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Evolution Korea
The economic crisis that hit Asia forced a major reappraisal of the old system of government-business alliances and the management by the public of private risks. In Korea, this meant a shift in the model of development.
In a controversial decision the South Korean government has requested publishers of textbooks to ignore calls to remove examples of evolution in high school science texts. This Internet page includes the evidence of the evolution of horses and of the bird an ancestor Archaeopteryx.
1. Evolution and Religion
A creationist group in South Korea has successfully convinced textbook publishers to omit evidence of evolution from high school science texts. The decision was the result of a campaign by the Society for Textbook Revise (STR) which is an affiliate of the Korea Association for Creation Research, which wants to rid biology textbooks of "atheist materialism." The STR claims that such materialism creates a negative image for students, leading them to lose faith.
Scientists around the globe expressed worry when the STR campaign gained attention. In a letter addressed to the editor of Nature the evolutionary biologist Jae Choe at Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was backed by colleagues from across the country, who set up a group called Evolution Korea to organize a petition against the textbook changes.
Some scientists are worried that the STR will spread to other parts around the globe, where creationism has been increasing. The letter to Nature warned of the anti-evolutionist campaign putting pressure on textbook revisions, particularly in countries with large Christian and Muslim population.
South Korea's culture is especially strong in the debate on evolution. 26 percent of the country's citizens are members of a religious denomination and the majority of them adhere to Christianity or Buddhism. In addition, a lot of Koreans adhere to the philosophy of Ch'ondogyo. It is that is based on Confucian principles that emphasizes harmony among people and individual 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 created an ideal environment for the spread of creationism. Numerous studies have revealed that students who have religious backgrounds to be more reluctant to learn about evolution as compared to those who do not. However, the root reasons for this phenomenon are not known. Students with a religious background may not be as experienced with the theories of science, making them more susceptible to creationists influence. Another reason could be that students with religious backgrounds are more likely to see evolution as an atheistic idea which could make them less comfortable with it.
2. Evolution and Science
In recent years, anti-evolution campaigns in schools have raised concerns within the scientific community. A survey conducted in 2009 revealed that over 40 percent of Americans believe that biological evolution is not true and that believing in it would be contrary to their convictions about religion. Many scientists believe that despite the popularity of creationism, the best way to counter this belief is to educate the public about the evidence that supports evolution.
Scientists are responsible for teaching their students science including the theory of evolution. They should also educate the public on the research process and how knowledge is verified. They should also explain that theories of science are frequently challenged and reformulated. However, misperceptions about the nature of research conducted by scientists often create anti-evolution beliefs.
For example, some people may confuse the word "theory" with the everyday meaning of the word, which is a hunch or guess. In the field of science, however, an hypothesis is rigorously tested, and empirical data is used to verify it. A theory that is able to withstand repeated testing and observations becomes a scientific concept.
The debate about evolution theory is an excellent chance to discuss the importance of the scientific method and its limitations. It is essential for people to recognize that science is not able to answer questions about the purpose or meaning of life, but only provides a mechanism through which living organisms can develop and adapt.
A well-rounded education should cover all major fields of science, including evolutionary biology. This is essential because a variety of jobs and decisions require people understand the way science operates.
The vast majority of scientists around the world believe that humans have evolved over time. A recent study predicting adults' view of the consensus on this subject found that those who had higher levels of education and scientific knowledge were more likely to believe that there is a general consensus between scientists regarding human evolution. Those who have more religious faith and less science-based knowledge are more likely to disagree. It is essential that educators emphasize the importance of understanding the general consensus on this issue to ensure that people are able to making informed decisions 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 examines how organisms like humans learn from one another. Researchers in this field employ explanatory models and investigative tools that are adapted from those employed by evolutionary theorists. they reach back into human prehistory to discover the genesis of our capacity to learn about culture.
This approach also recognizes the distinction between biological and cultural traits. Cultural traits are acquired slowly, whereas biological traits are mostly inherited at the same time (in sexual species at fertilization). In the end, the acquisition of one characteristic can affect the development of another.
In Korea, for example, the adoption of Western fashion elements in the latter part of the 19th and early 20th century was a result of a complex series of events. One of the most important was the arrival of Japanese occupation forces who introduced Western clothing styles and hairstyles to Korean society.
When Japan quit Korea in the 1930s some of these changes began to reverse. By the end World War II, Korea was once more united, this time under the Choson dynasty rule.
Today, Korea is an economic and political power. Despite the recent global financial crisis, the country's economy has grown consistently over the last decade and is expected to maintain its steady growth in the coming years.
However, the current administration is facing a variety of challenges. The government's inability to formulate a coherent strategy to address the current economic crisis is one the biggest obstacles. The crisis has revealed the weaknesses of the country's economic policies, mainly its overreliance on exports and foreign investment, which may not be sustainable in the long run.
The crisis has shaken the confidence of investors, the government needs to reconsider its economic strategy and come up with alternative ways to boost domestic demand. It also needs to overhaul the incentive monitoring, control, and discipline systems currently in place to create 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 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 religious diversity in their classrooms and create a welcoming environment where students from both secular and religious beliefs are at ease. Teachers should also be able recognize common misconceptions about evolution and be able to address them in the classroom. Additionally, teachers should have access to a range of resources available to teach evolution and be able locate them quickly.
In this regard, the Thinking Evolutionarily Convocation had a key role in bringing together evolutionary researchers and educators from different sectors to discuss the best methods for teaching Evolution. Participants included representatives from scientific societies as well as educational research, officials from government funding agencies and curriculum developers. The convergence of diverse participants helped to identify the common recommendations that will serve as the foundation for future actions.
It is crucial 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 seamless manner across all sciences using a sequence of concepts that are developmental appropriate. A new publication from NRC provides guidance to schools about how to incorporate evolution into the life science curriculum.
Multiple studies have proven that a more thorough presentation of evolution leads to a greater understanding of students and belief in evolution. It is difficult to determine the causality of teaching in the classroom, since 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 issue I employ a longitudinal data set that allows me to control for fixed state and year effects as well as individual-level variations in teacher beliefs about changes in the curriculum.
Teachers who are more comfortable teaching evolution have less internal barriers. This is in line with the hypothesis that faculty who are more confident are less likely to avoid teaching about evolution in the classroom, and may be more inclined to use strategies such as a reconciliatory approach known to increase undergraduate students' acceptance of evolution.
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