Evolution Korea
The economic crisis which swept Asia led to a major rethinking of the old system of government and business alliances, and public management of risk. In Korea, this meant a change in the development paradigm.
In a controversial move, the South Korean government has requested publishers of textbooks to ignore calls to remove examples of evolution from high school science texts. This includes the evidence of the evolution of horses and of the Avian ancestor Archaeopteryx.
1. Evolution and Religion
A group of creationists in South Korea has successfully convinced textbook publishers to omit evidence of evolution in high school science textbooks. The Society for Textbook Revise, an independent offshoot from the Korea Association for Creation Research which aims to rid biology textbooks of "atheist materialism," was behind the move. The STR claims that such materialism creates negative images to students, making them lose faith.
When the STR's campaign made the news, scientists across the globe expressed worry. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul, complained in an open letter to Nature's editor that South Korea had succumbed to religious prejudice. He was backed up by colleagues from across the country, who formed an organization called Evolution Korea to organize a petition against the textbook changes.
Researchers are also concerned that the STR campaign could spread to other regions of the world where the belief in the prevalence of creationism is rising. The letter to Nature warned that the anti-evolution movement will intensify pressure for revisions to textbooks in other countries, notably those with strong Christian and Muslim populations.
South Korea's cultural background is particularly strong for the debate on evolution. 26 percent of South Koreans are part of a religious community with the majority of them practicing Christianity or Buddhism. In addition, many Koreans adhere to the philosophy of Ch'ondogyo. It is founded on Confucian principles which emphasizes harmony in society and personal self-cultivation. Ch'ondogyo is a belief system that teaches that humans are one with Hanulnim the God of the Sun, and that heaven-bound blessings can be obtained by doing good deeds.
All of this has made creationism a fertile ground. Numerous studies have revealed that students with religious backgrounds tend to be more uncomfortable about learning about evolution than students who are not religious. The reasons behind this aren't obvious. Students who have a religious background may be less knowledgeable about the theories of science, making them more vulnerable to creationists influence. Another reason could be that those with a religious background may view evolution as a concept that is atheistic, making them less comfortable.
2. Evolution and Science
In recent years, anti-evolution campaigns in schools have raised concerns within the scientific community. A 2009 survey revealed that nearly 40 percent of Americans believe that biological evolution is wrong and that a belief in it would be contrary to their faith-based beliefs. Many scientists believe that despite the fact that creationism has been successful the best way to counter this belief is to educate the public on the evidence that supports evolution.
Scientists are responsible for teaching their students science including the theory of evolution. They also need to inform the public about the process of science and how knowledge from science is collected and verified. They must also explain that theories of science are often challenged and revised. However, misunderstandings regarding the nature of research conducted by scientists often fuel anti-evolution beliefs.
Some people interpret the term "theory" as a hunch or guess. In science, however, a hypothesis is rigorously tested and empirical evidence is used to confirm it. A theory that survives repeated testing and observation is a scientific concept.
The debate over evolutionary theory is an excellent opportunity to discuss the significance of the scientific method and its limitations. It is important for people to recognize that science cannot answer questions about the meaning or meaning of life but only provides a mechanism that allows living things to grow and change.
Moreover, a well-rounded education should cover the vast majority of scientific fields that include evolutionary biology. This is especially important since the jobs that people have and the decisions they make require a understanding of how science functions.
The majority of scientists around the world believe that humans have evolved over time. A recent study predicting adults' opinions of the consensus on this issue found that those with higher education levels and knowledge of science were more likely to believe that there is a consensus between scientists regarding human evolution. The people with more religious beliefs and have less science knowledge are more likely to disapprove. It is crucial that teachers insist on the importance of understanding the general consensus on this issue, so that people have a solid foundation for making informed choices about their health care, energy use, and other policy issues.
3. Evolution and Culture
A close relative to the popular evolutionary theory, the concept of cultural evolution explores the many ways that humans and other species learn from and interact with each other. Researchers in this area use explanatory tools and investigative models that are adapted from evolutionary theorists and go back to human prehistory to find the earliest sources of culture.
This approach also acknowledges that there are some differences between cultural and biological traits. Cultural traits can be acquired slowly, whereas biological traits are mostly inherited at the same time (in sexual species, at fertilization). In the end, the acquisition of one trait may affect the development of another.
In Korea for instance, the adoption of Western fashion elements in the latter half of the 19th and early 20th centuries was the result of a variety of events. One of the most significant was the arrival of Japanese occupation forces who introduced Western clothing styles and hairstyles to Korean society.
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, this time under the Choson dynasty rule.
Today, Korea is a vibrant economic and political power. Despite the financial crisis of recent Korea's economy has been growing consistently over the past decade. It is expected to continue this growth in the future.
However, the current government has many challenges to face. One of the biggest is the inability to come up with a coherent policy to deal with the economic crisis. The crisis has exposed weaknesses of the country's economic policies, mainly its overreliance on foreign investment and exports, which may not be sustainable in the long run.
The crisis has shaken the confidence of investors, the government needs to review its economic strategy and find alternative ways to boost domestic demand. It must also reform the incentive monitoring, monitoring, and discipline systems in place to guarantee the stability of the financial system. This chapter presents several scenarios of how the Korean economy could develop post-crisis.
4. Evolution and Education
A fundamental challenge for evolution educators is how to teach evolutionary concepts in ways that are appropriate for students of various age groups and developmental stages. For example, teachers must be aware of the religious diversity of their classrooms and create an environment where students with both religious and secular beliefs are comfortable with learning about evolution. Additionally, teachers must recognize common misconceptions about evolution, and how to deal with them in their classrooms. Teachers must also have easy access to the numerous resources that can be used to teach evolution.
In this regard, the Thinking Evolutionarily Convocation was a crucial step towards bringing evolutionary scientists and educators from a range of disciplines to discuss best methods for teaching evolution. Participants included representatives from scientific societies as well as educational research, government funding agency officials and curriculum designers. The convergence of these diverse stakeholders helped to identify a shared set of recommendations that will serve as the foundation for future actions.
A key recommendation is that the subject of evolution should be integrated in all science curricula at every level. To accomplish this, the National Science Education Standards (NRC) call for evolution to be taught in a unified way across the life sciences with a progression of ideas that are developmentally appropriate. A new publication from the NRC provides guidance for schools on how to incorporate evolution into the life science curriculum.
에볼루션 룰렛 have demonstrated that a more thorough explanation of evolution can lead to better understanding by students and belief in the concept of evolution. However, estimating the causal impact of teaching in the classroom is challenging due to the fact that school curriculums are not randomly assigned and evolve over time because of the predetermined dates of gubernatorial election and state board of education appointments. To overcome this limitation I employ an ongoing data set that allows me to account for year and state fixed effects and individual-level variation in the beliefs of teachers about evolution.
Teachers who are more comfortable teaching evolution also have less internal barriers. This is in line with the idea that a faculty with more confidence is less likely to avoid discussing evolution topics in the classroom. Additionally, they could be more likely to use strategies such as a reconciliatory approach known to increase undergraduate student acceptance of evolution (Harms and Reiss, 2019; Tolman et al. 2020).