Evolution Korea
The economic crisis that hit Asia forced a major reappraisal of the old system of business-government alliances and the management by the public of private risks. In 에볼루션 사이트 , this meant a shift in the model of development.
In a controversial decision, South Korea's government has asked textbook publishers not to comply with calls to remove examples of evolution from science textbooks for high school students. This includes the evidence of the evolution of horses and of the bird ancestor Archaeopteryx.
1. Evolution and Religion
A South Korean creationist group has persuaded textbook publishers to eliminate evidence of evolution from high-school science texts. The Society for Textbook Revise, an offshoot of the Korea Association for Creation Research which aims to rid biology textbooks of "atheist materialism," was behind the decision. The STR asserts that such materialism creates negative images to students, causing them to lose faith.
Scientists across the globe expressed concern when the STR campaign made headlines. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul, complained in a letter to Nature's editor that South Korea had succumbed to religious prejudice. He was backed by colleagues from across the country, who formed an organization called Evolution Korea to organize a petition against the changes to the textbooks.
Some researchers are concerned that the STR will spread to other parts around the world, where creationism has been growing. The letter to Nature warned of the anti-evolutionist campaign putting pressure on textbook revisions, especially in countries with large Christian and Muslim population.
The South Korean culture is especially strong in the debate on evolution. 26 percent of South Koreans belong to of a religion with the majority of them practicing Christianity or Buddhism. Additionally, a large portion of 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 the human being is one with Hanulnim, the God of Sun, and that divine blessings are possible through the good works of one's.
All of this has made creationism a fertile ground. Numerous studies have revealed that students who have a religious background tend to feel more uncomfortable about learning about evolution than students who do not have a religious background. The causes behind this are not obvious. Students who have a religious background might be less experienced with scientific theories, which makes them more vulnerable to creationists and their influence. Another possible factor is that students who have religious backgrounds tend to view evolution as an atheistic idea, which may make them less at ease with it.
2. Evolution and Science
In recent years scientists have been concerned about anti-evolution efforts in schools. A study conducted in 2009 found that over 40 percent of Americans believe that biological evolution is not true and that a belief in it would conflict with their religious beliefs. Despite the popularity of creationism in some states, a lot of scientists believe that the best method to combat this inclination is not to engage with it, but rather inform the public about the evidence that supports evolution.
Scientists have a duty to instruct their students in science, including the theory of evolution. They should also inform the public about the research process and how knowledge is verified. They should also explain that theories of science are often challenged and re-examined. However, misconceptions about the nature and purpose of research can fuel anti-evolution views.
For instance, 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 data is used to prove it. A theory that is repeatedly tested and observed is then a scientific principle.
The debate about the theory of evolution is a wonderful chance to discuss the importance of scientific method and its limits. It is essential to be aware that science cannot answer questions about the purpose of life or meaning, but instead provides a mechanism for living things to evolve and adapt.
A well-rounded education must include exposure to all major scientific fields including evolutionary biology. This is essential because a variety of jobs and choices require people understand the way science works.
The vast majority of scientists around the world agree that humans have changed through time. A recent study predicting adults' opinions of the consensus on this subject found that those with higher education levels and scientific knowledge were more likely to believe that there is a broad agreement among scientists about human evolution. Those with more religious faith but less scientific knowledge tend to disagree more. It is essential that teachers insist on the importance of gaining an understanding of this consensus, to enable people to make informed decisions about the use of energy, health care and other issues of policy.
3. Evolution and Culture
Cultural evolution is a cousin of the mainstream evolutionary theory. It examines the ways that humans and other species learn from each other. Researchers in this field employ elaborate tools and investigative models derived from evolutionary theorists and go back to human prehistory to determine the origins of culture.
This approach also recognizes that there are differences between the characteristics of culture and biological. Cultural traits can be acquired slowly while biological traits are typically acquired simultaneously (in sexual species at fertilization). As a result, the acquisition of one trait can influence the development of another.
In Korea the introduction of Western elements of style in the late nineteenth and early twentieth century was the result of an intricate sequence of events. One of the most important was the appearance in Korea of Japanese occupation forces that introduced Western hairstyles and clothing.
After that, when Japan left Korea in the 1930s, some of these trends began to revert. At the close of World War II, Korea was once again 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 country's economy has been growing steadily over the past decade and is expected to sustain its steady growth in the future.
The current government has many challenges to face. One of the most serious is its inability to find a consistent policy to address the economic crisis. The crisis has exposed the weaknesses in the country's policies particularly its dependence on foreign investment and exports, which may not last.
Since the financial crisis has destroyed the confidence of investors, the government must rethink its economic strategy and come up with alternatives to increase domestic demand. It also needs to overhaul the incentive monitoring, control, and discipline systems currently in place to ensure an environment that is stable for the financial sector. This chapter provides a number of scenarios for how the Korean economy could develop in a post-crisis world.
4. Evolution and Education
A fundamental challenge for evolution educators is how to present evolutionary concepts in a manner that is appropriate for students at various levels of development and ages. For instance, teachers need to be aware of the religious diversity of their classrooms and create a space where students with religious and secular beliefs are comfortable with learning about evolution. Teachers must also understand common misconceptions about evolution and how to confront them in their classrooms. Teachers should also have quick access to the many resources that can be used to teach evolution.
In this context, the Thinking Evolutionarily Convocation was an important step in bringing together evolutionary scientists and educators from a range of fields to discuss best methods for teaching about evolution. Participants included representatives from scientific societies and educational research organizations, as well as officials of government funding agencies as well as curriculum designers. The convergence of these diverse stakeholders led to the identification of a common set of recommendations that will be the foundation for future actions.
It is crucial to include evolution in all science curricula at every level. To achieve this, the National Science Education Standards (NRC) require that evolution be taught in a seamless manner across all sciences with a progression of ideas that are developmentally appropriate. A new publication from the NRC provides guidance to schools on how they can integrate evolution into the science curriculum.
Several studies have found that a more comprehensive teaching of evolution can lead to higher levels of student understanding and belief in evolution. However the estimation of causal effects in the classroom is difficult because school curriculums are not assigned randomly and evolve over time because of the predetermined dates of gubernatorial election and state board of education appointments. To overcome this problem I use a longitudinal data set that gives me control for the effects of years and states fixed as well as individual-level differences in the beliefs of teachers about evolutionary theory.
Another significant finding is that teachers who are more comfortable with teaching evolution report having less personal barriers to teaching it. This is in line with the idea that a more confident faculty is less likely to avoid evolution subjects in the classroom. They also could be more likely to employ strategies, such as the reconciliatory approach that has been proven to increase undergraduate student acceptance of evolution (Harms and Reiss 2019; Tolman et al., 2020).