Can Evolution Korea Ever Be The King Of The World?
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Evolution Korea
The financial crisis that hit Asia prompted a major reappraisal the old system of government and business alliances, as well the public management of risk. In Korea, this meant a shift in the model of development.
In a controversial move, South Korea's government has asked textbook publishers to ignore requests to eliminate examples of evolution from science textbooks for high school students. This includes the evidence for the evolution of horses as well as the avian ancestor Archaeopteryx.
1. Evolution and Religion
A South Korean creationist group has convinced textbook publishers to remove evidence of evolution from high school science texts. The decision was the result of a campaign by the Society for Textbook Revise (STR) an independent offshoot of the Korea Association for Creation Research, which wants to rid textbooks on biology of "atheist materialism." The STR claims that such materialistic views create a negative image for students, and could lead to their eventual loss of faith.
When the STR's campaign hit the news, scientists across the world reacted with concern. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul wrote 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 a group named Evolution Korea to organize an anti-textbook petition.
Some researchers are concerned that the STR could spread to other parts around the globe, including areas where creationism has been on the rise. The letter to Nature warned that the anti-evolutionist movement will push for textbook revisions in other countries, notably those with strong Christian and Muslim population.
South Korea's cultural background is particularly strong in the debate over evolution. 26 percent of South Koreans are part of a religion, with the majority practicing Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo, an ideology based on Confucian principles, which is a strong advocate of social harmony, individual self-cultivation, and self-respect. Ch'ondogyo believes that humans are one with Hanulnim the God of the Sun, and that heavenly blessings can be obtained through good works.
All of this has made creationism a fertile field. Multiple studies have shown students who have a religious background to be more uncomfortable learning about evolution as compared to those who do not. The underlying causes are not obvious. One possible explanation is that students who have religious beliefs tend to be as knowledgeable about scientific concepts and theories, which makes them more vulnerable to the influence of creationists. Another possible factor is that students with religious backgrounds tend to view evolution as an atheistic concept which could make them less comfortable with the idea.
2. Evolution and Science
In recent years, anti-evolution campaigns in schools have caused concern in the scientific community. A survey conducted in 2009 revealed that nearly 40 percent of Americans believed that biological evolution was not true and that it would conflict their religious beliefs. Many scientists believe that despite the popularity of creationism the best method to counter this belief is to educate the public on the evidence supporting evolution.
Scientists are required to educate their students about science including the theory of evolution. They must also educate the public on the research process and the way in which knowledge is confirmed. They must also explain that theories of science are frequently challenged and revised. However, misperceptions about the nature of scientific research often create anti-evolution beliefs.
For instance, some people are able to confuse the term "theory" with the normal meaning of the word - a hunch or guess. In science, however theories are rigorously tested and verified with empirical evidence. A theory that is repeatedly tested and observed becomes a scientific principle.
The debate over the evolutionary theory provides a great opportunity to discuss the significance of the scientific method and its limitations. It is important to be aware that science cannot answer questions about life's purpose or meaning, but instead allows living things to develop and change.
Furthermore, a comprehensive education should cover the vast majority of scientific fields, including evolutionary biology. This is especially important since the jobs people are employed in and the decisions they make require a understanding of how science works.
The majority of scientists around world believe that humans have changed over time. In a recent study, which predicted the opinions of adults about the consensus on this topic people with higher levels of education and science knowledge were found to be more likely to believe there is a wide agreement among scientists about the evolution of humans. People with more religious beliefs and have less science knowledge tend to be more skeptical. It is essential that teachers emphasize the importance of gaining an understanding of this consensus, so that people can make informed decisions about energy use, health care and other policy issues.
3. Evolution and Culture
A close relative to the popular evolutionary theory, the concept of cultural evolution studies the numerous ways that organisms, including humans, learn from and with each other. Researchers in this field employ elaborate tools and investigative models that are adapted from evolutionary theorists. They also go back to prehistoric times to discover the origins of culture.
This approach also acknowledges the difference between biological and cultural traits. While biological traits are largely acquired at once (in sexual species, at fertilization) but cultural traits can be acquired over a lengthy period of time. The acquisition of one cultural characteristic can influence the development and growth of a different.
In Korea the introduction of Western styles in the latter part of the nineteenth and early twentieth century was the result of an elaborate sequence of events. One of the most significant was the arrival of Japanese occupation forces who introduced Western hairstyles and clothing styles to Korean society.
Then, when Japan left Korea in the 1930s, some of those trends began to revert. At the end of World War II, Korea was once more united but this time under Choson dynasty rule.
Today, Korea is a vibrant economic and political power. Despite the recent financial crisis the economy of Korea has been growing at a steady pace over the past decade. It is expected to continue this growth in the coming years.
However, the current administration has many challenges to face. The inability of the government to come up with a coherent strategy to address the current economic crisis is one of the biggest obstacles. The crisis has exposed shortcomings in the policies of the country, especially its over-reliance on foreign investment and exports which could not last.
The crisis has shaken confidence of investors. This means that the government has to reconsider its strategy and come up with other ways to boost the domestic demand. To ensure a stable and stable financial environment the government will need to overhaul its incentive, monitoring and discipline systems. This chapter provides a variety of scenarios of how the Korean economy might develop in the post-crisis era.
4. Evolution and Education
The challenge for evolution educators is to teach evolutionary concepts that are appropriate for different ages and stages of development. Teachers should, for instance be mindful of the diversity of religions within their classrooms and create a welcoming environment where students with both secular and religious beliefs are at ease. Additionally, teachers must be aware of common misconceptions about evolution, and how to confront them in their classrooms. Finally, teachers must have access to a variety of resources available 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 fields to discuss best methods for teaching evolution. Participants included representatives from scientific societies and educational research organizations, as well as officials from government funding agencies and curriculum developers. The convergence of these diverse parties resulted in a consensus set of recommendations that will serve as the basis for future action.
A key recommendation is that the teaching of evolution should be integrated in all science curricula at every level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences, with a progression that is developmentally appropriate, are one way to achieve this goal. A new publication from the NRC provides guidelines to schools about how to integrate evolution in the life science curriculum.
Multiple studies have shown that a more comprehensive presentation of evolution leads to better understanding by students and belief in the concept of evolution. However the estimation of the causal effect of evolution in the classroom is a challenge due to the fact that school curriculums are not randomly assigned and evolve over time because of the predetermined timing of gubernatorial elections and state board of education appointments. To overcome this limitation I use an ongoing dataset that gives me to control state and years fixed effects and individual-level variations in the beliefs of teachers regarding evolutionary theory.
Teachers who are more comfortable in teaching evolution have fewer internal barriers. This is consistent with the hypothesis that a more experienced faculty is less likely to avoid tackling evolution subjects in the classroom. They also may be more likely to use strategies 에볼루션게이밍 such as a reconciliatory approach known to improve the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al. 2020).