Evolution Korea
The financial crisis that hit Asia prompted a major reappraisal the traditional system of government, business alliances, and public management of risk. In Korea this meant a shift in the development model.
In a controversial move, the South Korean government has asked publishers of textbooks to ignore calls for the removal of examples of evolution in science texts 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 convinced textbook publishers to eliminate evidence of evolution from high-school science texts. The Society for Textbook Revise, an independent branch of the Korea Association for Creation Research which aims to rid biology textbooks of "atheist materialism," was behind the move. The STR claims that such materialistic views create a negative image for students and leads to their eventual denial of faith.
When the STR's ad campaign made the news, scientists across the globe expressed alarm. In a letter addressed 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 by colleagues from across the country, who set up an organization called Evolution Korea to organize a petition against the changes to the textbooks.
Some scientists are also worried about the possibility that the STR campaign will be spread to other regions of the world where the belief in creationism is on the rise. 에볼루션 카지노 to Nature warned that the anti-evolutionist movement will increase pressure for textbook revisions in other countries, notably those with strong Christian and Muslim population.
South Korea has a particularly significant cultural context for the debate on evolution. 26 percent of South Koreans are part of a religious group with the majority of them practicing Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the Ch'ondogyo philosophy, which is based on Confucian principles that emphasizes social harmony and individual self-cultivation. Ch'ondogyo is a belief system that teaches 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 made creationism fertile field. Numerous studies have found that students who have religious backgrounds to be more uncomfortable learning about evolution as compared to those who do not. The causes behind this are not evident. Students who have a religious background may not be as experienced with scientific theories, making them more vulnerable to creationists influence. Another reason could be that students who have a religious background tend to view evolution as an atheistic idea which could make them less at ease with it.
2. Evolution and Science
In recent years, anti-evolution campaigns in schools have raised concerns in the scientific community. A survey conducted in 2009 revealed that over 40% of Americans believe that biological evolution is wrong and that believing in it would be contrary to their religious beliefs. Despite the fact that creationism has been a huge success in some states, a lot of scientists believe that the best strategy to combat this inclination is not to engage it, but to educate the public on the evidence supporting evolution.
Scientists are responsible to instruct their students in science including the theory of evolution. They should also 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, misinformation about the nature and purpose of scientific research can fuel anti-evolution views.
Some people confuse the word "theory" as a guess or a guess. However, in science, a theory is thoroughly tested and verified using evidence. A theory that is repeatedly tested and observed is then a scientific principle.
The debate over the evolutionary theory provides a great occasion to discuss the importance of the scientific method and its limitations. It is essential for people to recognize that science is unable to answer questions about the purpose or meaning of life but it is merely a means through which living organisms can develop and adapt.
A comprehensive education should include exposure to all major fields of science including evolutionary biology. This is especially important since the jobs people are employed in and the choices they make require knowledge of how science works.
The vast majority of scientists around world accept that humans have changed over time. In a recent study that predicted adults' views of the consensus around this issue those with higher levels of education and science knowledge were found to be more likely believe that there is wide agreement among scientists regarding the evolution of humans. People with a higher level of religious belief but less science knowledge tend to be more divided. It is important that educators emphasize the importance of gaining an understanding of this consensus, so that people can make informed decisions regarding health care, energy usage and other policy issues.
3. Evolution and Culture
A close cousin to the mainstream evolutionary theory, the concept of cultural evolution focuses on the various ways that organisms, including humans, learn from and interact with each other. Researchers in this field use elaborate tools and investigative models adapted from evolutionary theorists. They also go back to prehistoric times to discover the origins of culture.
This method also acknowledges the differences between cultural and biological 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. The acquisition of one characteristic can influence the development and growth of a different.
In Info , for example the emergence of Western fashion elements in the late 19th and early 20th century was a result of a complex series of events. One of the most important was the appearance in Korea of Japanese occupation forces that introduced Western hairstyles and clothing.
When Japan left Korea in the 1930s some of these trends began to reverse. By the end World War II, Korea was once again united but 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 steadily in the last decade and is set to sustain its steady growth in the coming years.
The current government is faced by a myriad of problems. One of the biggest is its inability to find a consistent policy to tackle the economic crisis. The crisis has exposed shortcomings in the policies of the country particularly its dependence on exports and foreign investment, which may not last.
The crisis has shaken the confidence of investors, the government has to reconsider its economic strategy and look for alternatives to increase domestic demand. It also needs to reform the incentive monitoring, control, and discipline systems currently in place to create the stability of the financial system. This chapter provides a number of scenarios on how the Korean economy might develop in a post-crisis world.
4. Evolution and Education
A fundamental challenge for educators of evolution is how to present evolutionary concepts in ways that are appropriate for students of various age groups and developmental stages. For example, teachers must be sensitive to the religious diversity of their classrooms and create an environment that students who have religious and secular beliefs are comfortable with learning about evolution. Teachers must also be able recognize common misconceptions regarding evolution and know how to address them in the classroom. Teachers must also have quick access to the numerous resources available to teach evolution.
In this regard the Thinking Evolutionarily Convocation was a crucial step towards bringing evolutionary scientists and educators from a range of fields to discuss most effective methods of teaching about evolution. Attendees included representatives of scientific societies as well as educational researchers, government funding agency officials, and curriculum developers. The convergence of diverse stakeholders helped identify a set of shared recommendations which will serve as the foundation for future actions.
It is essential to incorporate evolution in all science curricula, at every level. To accomplish this, the National Science Education Standards (NRC) require that evolution be taught in a unified manner across all life sciences, with a progression of concepts that are developmental appropriate. Additionally, a new publication from the NRC offers guidance to schools on how to integrate evolution into the science curriculum.
Numerous studies have shown that a more thorough and comprehensive understanding of evolution can lead to higher levels of student understanding and belief in the concept of evolution. However it is difficult to determine the causal impact of teaching in the classroom is difficult given that school curricula are not assigned randomly and change over time as a result of the predetermined timing of gubernatorial elections and state board of education appointments. To overcome this issue I employ a longitudinal dataset that allows me to control the effects of years and states fixed and individual-level variations in the beliefs of teachers about evolutionary theory.
Teachers who are more comfortable teaching evolution have less internal barriers. This is in line with the hypothesis that a more experienced faculty is less likely to avoid evolution topics in the classroom. Additionally, they might be more likely use strategies such as a reconciliatory approach known to improve the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al., 2020).