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Evolution Korea The economic crisis that hit Asia required a major review of the old system 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 move, the South Korean government has requested textbooks publishers to ignore calls for removing examples of evolution from high school science textbooks. This includes the evidence for the evolution of horses and the avian ancestral Archaeopteryx. 1. Evolution and Religion A South Korean creationist group has pushed textbook publishers to remove evidence of evolution from high-school science texts. This was the result of a campaign run by the Society for Textbook Revise (STR), an independent affiliate of the Korea Association for Creation Research, which wants to rid biology books of “atheist materialism.” click through the next webpage claims that this kind of materialistic thinking creates a negative picture for students and leads to their eventual loss of faith. Scientists around the globe expressed concerns when the STR campaign gained attention. In a letter to the editor of Nature, evolutionary biologist Jae Choe of Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. His colleagues backed him from across the country, who formed a group called Evolution Korea to organize an anti-textbook petition. Some researchers are also worried that the STR campaign will be spread to other parts of the globe, where creationism is on the rise. The letter to Nature warned of the anti-evolution campaign increasing pressure on textbook revisions, especially in countries with large Christian and Muslim populations. South Korea's culture is especially strong in the debate on evolution. 26 percent of South Koreans are part of a religious group, with the majority practicing Christianity or Buddhism. In addition, many Koreans adhere to the philosophy of Ch'ondogyo. It is based on Confucian principles which emphasizes harmony in society and individual self-cultivation. Ch'ondogyo is a belief system that teaches that humans are one with Hanulnim, the God of the Sun, and that the heavenly blessings can be obtained by doing good deeds. All of this has created a fertile field. Numerous studies have revealed that students who have a religious background to be more reluctant to learn about evolution than those who don't. However, the underlying reasons for this phenomenon are unclear. Students with a religious background might be less knowledgeable about the theories of science, making them more susceptible to creationists' influence. Another reason could be that students who have religious backgrounds might view evolution as a belief system that is atheistic, making them feel less comfortable. 2. Evolution and Science In recent years scientists have been concerned about anti-evolution efforts in schools. A 2009 survey revealed that more than 40% of Americans believe that biological evolution is wrong and that believing in it could be in conflict with their faith-based beliefs. Despite the fact that creationism has been a huge success in some states, many scientists feel that the best strategy to stop this trend is not to be actively involved in it, but to educate people about the evidence for evolution. Scientists are responsible to teach their students science that includes the theory of evolution. They must also educate the public on the research process and the way in which knowledge is verified. They must also explain that scientific theories are frequently challenged and revised. However, misunderstandings about the nature of scientific research frequently create anti-evolution beliefs. For example, some people are able to confuse the term “theory” with the everyday meaning of the word – a hunch or guess. In science, however the hypothesis is tested thoroughly and empirical evidence is used to confirm it. A theory that is able to withstand repeated testing and observation becomes a scientific concept. The debate about evolutionary theory is an excellent opportunity to discuss the significance of the scientific method and its limitations. It is crucial that people understand that science does not provide answers to questions about life's purpose or meaning, but allows living things to grow and adapt. 에볼루션 무료체험 -rounded education must include exposure to all major fields of science including evolutionary biology. This is important because many jobs and choices require people understand the way science operates. The vast majority scientists in the world agree that humans have changed through time. A recent study predicting adults' view of the consensus around this issue found that those with higher education levels and knowledge of science were more likely to believe that there is a general consensus among scientists on the subject of human evolution. People with a higher level of religious belief but less scientific knowledge tend to disagree more. It is important that educators insist on the importance of understanding this consensus to enable people to make informed decisions about energy use, health care and other policy issues. 3. Evolution and Culture Cultural evolution is a cousin of mainstream evolutionary theory. It examines how organisms like humans learn from each other. Researchers in this area use elaborate tools and investigative models adapted from evolutionary theorists and reach back to the prehistoric human to determine the origins of culture. This approach also acknowledges the difference between biological and cultural traits. While biological traits are generally acquired in one go (in sexual species, after fertilization), cultural traits can be acquired over a long period of time. The acquisition of one cultural characteristic can influence the development and growth of another. In Korea, the adoption of Western styles in the late nineteenth and early twentieth century was the result of an elaborate sequence of events. One of the most important was the arrival of Japanese occupation forces who introduced Western hairstyles and styles of clothing to Korean society. When Japan left Korea in the 1930s, a few of these trends began to change. By the end of World War II, Korea was once more united but this time 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 steadily in the last decade and is expected to continue its healthy growth in the coming years. The current government has many challenges to face. The government's inability to formulate a coherent strategy to tackle the current economic crisis is one of the biggest challenges. The crisis has exposed weaknesses of the country's policies, especially its over-reliance on foreign investment and exports, which may not last. Since the financial crisis has destroyed the confidence of investors, the government has to rethink its economic strategy and find alternatives to boost domestic demand. It will also have to overhaul the incentive monitoring, monitoring, and discipline systems currently in place to create the stability of the financial system. This chapter offers a number of scenarios of how the Korean economy could grow in the post-crisis period. 4. Evolution and Education The biggest challenge for educators of evolution is how to teach evolutionary concepts in ways that are appropriate for students at various ages and developmental stages. For example, teachers must be sensitive to the diversity of religions in their classrooms and create an environment that students who have secular and religious views are comfortable with learning about evolution. Teachers must also be able to identify common misconceptions about evolution and know how to address them in the classroom. Finally, teachers must have access to a variety of resources that are available to teach evolution and be able to find them quickly. In this context the Thinking Evolutionarily Convocation was a crucial step in bringing evolutionary scientists and educators from a range of sectors to discuss the best practices for teaching about evolution. Participants included representatives from scientific societies as well as educational researchers, officials of government funding agencies and curriculum designers. The convergence of various participants helped to identify some common guidelines that will form the foundation for future actions. One of the most important recommendations is that the teaching of evolution should be incorporated in every science curriculum at every level. National Science Education Standards (NRC), which call for the integration of evolution across all life sciences with a progression that is developmentally appropriate, are a way to achieve this goal. Furthermore, a new publication from the NRC offers guidelines for schools on how to integrate evolution into their life science curriculum. Numerous studies have demonstrated that a more comprehensive explanation of evolution can lead to a greater understanding of students and belief in evolution. However, estimating the causal impact of teaching in the classroom is challenging because school curriculums are not randomly assigned and change over time because of the predetermined dates of gubernatorial election and state board of education appointments. To overcome this limitation I employ a longitudinal data set which lets me control for state and year fixed effects and the individual-level variation in teacher beliefs regarding changes in the curriculum. Another important finding is that teachers who are more comfortable teaching about evolution report having fewer personal barriers to doing so. This is in line with the notion that a more experienced faculty is less likely to avoid evolution topics in the classroom and might be more likely employ strategies, such as an approach to reconciliation that is known to increase the acceptance of undergraduate students of evolution (Harms and Reiss 2019; Tolman et al., 2020).