Evolution Korea The economic crisis which swept Asia led to a major rethinking of the traditional system of government, business alliances, as well the public management of risks. In Korea, that required a change in the development model. In a controversial decision, the South Korean government has requested textbook publishers to ignore requests for removing examples of evolution from high school science textbooks. This includes the evidence for the evolution of horses as well as the avian ancestor Archaeopteryx. 1. Evolution and Religion A creationist group from South Korea has successfully convinced textbook publishers to omit evidence of evolution in high school science textbooks. The Society for Textbook Revise, an independent branch of the Korea Association for Creation Research that aims to cleanse biology textbooks of "atheist materialism," was behind the decision. The STR claims that such materialistic views create a negative image for students and can lead to their eventual loss of faith. Scientists across the globe expressed concerns when the STR campaign made headlines. 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. He was backed by colleagues from across the country, who set up an organization called Evolution Korea to organize a petition against the changes to the textbooks. Some researchers are concerned that the STR campaign will be spread to other parts of the world, where the prevalence of creationism is rising. The letter to Nature warned that the anti-evolution movement will intensify pressure for revisions to textbooks in other countries, notably those with large Christian and Muslim populations. South Korea's culture is particularly strong in the debate on evolution. Twenty-six percent of the country's residents belong to one of the religious groups and the majority adhere to Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the Ch'ondogyo philosophy, which is founded on Confucian principles that emphasizes social harmony and individual self-cultivation. Ch'ondogyo teaches that human beings are in a relationship with Hanulnim, the God of the Sun, and that heaven-bound blessings are possible through good works. All of this has created a fertile field. Numerous studies have revealed that students who have religious backgrounds to be more reluctant to learn about evolution than those who do not. The reasons behind this aren't evident. Students who are religious might be less knowledgeable about scientific theories, making them more vulnerable to creationists' influence. Another factor could be that those with a religious background may view evolution as a concept that is agnostic, making them feel less comfortable. 2. Evolution and Science In recent years, anti-evolution programs in schools have caused concern within the scientific community. A 2009 survey revealed that over 40% of Americans believe that biological evolution is a lie and that believing in it would conflict with their faith-based beliefs. Despite the fact that creationism has been a huge success in some states, a lot of scientists believe that the best way to combat this inclination is not to be actively involved in it, but rather to inform the public on the evidence for evolution. Scientists have a duty to instruct their students in science, including the theory of evolution. They must also educate the public on the process of scientific research and how knowledge is validated. ???? ??? should also explain how scientific theories are often challenged and modified. However, misunderstandings regarding the nature of scientific research frequently fuel anti-evolution beliefs. For instance, many people confuse the term "theory" with the everyday meaning of the word - a guess or a guess. In science, however a hypothesis is rigorously tested and empirical data is used to prove it. A theory that survives repeated testing and observation is a scientific principle. The debate about evolutionary theory is a good occasion to discuss the importance of the scientific method and its limitations. It is essential to be aware that science does not answer questions about the purpose of life or meaning, but instead provides a mechanism for living things to evolve and change. A well-rounded education must include exposure to all major scientific fields including evolutionary biology. This is crucial because the jobs that people have and the decisions they make require a knowledge of how science works. The majority of scientists around the world accept that humans have changed over time. In a recent study, which predicted adults' views of the consensus on this subject those with higher levels of education and scientific knowledge were found to be more likely believe that there is a broad consensus among scientists on human evolution. The people who have more religious beliefs but less scientific knowledge tend to be more divided. It is critical that educators insist on the importance of understanding the general consensus on this issue to ensure that people have a solid basis for making informed choices about their health care, energy usage and other issues of policy. 3. Evolution and Culture Cultural evolution is a close relative of mainstream evolutionary theory. It examines how humans and other organisms learn from each other. Researchers in this area use explanation tools and models that are adapted from evolutionary theorists and reach back to prehistoric times to discover the origins of culture. This method also acknowledges that there are differences between the characteristics of culture and biological. Cultural traits are acquired slowly while biological traits are typically acquired simultaneously (in the case of sexual species after fertilization). The acquisition of one cultural characteristic may affect the growth and development of a different. In Korea, the adoption of Western style elements in the late nineteenth and early 20th century was the result of an intricate sequence of events. One of the most significant was the arrival of Japanese occupation forces who introduced Western clothing styles and hairstyles to Korean society. When Japan left Korea in the 1930s some of these trends began to change. At the end of World War II, Korea was once more united, this time under Choson dynasty rule. Today, Korea is a vibrant economic and political power. Despite the recent global financial crisis, the economy of Korea has grown consistently over the past decade and is poised to sustain its steady growth in the coming years. However, the current administration has many challenges to face. One of the most significant is its inability to find an effective strategy to deal with the economic crisis. The crisis has exposed weaknesses in the country's policies particularly its dependence on exports and foreign investment that may not last. The financial crisis has shaken the confidence of investors. In the aftermath, the government must reconsider its approach and find ways to increase domestic demand. It must also overhaul the incentive, monitoring, and disciplining systems that are in place to guarantee an environment that is stable for the financial sector. This chapter provides a number of scenarios of how the Korean economy could grow in a post-crisis environment. 4. Evolution and Education The challenge for teachers of evolution is how to teach evolutionary concepts that are appropriate for various levels of development and ages. Teachers need to, for instance be aware of the diversity of religions in their classrooms and create an environment where students of both secular and religious beliefs feel comfortable. Moreover, teachers need to be aware of the most common misconceptions about evolution and how to confront them in their classrooms. Finally, teachers must have access to a variety of resources available to teach evolution and be able locate them quickly. In this regard, the Thinking Evolutionarily Convocation was an important step in bringing together evolutionary scientists and educators from a variety of sectors to discuss the best methods for teaching evolution. Attendees included representatives of scientific societies, educational researchers, officials from government funding agencies as well as curriculum developers. ???? ??? ?? of these diverse stakeholders helped to identify a shared set of recommendations that will be the foundation for future actions. One important recommendation is that the subject of evolution should be incorporated 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. A new publication from the NRC offers guidance to schools on how they can integrate evolution into the science curriculum. Multiple studies have shown that a more comprehensive presentation of evolution is linked to a greater understanding of students and belief in evolution. However the estimation of causal effects in the classroom is a challenge because school curriculums are not assigned randomly and change over time because of the predetermined timeframe of gubernatorial elections as well as appointments to the state board of education. To overcome this issue, I use an ongoing data set that lets me control for year and state fixed effects and the individual-level variation in teacher beliefs about changes in the curriculum. Another important finding is that teachers who are more comfortable with teaching about evolution report having fewer intrapersonal barriers to doing so. This is in line with the idea that faculty who are more confident are less likely to avoid questions about evolution in the classroom, and could be more inclined to use strategies such as a reconciliatory approach that is known to boost undergraduate students' acceptance of evolution.
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