Notes

10 Evolution Korea Meetups You Should Attend
Evolution Korea

The financial crisis that hit Asia caused a major review of the old system of government and business alliances, and public management of risks. In Korea, that meant a shift in the development model.

In a controversial decision, the South Korean government has asked textbooks publishers to ignore calls to remove examples of evolution in high school science textbooks. This includes the evidence supporting the evolution of horses as well as the avian ancestral Archaeopteryx.

1. Evolution and Religion

A creationist group in South Korea has successfully convinced textbook publishers to exclude evidence of evolution from high school science texts. The decision was the result of a campaign run by the Society for Textbook Revise (STR) which is an affiliate of the Korea Association for Creation Research which aims to get rid of biology textbooks of "atheist materialism." The STR claims that such materialism paints an unhopeful picture for students and leads to their eventual loss of faith.

When the STR's campaign hit the news, scientists from all over the world reacted with alarm. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul, complained in an email to Nature's editor that South Korea had succumbed to religious prejudice. He was backed by colleagues from across the country who gathered into a group named Evolution Korea to organize an anti-textbook petition.

Some scientists are worried that the STR will expand to other parts of the globe, where creationism has been on the rise. The letter to Nature warned that the anti-evolution movement could increase pressure for textbook revisions in other countries, particularly those with strong Christian and Muslim populations.

South Korea has a particularly strong cultural background for the debate about evolution. 26 percent of South Koreans belong to of a religious group and the majority of them practice Christianity or Buddhism. In addition, many Koreans adhere to the Ch'ondogyo philosophy, which is founded on Confucian principles that emphasizes harmony among people and individual self-cultivation. Ch'ondogyo teaches that the human being is one with Hanulnim the God of Sun and that the heavenly blessings can be achieved through the good works of one's.

All of this has created an ideal environment for the spread of creationism. Numerous studies have revealed that students who have a religious background tend to feel more uncomfortable when learning about evolution than those who do not have a religious background. However, the underlying causes of this phenomenon remain not known. One possible explanation is that students with a religious background tend not to be as well-versed in scientific concepts and theories and are therefore more susceptible to the influence of creationists. 에볼루션 무료 바카라 is that students who have religious beliefs are more likely to see evolution as an atheistic idea and therefore less comfortable with it.

2. Evolution and Science

In recent years, campaigns against evolution in schools have caused concern in the scientific community. A survey in 2009 revealed that 40% of Americans believed that biological evolution was a myth and that it would conflict their religious beliefs. Many scientists believe that despite the success of creationism, the best way to counter this belief is to educate the public on the evidence for evolution.

Scientists are accountable to instruct their students in science, which includes the theory of evolution. They should also educate the public on the research process and how knowledge is validated. They must also clarify that scientific theories are often challenged and re-examined. However, misinformation about the nature and purpose of scientific research can fuel anti-evolution views.

For example, some people are able to confuse the term "theory" with the common meaning of the word, which is a hunch or a guess. In science, however, the hypothesis is tested thoroughly and empirical evidence is used to prove it. A theory that is able to withstand repeated testing and observation is a scientific principle.

The debate on the theory of evolution is a wonderful chance to discuss the importance of the scientific method and its limitations. It is crucial to be aware that science cannot answer questions about life's purpose or meaning, but instead allows living things to evolve and adapt.

A well-rounded education must include exposure to all major scientific fields including evolutionary biology. This is especially important since the jobs that people hold and the decisions they make require understanding of how science works.

The vast majority scientists in the world agree that humans have changed over time. A recent study that predicted adults' views of the consensus around this issue found that those with higher education levels and science knowledge were more likely to believe that there is a broad agreement between scientists regarding human evolution. The people with more religious beliefs and have less science knowledge are more likely to disagree. It is critical that educators emphasize the importance of knowing the consensus on this issue to ensure that individuals have a solid foundation for making informed choices about their health care, energy use and other issues of policy.

3. Evolution and Culture

A close relative to the popular evolutionary theory, the concept of cultural evolution explores the many ways that organisms, including humans, learn from and interact with one another. Researchers in this field use elaborate models and tools that are adapted from those employed by evolutionary theorists, and they look back to human prehistory to determine the genesis of our capacity for culture.

This approach also acknowledges the distinction between traits that are cultural and biological. Cultural traits can be acquired gradually while biological traits are typically acquired at the same time (in sexual species at fertilization). This means that the acquisition of one cultural trait may affect the development of another.

In Korea for instance, the adoption of Western fashion elements in the late 19th century and the early 20th century was a result of a variety of events. One of the most significant was the arrival in Korea of Japanese occupation forces that introduced Western clothing and hairstyles.

When Japan quit Korea in the 1930s, some of these trends began to change. By the end of World War II, Korea was once more united and was again 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 been growing steadily over the past decade and is expected to continue its healthy growth in the future.

The current administration is faced with a variety of challenges. One of the biggest is its inability to develop a coherent policy to address the economic crisis. The crisis has exposed weaknesses of the country's economy policies, including its excessive dependence on foreign investment and exports which might not be sustainable over the long term.

The crisis has shaken confidence of investors. As a result, the government needs to reconsider its approach and find other ways to increase domestic demand. To ensure a stable economic climate, the government will have to reform its incentive, monitoring and discipline systems. This chapter offers a variety of scenarios on how the Korean economy could develop post-crisis.

4. Evolution and Education

The challenge for educators of evolution lies in how to teach evolutionary concepts that are appropriate for various levels of development and ages. Teachers need to, for instance be aware of the diversity of religions in their classrooms and create a learning environment where students from both religious and secular perspectives are comfortable. Moreover, teachers need to recognize common misconceptions about evolution, and how to address them in their classrooms. Teachers must also have easy access to the many resources to teach evolution.

In this regard, the Thinking Evolutionarily Convocation played a significant role in bringing evolutionary researchers and educators from different sectors to discuss best practices for teaching about Evolution. Participants included representatives from scientific societies, educational research, officials from government funding agencies and curriculum designers. The convergence of these diverse stakeholders resulted in a consensus set of recommendations that will form the basis for future actions.

A key recommendation is that the study of evolution should be included in all science curricula at any level. National Science Education Standards (NRC), which call for the integration of evolution across all life sciences with the developmentally appropriate, are one method to achieve this goal. Additionally, a new publication from the NRC offers guidelines to schools on how to integrate evolution into their life science curriculum.

A number of studies have demonstrated that a more comprehensive teaching of evolution is linked to greater student knowledge and belief in the concept of evolution. However, estimating the causal effect of evolution in the classroom is a challenge given that school curricula are not assigned randomly and evolve over time as a result of the predetermined dates of gubernatorial election and appointments to the state board of education. To overcome this problem, I use an ongoing data set that allows me to control for fixed state and year effects and individual-level variation in the beliefs of teachers about the evolution of their curriculum.

Teachers who are more comfortable teaching evolution have fewer internal barriers. This is in line with the notion that more experienced faculty are less likely to be hesitant about teaching about evolution in the classroom, and could be more likely to employ strategies such as the reconciliatory method that is known to boost the students' understanding of evolution.


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