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Evolution Korea The economic crisis that swept Asia caused a significant rethinking of the old system of business-government alliances and the public management of private risks. In Korea, that 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 in high school science textbooks. This includes the evidence of the evolution of horses and of the Avian ancestor Archaeopteryx. 1. Evolution and Religion A South Korean creationist group has convinced textbook publishers to remove evidence of evolution from high-school science texts. The Society for Textbook Revise, an independent offshoot from the Korea Association for Creation Research that aims to cleanse biology textbooks of “atheist materialism,” was behind the decision. The STR claims that this kind of materialism paints an unhopeful picture for students, and could lead to their eventual denial of faith. Scientists around the globe expressed worry when the STR campaign was featured in the news. 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 around the country, who set up a group called Evolution Korea to organize a petition against the changes to the textbooks. Some scientists are concerned that the STR campaign will be spread to other parts of the globe where the spread of creationism is increasing. The letter to Nature warned that the anti-evolution movement will intensify pressure for revisions to textbooks in other countries, especially those with strong Christian and Muslim populations. South Korea has a particularly strong cultural background for the evolution debate. 26 percent of South Koreans are part of a religious group with the majority of them practicing Christianity or Buddhism. In addition, a lot of Koreans adhere to the Ch'ondogyo philosophy, which is based on Confucian principles which emphasizes harmony in society and individual self-cultivation. Ch'ondogyo teaches that human beings are one with Hanulnim the God of the Sun, and that the heavenly blessings can be derived through good works. All of this has created a fertile ground. Multiple studies have shown students with religious backgrounds to be more uncomfortable learning about evolution as compared to those who do not. The underlying causes are not clear. One possible explanation is that students who have a religious background tend not to be as familiar with scientific concepts and theories, which makes them more vulnerable to the influence of creationists. Another factor could be that students who have a religious background may view evolution as an idea that is atheistic, making them feel uncomfortable. 2. Evolution and Science In recent years, campaigns against evolution in schools have raised concern among the scientific community. A 2009 survey revealed nearly 40% of Americans believed that biological evolution was a myth and that it would be in conflict with their religious beliefs. Despite the success of creationism in some states, many scientists believe that the best way to counter this movement is not to engage it, but to inform people about the evidence supporting evolution. Scientists have a responsibility to teach their students about science, including the theory of evolution. They also need to inform the public about the process of scientific research and the way in which knowledge is verified. They must also explain that theories of science are often challenged and reformulated. However, misconceptions about nature and purpose of research can fuel anti-evolution views. For example, some people confuse the term “theory” with the common meaning of the word, which is a hunch or a guess. However, in science theories are thoroughly tested and verified using evidence. 에볼루션 바카라사이트 that is able to withstand repeated testing and observation is a scientific concept. The debate about the evolutionary theory provides a great occasion to discuss the importance of the scientific method and its limitations. It is essential to be aware that science is not able to answer questions about life's purpose or meaning, but allows living things to grow and evolve. Furthermore, a comprehensive education must include exposure to the vast majority of scientific fields including evolutionary biology. This is crucial because a lot of jobs and decisions require that individuals understand how science operates. The majority of scientists across the world agree that humans have changed over time. In a recent study that predicted the opinions of adults about the consensus on this topic, those with higher levels education and scientific knowledge were found to be more likely to believe that there is a broad consensus among scientists on human evolution. People with more religious faith and less science-based knowledge are more likely to disagree. It is important that educators stress the importance of understanding this consensus, to enable people to make informed choices about health care, energy usage and other issues of policy. 3. Evolution and Culture A close cousin to the popular evolutionary theory, cultural evolution explores the many ways humans—and other organisms—learn from and interact with each other. Researchers in this field employ explanatory tools and investigative models that are adapted from evolutionary theorists and reach back to human prehistory to discover the earliest sources of culture. This approach also recognizes that there are differences between cultural and biological traits. While biological traits are largely acquired at once (in sexual species, after fertilization) however, cultural traits can be acquired over a protracted period of time. In the end, the acquisition of one trait may affect the development of another. In Korea the introduction of Western style elements in the late nineteenth and early twentieth century was the result of an elaborate sequence of events. One of the most significant was the arrival in Korea of Japanese occupation forces that introduced Western clothing and hairstyles. After that, when Japan departed Korea in the 1930s, a portion of these trends began to revert. By the end of World War II, Korea was once again united, this time under the rule of the Choson dynasty. Today, Korea is an economic and political power. Despite the current global financial crisis, the country's economy has grown consistently over the past decade and is expected to sustain its steady growth in the near future. The current government is confronted with many challenges. One of the biggest is the inability to come up with a coherent policy to deal with the economic crisis. The crisis has exposed the weaknesses of the country's policies and its reliance on exports and foreign investment that may not last. The crisis has shaken the confidence of investors. In the aftermath, the government has to reconsider its approach and find other ways to increase domestic demand. It will also have to overhaul the incentive monitoring, control, and discipline systems that are currently in place to create an environment that is stable for the financial sector. This chapter outlines several scenarios of how the Korean economy could grow in the post-crisis era. 4. Evolution and Education A fundamental challenge for evolution educators is how to teach evolutionary concepts in a manner that is appropriate for students of different ages and developmental stages. For instance, teachers need to be sensitive to the religious diversity of their classrooms and create a space where students with religious and secular views are comfortable with learning about evolution. Moreover, teachers need to recognize the most common misconceptions about evolution and how to confront these in their classrooms. Teachers must also have quick access to the many resources available to teach evolution. In this context the Thinking Evolutionarily Convocation was a crucial step in bringing together evolutionary scientists and educators from a variety of sectors to discuss the best methods for teaching about evolution. Participants included representatives from scientific societies as well as educational research, officials of government funding agencies as well as curriculum developers. The convergence of these diverse stakeholders led to the identification of a common set of recommendations that will serve as the basis for future action. One of the most important recommendations is that the study of evolution should be included in all science curricula at any level. To achieve this goal it is recommended that the National Science Education Standards (NRC) require that evolution be taught in an integrated way across the life sciences using a sequence of ideas that are developmentally appropriate. A new publication from NRC provides guidance to schools about how to integrate evolution into the life science curriculum. Numerous studies have demonstrated that a more complete explanation of evolution can lead to greater student understanding and belief in the concept of evolution. However, estimating the causal impact of teaching in the classroom is difficult because school curriculums are not randomly assigned and evolve over time as a result of the predetermined timing of gubernatorial elections and appointments to the state board of education. To overcome this issue, i use a longitudinal dataset that allows me to control the effects of years and states fixed and individual-level variations in the beliefs of teachers about evolutionary theory. Teachers who are more comfortable teaching evolution have less internal barriers. This is in line with the hypothesis that more experienced faculty are less likely to avoid evolution-related topics in the classroom, and may be more inclined to use strategies like a reconciliatory method known to increase the students' understanding of evolution.