Evolution Korea
The economic crisis that swept Asia caused a significant rethinking of the old system of government-business alliances and the public management of private risks. In Korea, this meant a change in the development paradigm.
In a controversial move, South Korea's government has asked textbook publishers to ignore requests to remove examples of evolution from high school science books. This includes the evidence supporting the evolution of horses as well as the avian ancestral Archaeopteryx.
1. Evolution and Religion
A creationist group from South Korea has successfully convinced textbook publishers to exclude evidence of evolution in high school science textbooks. The decision was the result of a campaign run by the Society for Textbook Revise (STR) an independent branch of the Korea Association for Creation Research which aims to get rid of biology books of "atheist materialism." The STR claims such materialism portrays negative images to students, making them lose faith.
When the STR's campaign made the news, scientists from all over the world expressed concern. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul and wrote an email to Nature's editor that South Korea had succumbed to religious prejudice. He was supported by colleagues from all over the country, who formed an organization called Evolution Korea to organize an anti-textbook petition.
Some researchers are also worried that the STR campaign will spread to other parts of the world where the belief in creationism is on the rise. The letter to Nature warned that the anti-evolutionist movement will intensify pressure for revisions to textbooks in other countries, especially those with strong Christian and Muslim population.
South Korea has a particularly powerful cultural backdrop for the debate on evolution. 26 percent of the country's citizens are members of one of the religious groups and the majority of them practice Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo, the philosophy based on Confucian principles that is a strong advocate of social harmony, individual self-cultivation and self-respect. Ch'ondogyo believes that humans are in a relationship with Hanulnim, the God of the Sun, and that heavenly blessings can be derived by doing good deeds.
All of this has provided an ideal environment for the spread of creationism. Several studies have shown that students who have religion-based backgrounds are more hesitant about learning evolution than those without religion. The underlying reasons for this phenomenon are not known. Students with a religious background may be less familiar with scientific theories, which makes them more susceptible to creationists influence. Another reason could be that students who have religious backgrounds are more likely to view evolution as a religious concept, which may make them less at ease with the idea.
2. Evolution and Science
In recent years, campaigns against evolution in schools have raised concern in the scientific community. A study conducted in 2009 found that over 40 percent of Americans believe that biological evolution is a lie, and that a belief in it could be in conflict with their convictions about religion. Many scientists believe that, despite the fact that creationism has been successful, the best way to combat this movement is to educate the public on the evidence supporting evolution.
Scientists are responsible for teaching their students science that includes the theory of evolution. They should also educate the public on the research process and the way in which knowledge is validated. They should explain how scientific theories are often challenged and revised. However, misinformation about the nature and purpose of scientific research can lead to anti-evolution beliefs.
Many people mistake the term "theory" as a guess or guess. In the realm of science the theory is rigorously tested and verified through evidence. A theory that is repeatedly tested and observed becomes a scientific principal.
The debate about the theory of evolution is a wonderful occasion to discuss both the importance of scientific methodology and its limitations. It is essential to realize that science is not able to answer questions regarding the purpose or meaning of life, it only serves as a mechanism through which living organisms can grow and change.
Moreover, a well-rounded education should cover all the major scientific fields that include evolutionary biology. This is essential because a variety of jobs and choices require people know how science works.
The vast majority of scientists around the world agree that humans have changed over time. In a recent study that predicted adults' views of the consensus around this issue, those with higher levels education and science knowledge were found to be more likely to believe that there is wide agreement among scientists about the evolution of humans. People with a higher level of religious belief but less knowledge of science tend to be more divided. It is critical that educators emphasize the importance of knowing the general consensus on this issue, so that people have a solid basis for making informed decisions regarding their health care, energy usage and other issues of policy.
3. Evolution and Culture
A close cousin to mainstream evolutionary theory, the concept of cultural evolution explores the many ways humans--and other organisms--learn from and with one another. Researchers in this area use elaborate tools and investigative models adapted from evolutionary theorists. They also go back to prehistoric times to determine the origins of culture.
This approach also acknowledges the distinction between cultural and biological traits. Cultural traits can be acquired slowly, whereas biological traits are mostly inherited simultaneously (in sexual species, at fertilization). The acquisition of one characteristic can influence the development and growth of a different.
In Korea the introduction of Western elements of style in the late nineteenth and early twentieth centuries was the result an elaborate sequence of events. One of the most important was the arrival in Korea of Japanese occupation forces that introduced Western hairstyles and clothes.
Then, when 에볼루션바카라사이트 evolutionkr departed Korea in the 1930s, a portion of these trends began revert. At the close of World War II, Korea was once more united, this time under the Choson dynasty rule.
Today, Korea is a vibrant economic and political power. Despite the financial crisis of recent the economy of Korea has been growing consistently over the past decade. It is expected to keep this trend going in the near future.
The current government is confronted by a myriad of problems. One of the biggest is its inability to develop a coherent policy to deal with the economic crisis. The crisis has exposed weaknesses of the country's economy policies, particularly its dependence on exports and foreign investment, which may not be sustainable in the long run.
Since the financial crisis has destroyed the confidence of investors, the government needs to reconsider its economic strategy and find alternatives to boost domestic demand. It will also have to revamp the incentive monitoring, monitoring, and discipline systems that are currently in place to ensure the stability of the financial system. This chapter outlines several scenarios of how the Korean economy could develop after the crisis.
4. Evolution and Education
The challenge for teachers of evolution is to teach evolutionary concepts that are appropriate for various levels of development and ages. For instance, teachers need to be sensitive to the religious diversity of their classrooms and create a setting that students who have secular and religious views feel comfortable in learning about evolution. Teachers should also be able to identify common misconceptions about evolution and be able to correct them in the classroom. Additionally, teachers should have access to a variety of resources that are available for teaching evolution and be able locate them quickly.
In this regard, the Thinking Evolutionarily Convocation played a significant role in bringing evolutionary researchers and educators from a variety of sectors to discuss the best practices for teaching Evolution. Participants included representatives from scientific societies, educational research, officials of government funding agencies as well as curriculum developers. The convergence of these diverse stakeholders resulted in a consensus set of recommendations that will form the foundation for future actions.
It is crucial to include evolution 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 for schools on how to integrate evolution into the life science curriculum.
Multiple studies have shown that a more comprehensive explanation of evolution can lead to better understanding by students and belief in evolution. However it is difficult to determine the causal effect of evolution in the classroom is challenging due to the fact that school curriculums are not assigned randomly and evolve over time as a result of the predetermined dates of gubernatorial election and state board of education appointments. To overcome this problem I utilize an ongoing data set that allows me to control for fixed state and year effects and individual-level variation in teacher beliefs about the evolution of their curriculum.
Teachers who are more comfortable teaching evolution also report fewer internal barriers. This is in line with the idea that more confident faculty are less likely to be hesitant about teaching about evolution in the classroom. They may also be more inclined to employ strategies such as a reconciliatory approach which is used to increase undergraduate students' acceptance of evolution.