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Evolution Korea The economic crisis that swept across Asia prompted a major reappraisal the old system of government and business alliances, as well as public management of risk. In Korea, this meant a change in the model of development. In a controversial move, South Korea's government has requested textbook publishers to ignore calls to remove examples of evolution from high school science books. This includes the evidence of the evolution of horses as well as the Avian ancestor Archaeopteryx. 1. 에볼루션코리아 and Religion A South Korean creationist group has persuaded 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) which is an branch of the Korea Association for Creation Research which aims to get rid of textbooks on biology of “atheist materialism.” The STR asserts that such materialism creates a negative image for students, causing them to abandon their faith. When the STR's ad campaign made the news, scientists from all over the globe expressed worry. Jae Choe, 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 supported by colleagues from across the country, who set up an organization called Evolution Korea to organize a petition against the textbook changes. Some researchers are worried about the possibility that the STR campaign could spread to other parts of the globe where the belief in the prevalence of creationism is rising. The letter to Nature warned of the anti-evolution movement putting more pressure on textbook revisions, particularly in countries with large Christian and Muslim populations. South Korea's culture is particularly strong for the debate over 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 Ch'ondogyo, a philosophy that is based on Confucian principles which emphasizes harmony in society and individual self-cultivation. Ch'ondogyo is a way of teaching that the human being is one with Hanulnim the God of Sun and that heavenly blessings are possible through the good works of one's. All of this has made creationism fertile field. Multiple studies have shown students who have religious backgrounds to be more reluctant to learn about evolution as compared to those who do not. The underlying causes are not evident. Students who are religious may not be as familiar with the theories of science, making them more susceptible to the creationists influence. Another possible factor is that students with religious backgrounds are more likely to see evolution as an atheistic concept which could make them less at ease with it. 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 nearly 40 percent of Americans believe that biological evolution is a lie and that a belief in it could be in conflict with their religious beliefs. Many scientists believe that, despite the fact that creationism has been successful, the best way to combat this movement is to educate the public about the evidence that supports evolution. Scientists are responsible to instruct their students in science, which includes the theory of evolution. They must also educate the public on the process of scientific research and how knowledge is confirmed. They must also explain that scientific theories are frequently challenged and revised. However, misinformation about the nature and purpose of scientific research can lead to a negative view of evolution. For instance, many people may confuse the word “theory” with the everyday meaning of the word, which is a hunch or guess. In science, however, a hypothesis is rigorously tested and empirical data is used to verify it. 에볼루션 카지노 that is repeatedly tested and observed is then a scientific principle. The debate about evolution theory is a great occasion to discuss both the importance of the scientific method and its limits. It is essential to realize that science is unable to answer questions about the purpose or meaning of life but only provides a mechanism by which living things can evolve and change. A well-rounded education should include exposure to all major fields of science, including evolutionary biology. This is crucial because a lot of jobs and decisions require individuals understand the way science works. The vast majority of scientists across the world agree that humans have evolved over time. A recent study that predicted adults' view of the consensus on this issue found that those with higher levels of education and scientific knowledge were more likely to believe that there is a consensus among scientists about human evolution. The people who have more religious beliefs but less science knowledge tend to disagree more. It is essential that teachers insist on the importance of understanding this consensus so that people can make informed choices about energy use, health care and other issues of policy. 3. Evolution and Culture A close relative to the mainstream evolutionary theory, cultural evolution studies the numerous ways humans—and other organisms—learn from and with each other. Researchers in this field utilize elaborate models and tools adapted from those used by evolutionary theorists, and they look back to human prehistory to discover the origins of our capacity to learn about culture. This approach also recognizes the distinction between biological and cultural traits. Cultural traits are acquired slowly, whereas biological traits are usually acquired simultaneously (in sexual species at fertilization). The acquisition of a cultural characteristic may affect the growth and development of another. 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 important was the arrival of Japanese occupation forces who introduced Western hairstyles and clothing styles to Korean society. When Japan left Korea in the 1930s some of these trends began to reverse. By the end of World War II, Korea was once again united but this time under the rule of the Choson dynasty. Today, Korea is a vibrant economic and political power. Despite the recent global financial crisis, the country's economy has grown steadily in the past decade and is set to sustain its steady growth in the future. The current government is confronted with a variety of challenges. The government's inability to formulate a coherent strategy to tackle the current economic crisis is among the biggest obstacles. The crisis has exposed the weaknesses in the country's policies and its reliance on foreign investment and exports which could not last. The financial crisis has shaken the confidence of investors. This means that the government has to reconsider its strategy and come up with other ways to boost the domestic demand. It must also revamp the incentive, monitoring, and disciplining systems that are currently in place to create the stability of the financial system. This chapter outlines several scenarios of how the Korean economy could grow after the crisis. 4. Evolution and Education The challenge for teachers of evolution lies in how to teach evolutionary concepts that are appropriate for various ages and stages of development. Teachers must, for example, be sensitive to the diversity of religions within their classrooms and create an environment where students with both secular and religious beliefs feel comfortable. Additionally, teachers must recognize common misconceptions about evolution, and how to address them in their classrooms. Teachers must also have quick access to the numerous resources that can be used to teach evolution. In this regard, the Thinking Evolutionarily Convocation was an important step towards bringing evolutionary scientists and educators from a range of disciplines to discuss most effective methods of teaching about evolution. The participants included representatives from scientific societies, educational researchers, government funding agency officials and curriculum designers. The convergence of these diverse stakeholders led to the identification of a common set of recommendations that will serve as the basis for future actions. A key recommendation is that the study of evolution should be integrated in every science curriculum at every level. To accomplish this it is recommended that the National Science Education Standards (NRC) require that evolution be taught in an integrated way across the life sciences, with a progression of concepts that are developmental appropriate. A new publication from the NRC provides guidance for schools on how to integrate evolution into the life science curriculum. Numerous studies have shown that a more comprehensive teaching of evolution is linked to greater student knowledge and belief in the concept of evolution. It is difficult to determine causal effects in the classroom because the curriculum for schools do not change in a random manner and are influenced by the timing of the state board of education and gubernatorial elections. To overcome this limitation I use a longitudinal dataset that allows me to control for the fixed effects of state and years as well as individual-level differences in the beliefs of teachers about evolutionary theory. Teachers who are more comfortable teaching evolution also have fewer internal barriers. This is consistent with the notion that a faculty with more confidence is less likely to avoid discussing evolution topics in the classroom and may be more likely to employ strategies like an approach to reconciliation that is known to improve the acceptance of undergraduate students of evolution (Harms and Reiss 2019; Tolman et al., 2020).