unified, this time under the rule of the Choson dynasty.
Today, Korea is an economic and political power. Despite the recent global financial crisis, the economy of Korea has grown consistently over the last decade and is expected to maintain its steady growth in the future.
The current government is faced with many challenges. The government's inability to formulate a coherent plan to deal with the current economic crisis is one of the biggest obstacles. The crisis has revealed the weaknesses of the country's economic policies, particularly its dependence on foreign investment and exports that may not be sustainable over the long term.
The crisis has shaken the confidence of investors. This means that the government needs to reconsider its approach and find other ways to increase domestic demand. It also needs to overhaul the incentive monitoring, control, and discipline systems currently in place to ensure the stability of the financial system. This chapter offers a number of scenarios of how the Korean economy could develop after the crisis.
4. Evolution and Education
The biggest challenge for evolution educators is how to present evolutionary concepts in a way that is suitable for students at various age groups and developmental stages. Teachers must, for example, be sensitive to the diversity of religions within their classrooms and create a welcoming environment where students with both religious and secular perspectives feel comfortable. 에볼루션 코리아 should also be able to identify common misconceptions about evolution and know how to correct them in the classroom. Teachers should also have quick access to the various resources to teach evolution.
In this regard, the Thinking Evolutionarily Convocation had a key role in bringing evolutionary researchers and educators from various sectors to discuss the best methods for teaching about Evolution. Attendees included representatives of scientific societies, educational researchers, government funding agency officials and curriculum designers. The convergence of different participants helped to identify a set of shared recommendations that will serve as the foundation for future actions.
A key recommendation is that the subject of evolution should be incorporated in all science curricula at any level. To achieve this goal the National Science Education Standards (NRC) call for evolution to be taught in an integrated way across the life sciences, with a progression of ideas that are developmentally appropriate. A new publication from the NRC offers guidance to schools about how to integrate evolution into the life science curriculum.
Multiple studies have shown that a more comprehensive presentation of evolution is linked to a greater understanding of students and belief in evolution. However it is difficult to determine the causal impact of teaching in the classroom is a challenge due to the fact that school curriculums are not assigned randomly and evolve in time as a result of the predetermined timing of gubernatorial elections and state board of education appointments. To overcome this problem I utilize a longitudinal data set which allows me to account for state and year fixed effects and individual-level variation in teacher beliefs about evolution.
Another important result is that teachers who are more comfortable with teaching evolution report having less intrapersonal barriers to doing so. This is in line with the idea that a more confident faculty is less likely to avoid evolution topics in the classroom and might be more likely employ strategies, such as a reconciliatory approach known to improve the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al., 2020).