Evolution Korea The financial crisis that hit Asia prompted a major reappraisal the old system of government and business alliances, as well as public management of risk. In Korea, that meant an evolution of the development paradigm. In a controversial decision, the South Korean government has asked textbooks publishers to ignore calls for removing examples of evolution from science texts for high school students. This includes the evidence for the evolution of horses and of the bird ancestor Archaeopteryx. 1. Evolution and Religion A South Korean creationist group has pushed textbook publishers to eliminate evidence of evolution from high school science texts. The Society for Textbook Revise, an offshoot of the Korea Association for Creation Research that aims to cleanse biology textbooks of "atheist materialism," was behind the move. The STR claims that such materialistic thinking creates a negative picture for students, and could lead to their eventual denial of faith. Scientists from all over the world expressed worry when the STR campaign gained attention. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul and wrote a letter to Nature's editor that South Korea had succumbed to religious prejudice. He was backed by colleagues from around the country who formed a group called Evolution Korea to organize an anti-textbook petition. Some researchers are concerned that the STR could be spread to other regions of the globe, where creationism has been growing. The letter to Nature warned that the anti-evolution movement could intensify pressure for revisions to textbooks in other countries, particularly those with large Christian and Muslim populations. South Korea has a particularly strong cultural background for the debate on evolution. 26 percent of the country's citizens are members of a religious denomination and the majority of them adhere to Christianity or Buddhism. ???? ?? follow Ch'ondogyo, an ideology based on Confucian principles that emphasizes social harmony, individual self-cultivation and self-respect. Ch'ondogyo is a way of teaching that the human being is one with Hanulnim the God of Sun, and that divine blessings are possible by doing good deeds. All of this has created fertile ground for the spread of creationism. Several studies have shown that students who have religion-based backgrounds are more hesitant about learning about evolution than students who do not have a religious background. However, the underlying causes of this phenomenon are not clear. Students with a religious background may not be as familiar with scientific theories, making them more vulnerable to creationists and their influence. Another possibility is that students with a religious background tend to view evolution as an atheistic idea which could make them less at ease with the idea. 2. Evolution and Science In recent years, campaigns against evolution in schools have caused concern in the scientific community. A 2009 survey revealed that more than 40 percent of Americans believe that biological evolution is not true and that believing in it could be in conflict with their faith-based beliefs. Despite the success of creationism in some states, many scientists feel that the best way to counter this movement is not to actively engage in with it, but rather inform people about the evidence for evolution. Scientists have a responsibility to instruct their students in science and the theory of evolution. They must also inform the public about the process of scientific research and how knowledge is validated. They should also explain how scientific theories are often challenged and revised. However, misconceptions about nature and purpose of research can lead to anti-evolution beliefs. Many people mistake the term "theory" as a guess or guess. In science, however the hypothesis is tested thoroughly and empirical data is used to confirm it. A theory that survives repeated testing and observation becomes a scientific concept. The debate on evolution theory is an excellent occasion to discuss both the importance of the scientific method and its limitations. It is essential that people understand that science does not provide answers to questions about life's purpose or meaning, but instead allows living things to develop and evolve. A well-rounded education should also include exposure to the major fields of science including evolutionary biology. This is essential because a variety of jobs and choices require people understand how science works. The vast majority scientists in the world agree that humans have evolved through time. A recent study predicting adults' view of the consensus around this issue found that those with higher education levels and science knowledge were more likely to believe that there is a broad agreement among scientists on the subject of human evolution. The people with more religious beliefs and less science knowledge are more likely to disapprove. It is crucial that teachers insist on the importance of understanding the consensus on this issue, so that people have a solid foundation for making informed choices about their health care, energy usage, and other policy issues. 3. Evolution and Culture A close relative to the popular evolutionary theory, cultural evolution explores the many ways humans--and other organisms--learn from and with each other. Researchers in this field utilize explanation models and tools that are adapted from the ones used by evolutionary theorists, and they look back to human prehistory to find out the genesis of our capacity for culture. This approach also recognizes the distinction between cultural and biological traits. While biological traits are generally acquired in one go (in sexual species, at fertilization) but cultural traits can be acquired over a long period of time. As a result, the acquisition of one trait may affect the development of another. In Korea, for example the emergence of Western fashion elements in the latter part of the 19th century and early 20th century was the result of a variety 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. Then, when Japan left Korea in the 1930s, a portion of those trends began to revert. By the end World War II, Korea was once again united and again under Choson dynasty rule. Today, Korea is a vibrant political and economic power. Despite the recent global financial crisis, the economy of Korea has grown consistently over the last decade and is expected to sustain its steady growth in the near future. The current government is faced by a myriad of problems. One of the most significant is its inability to develop a coherent policy to deal with the economic crisis. The crisis has exposed the weaknesses of the country's economy policies, mainly its overreliance on exports and foreign investment that may not be sustainable in the long run. Since the financial crisis has destroyed the confidence of investors, the government must review its economic strategy and look for alternatives to boost domestic demand. It also needs to revamp the incentive monitoring, monitoring, and discipline systems currently in place to ensure a stable financial environment. This chapter offers a number of scenarios of how the Korean economy could develop in the post-crisis era. 4. Evolution and Education The challenge for evolution educators is to teach evolutionary concepts that are appropriate for various ages and stages of development. Teachers, for instance, must be sensitive to the religious diversity of their classrooms and create a space where students with both religious and secular views are comfortable with learning about evolution. Additionally, teachers must understand common misconceptions about evolution, and how to deal with these in their classrooms. Teachers should also have quick access to the various resources available to teach evolution. In this context, Thinking Evolutionarily Convocation played a significant role in bringing together evolutionary researchers and educators from various sectors to discuss best methods for teaching Evolution. The participants included representatives from scientific societies and educational researchers, as well as officials from government funding agencies and curriculum designers. The convergence of these diverse parties resulted in a consensus set of recommendations that will serve as the foundation for future actions. It is essential to incorporate evolution in all science curricula, at every level. To achieve this goal the National Science Education Standards (NRC) call for evolution to be taught in a seamless manner across all 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. Multiple studies have proven that a more complete explanation of evolution can lead to greater student understanding and belief in evolution. It is difficult to estimate the causality of teaching in the classroom, since school curricula do not change on a regular basis and are affected by the timing of the state board of education and gubernatorial election. To overcome this problem, I use a longitudinal data set that allows me to control for state and year fixed effects and individual-level variation in teacher beliefs regarding evolution. Another significant finding is that teachers who are more comfortable with teaching about evolution report having fewer personal barriers to doing so. This is in line with the notion that a faculty with more confidence is less likely to avoid evolution subjects in the classroom. They also 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).
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