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Evolution Korea The economic crisis that hit Asia forced a major reappraisal of the old model of government-business alliances and the management by the public of private risks. In Korea this meant a shift in the development model. In a controversial decision the South Korean government has requested textbooks publishers to ignore calls for removing examples of evolution from high school science texts. This includes the evidence for the evolution of horses and the avian ancestor Archaeopteryx. 1. Evolution and Religion A creationist group from South Korea has successfully convinced textbook publishers to remove evidence of evolution from science textbooks for high school students. This was the result of a campaign run by the Society for Textbook Revise (STR) which is an branch 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 can lead to their eventual denial of faith. When the STR's ad campaign made the news, scientists from all over the globe expressed concern. In a letter to the editor of Nature the evolutionary biologist Jae Choe from 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 formed a group called Evolution Korea to organize a petition to protest the changes to the textbooks. Researchers are also concerned that the STR campaign could spread to other parts of the world where the belief in creationism is on the rise. The letter to Nature warned of the anti-evolution campaign increasing pressure on textbook revisions, specifically in countries with large Christian and Muslim population. South Korea has a particularly significant cultural context for the evolution debate. 26 percent of South Koreans are members of a religious group and the majority of them practice Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo – the philosophy based on Confucian principles that emphasizes social harmony, individual self-cultivation and self-respect. Ch'ondogyo is a belief system that teaches that humans are one with Hanulnim the God of the Sun, and that heaven-bound blessings are possible by doing good deeds. All of this has made creationism fertile field. Multiple studies have shown students with religious backgrounds to be more hesitant to learn about evolution than those who do not. However, the underlying causes of this phenomenon are not known. One explanation is that students who have a religious background tend not to be as knowledgeable about scientific theories and concepts, which makes them more vulnerable to the influence of creationists. Another reason could be that students with a religious background are more likely to view evolution as an atheistic concept and therefore less at ease with it. 2. Evolution and Science In recent years the scientific community has been concerned about anti-evolution efforts in schools. A study conducted in 2009 found that nearly 40% of Americans believe that biological evolution is wrong and that a belief in it could be in conflict with their faith-based beliefs. Many scientists believe that despite the popularity of creationism the best method to stop this movement is to educate the public about the evidence supporting evolution. Scientists have a duty to teach their students about science including the theory of evolution. They must also inform the public about the research process and the way in which knowledge is validated. They should also clarify that scientific theories are frequently challenged and reformulated. However, misconceptions about the nature and purpose of scientific research can lead to anti-evolution beliefs. Some people confuse the word “theory” as a guess, or a guess. In science, however an hypothesis is rigorously tested and empirical evidence is used to confirm it. A theory that is tested and observed repeatedly becomes a scientific principal. The debate on the theory of evolution is a wonderful opportunity to discuss both the importance of the scientific method and its limits. It is important for people to understand that science is not able to answer questions about the purpose or meaning of life but it is merely a means by which living things can develop and adapt. A well-rounded education should also include exposure to the major fields of science including evolutionary biology. This is crucial because the jobs people are employed in and the choices they make require knowledge of how science works. The majority of scientists around the world believe that humans have changed over time. In a study that predicted the opinions of adults about the consensus on this subject people with higher levels of education and science knowledge were found to be more likely believe that there is wide agreement among scientists about human evolution. Those who have more religious faith and less knowledge of science are more likely to disagree. It is essential that educators insist on the importance of understanding the consensus on this issue to ensure that people have a solid foundation for making informed decisions regarding their health care, energy use, and other policy issues. 3. Evolution and Culture Cultural evolution is a cousin of the popular evolutionary theory. It explores how humans and other organisms learn from each other. Researchers in this field employ explanation tools and models adapted from evolutionary theorists and go back to prehistoric times to determine the earliest sources of culture. 에볼루션카지노 acknowledges that there are differences between cultural and biological traits. While biological traits are generally inherited all at once (in sexual species, after fertilization) but cultural traits can be acquired over a long period of time. As a result, the emergence of one cultural trait can influence the development of another. In click through the up coming website , for example the introduction of Western fashion elements in the latter part of the 19th century and the early 20th century was the result of a complex series of events. One of the most important was the arrival in Korea of Japanese occupation forces, who introduced Western hairstyles and clothes. When Japan left Korea in the 1930s, some of these trends began to reverse. 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 a vibrant political and economic power. Despite the current global financial crisis, the country's economy has grown consistently over the last decade and is poised to maintain its steady growth in the near future. The current government is faced with a variety of challenges. The inability of the government to come up with an effective strategy to deal with the current economic crisis is among the most significant challenges. The crisis has revealed weaknesses in the country's policies and its reliance on foreign investment and exports which could not last. The crisis has shaken the confidence of investors. This means that the government has to rethink its strategy and find ways to increase domestic demand. To ensure a stable economic climate the government will need to reform its incentive, monitoring and discipline systems. This chapter provides a number of scenarios of how the Korean economy could develop post-crisis. 4. Evolution and Education The challenge for educators of evolution is to teach evolutionary concepts that are appropriate for various ages and stages of development. For instance, teachers need to be aware of the religious diversity in their classrooms and create a space where students with both religious and secular beliefs feel comfortable learning evolution. Teachers must also recognize common misconceptions about evolution, and how to confront these in their classrooms. Additionally, teachers should be able to access a range of resources for teaching evolution and be able to locate them quickly. In this context the Thinking Evolutionarily Convocation was an important step in bringing evolutionary scientists and educators from a range of sectors to discuss the most effective methods of teaching about evolution. Participants included representatives from scientific societies as well as educational research, government funding agency officials and curriculum designers. The convergence of these diverse groups resulted in a consensus set of recommendations that will be the basis for future action. A key recommendation is that the study of evolution should be included in every science curriculum at every level. National Science Education Standards (NRC) that call for the integration of evolution across all life sciences with an educational progression that is developmental appropriate, are one way to achieve this goal. Additionally, a new publication from the NRC offers guidance to schools on how they can integrate evolution into the life science curriculum. Multiple studies have shown that a more thorough explanation of evolution can lead to greater student understanding and belief in evolution. However, estimating causal effects in the classroom is a challenge given that school curricula are not assigned randomly and change over time because of the predetermined timeframe of gubernatorial elections as well as state board of education appointments. To overcome this issue I utilize a longitudinal data set that allows me to control for state and year fixed effects as well as individual-level variations in teacher beliefs about the evolution of their curriculum. Teachers who are more comfortable teaching evolution report fewer internal barriers. This is in line with the notion that more confident faculty are less likely to be hesitant about teaching about evolution in the classroom, and may be more inclined to use strategies like a reconciliatory method known to increase the acceptance of undergraduate students of evolution.