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This Week's Top Stories Concerning Evolution Korea
Evolution Korea

The economic crisis which swept Asia caused a major review of the old system of government and business alliances, as well the public management of risk. In Korea, this meant a shift in the development paradigm.

In a controversial move, South Korea's government has requested textbook publishers not to comply with calls to eliminate examples of evolution from science textbooks for high school students. This includes evidence for evolution of horses and the bird ancestor Archaeopteryx.

1. Evolution and Religion

A creationist group from South Korea has successfully convinced textbook publishers to omit evidence of evolution in high school science textbooks. The move was a result of a campaign led by the Society for Textbook Revise (STR) which is an offshoot of the Korea Association for Creation Research that aims to clear textbooks on biology of "atheist materialism." The STR claims such materialism portrays a negative image for students, leading them to lose faith.

When the STR's campaign hit the news, scientists around the globe expressed worry. In a letter to the editor of Nature, evolutionary biologist Jae Choe of 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 set up an organization called Evolution Korea to organize a petition against the textbook changes.

에볼루션 are worried that the STR could spread to other parts around the globe, including areas where creationism has been on the rise. The letter to Nature warned of the anti-evolution movement putting more pressure on textbook revisions, especially in countries with large Christian and Muslim population.

South Korea has a particularly powerful cultural backdrop for the debate about evolution. 26 percent of South Koreans are members of a religion, with the majority practicing Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the philosophy of Ch'ondogyo. It is founded on Confucian principles which emphasizes harmony in society and individual self-cultivation. Ch'ondogyo teaches that human beings are in a relationship with Hanulnim, the God of the Sun, and that heavenly blessings can be derived by doing good deeds.

All of this has created fertile ground for the spread of creationism. Numerous studies have revealed that students who have a religious background to be more hesitant to learn about evolution than those who don't. However, the root causes of this phenomenon remain not known. Students with a religious background may 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 an atheistic concept, which may make them less comfortable with it.

2. Evolution and Science

In recent times the scientific community has been concerned about the anti-evolution agenda in schools. A survey in 2009 revealed that 40 percent of Americans believed that biological evolution was not true and that it would be in conflict with their religious beliefs. Despite the success of creationism in some states, a lot of scientists believe that the best method to combat this inclination is not to be actively involved in with it, but rather inform people about the evidence supporting evolution.

Scientists are accountable to teach their students science including the theory of evolution. They should also inform the general public about the scientific process and how knowledge from science is collected and verified. They should also explain how scientific theories are often challenged and modified. However, misconceptions regarding the nature of research conducted by scientists often fuel anti-evolution beliefs.

For instance, some people are able to confuse the term "theory" with the everyday meaning of the word, which is a hunch or guess. In science, however theories are thoroughly tested and verified using empirical data. A theory that is tested and observed repeatedly is then a scientific principle.

The debate over the theory of evolution is a wonderful chance to discuss the importance of the scientific method and its limits. It is crucial to understand that science does not answer questions about the purpose of life or meaning, but instead offers a way for living things to evolve and change.

Moreover, a well-rounded education should include exposure to the vast majority of scientific fields, including evolutionary biology. This is especially important since the jobs that people hold and the decisions they make require a understanding of how science functions.

The vast majority of scientists around the world believe that humans have evolved over time. In a recent study, which predicted the opinions of adults about the consensus around this issue, those with higher levels education and science knowledge were found to be more likely believe that there is wide agreement among scientists regarding human evolution. The people who have more religious beliefs but less science knowledge tend to disagree more. It is critical that educators insist on the importance of understanding the consensus on this issue to ensure that people have a solid foundation for making informed choices about their health care, energy use, and other policy issues.

3. Evolution and Culture

Cultural evolution is a close cousin of the popular evolutionary theory. It examines how humans and other organisms learn from each other. Researchers in this field use explanation tools and models adapted from evolutionary theorists and reach back to human prehistory to discover the earliest sources of culture.

This approach also acknowledges that there are some differences between biological and cultural characteristics. Cultural traits can be acquired gradually while biological traits are usually acquired simultaneously (in sexual species, at fertilization). As a result, the acquisition of one cultural characteristic can affect the development of another.


In Korea the introduction of Western styles in the late nineteenth and early twentieth century was the result of an intricate sequence of events. One of the most significant was the arrival in Korea of Japanese occupation forces that introduced Western clothing and hairstyles.

When Japan left Korea in the 1930s, some of these trends began to reverse. By the end World War II, Korea was united once more but this time under Choson dynasty rule.

Today, Korea is an economic and political power. Despite the recent global financial crisis, the economy of Korea has been growing steadily over the last decade and is poised to sustain its steady growth in the coming years.

The current administration is faced by a myriad of problems. One of the most significant is its inability to develop an effective strategy to deal with the economic crisis. The crisis has revealed the weaknesses of the country's economy policies, including its excessive dependence on exports and foreign investment that may not be sustainable over the long term.

The crisis has shaken the confidence of investors, the government must rethink its economic strategy and come up with alternatives to boost domestic demand. It also needs to overhaul the incentive, monitoring, and disciplining systems in place to guarantee the stability of the financial system. This chapter offers a variety of scenarios on how the Korean economy could develop in a post-crisis world.

4. Evolution and Education

The challenge for evolution educators is to teach evolutionary concepts that are appropriate for various stages of development and ages. For instance, teachers need to be aware of the religious diversity in their classrooms and create an environment that students who have secular and religious views feel comfortable in learning about evolution. Teachers must be able to recognize common misconceptions regarding evolution and be able to address them in the classroom. Finally, teachers must be able to access 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 evolutionary researchers and educators from different sectors to discuss best practices for teaching about Evolution. Attendees included representatives of scientific societies and educational researchers, as well as government funding agency officials as well as curriculum developers. The convergence of diverse participants helped to identify the common recommendations which will serve as the foundation for future actions.

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 require the integration of evolution across all life sciences with a progression that is developmentally appropriate, are a good way to achieve this goal. A new publication from the NRC provides guidance for schools on how to integrate evolution in the life science curriculum.

Several studies have found that a more thorough teaching of evolution is associated with greater student knowledge and belief in the concept of evolution. However, estimating causal effects in the classroom is a challenge given that school curricula are not randomly assigned and change over time as a result of the predetermined dates of gubernatorial election and appointments to the state board of education. To overcome this limitation I employ a longitudinal data set that gives me control for state and years fixed effects as well as individual-level variations in the beliefs of teachers about evolutionary theory.

Teachers who are more comfortable in teaching evolution have fewer internal barriers. This is consistent with the idea that a faculty with more confidence is less likely to avoid discussing evolution subjects in the classroom. They also may be more likely to employ strategies like an approach to reconciliation that is known to improve the acceptance of undergraduate students of evolution (Harms and Reiss 2019; Tolman et al. 2020).

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