Evolution Korea
The economic crisis that hit Asia required a major review of the old model of government-business alliances and the management by the public of private risks. In Korea this required a change in the development model.
In a controversial move, the South Korean government has asked publishers of textbooks to ignore calls to remove examples of evolution from science texts for high school students. This includes evidence for the evolution of horses and of the Avian ancestor Archaeopteryx.
1. Evolution and Religion
A South Korean creationist group has pushed textbook publishers to remove evidence of evolution from high-school science texts. The Society for Textbook Revise, an offshoot of the Korea Association for Creation Research which aims to rid biology textbooks of "atheist materialism," was behind the move. The STR claims that such materialism creates an image of negativity for students, causing them to be skeptical.
Scientists around the globe expressed concerns when the STR campaign was featured in the news. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul, complained in a letter to Nature's editor that South Korea had succumbed to religious prejudice. He was backed up by colleagues across the country, who formed a group called Evolution Korea to organize a petition to protest the changes to the textbooks.
Some scientists are also concerned about the possibility that the STR campaign could spread to other regions 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 population.
South Korea has a particularly significant cultural context for the debate on evolution. 26 percent of South Koreans are members of a religious community, with the majority practicing Christianity or Buddhism. Many Koreans also follow Ch'ondogyo, an ideology based on Confucian principles that is a strong advocate of social harmony, individual self-cultivation, and self-respect. Ch'ondogyo teaches the human being is one with Hanulnim, the God of Sun and that the heavenly blessings can be achieved 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 as compared to those who do not. The underlying causes are not obvious. One reason is that students with religious backgrounds tend to be as familiar with scientific concepts and theories, which makes them more vulnerable to the influence of creationists. Another possibility is that students with religious backgrounds are more likely to view evolution as an atheistic concept and therefore less comfortable with the idea.
2. Evolution and Science
In recent times, scientists have been concerned about anti-evolution efforts in schools. A survey conducted in 2009 revealed that nearly 40% of Americans believed that biological evolution was wrong and that it would conflict their religious beliefs. Despite the success of creationism in some states, a lot of scientists feel that the best way to counter this movement is not to engage with it, but rather educate people about the evidence that supports evolution.
Scientists are responsible to instruct their students in science that includes the theory of evolution. They should also inform the public about the process of science, and how scientific knowledge is gathered and confirmed. They must also explain how scientific theories are often challenged and changed. However, misperceptions regarding the nature of research conducted by scientists often fuel anti-evolution beliefs.
For example, some people may confuse the word "theory" with the common meaning of the word, which is a hunch or a guess. In science, however a hypothesis is rigorously tested, and empirical data is used to confirm it. A theory that is tested and observed repeatedly is then a scientific principle.
The debate about evolutionary theory is an excellent occasion to discuss the importance of the scientific method and its limitations. It is crucial to understand that science cannot answer questions about the purpose of life or meaning, but rather offers a way for living things to grow and evolve.
A well-rounded education must include exposure to all major scientific fields including evolutionary biology. This is crucial because the jobs people are employed in and the decisions they make require a understanding of how science works.
The vast majority of scientists around world agree that humans have changed over time. In a recent study, which predicted adults' views of the consensus on this subject people with higher levels of education and scientific knowledge were found to be more likely to believe that there is wide consensus among scientists on the evolution of humans. Those who have more religious beliefs and have less science-based knowledge are more likely to disapprove. It is crucial that teachers insist on the importance of understanding the general consensus on this issue to ensure that individuals 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 mainstream evolutionary theory, cultural evolution focuses on the various ways humans--and other organisms--learn from and interact with each other. Researchers in this field employ elaborate models and tools that are adapted from those employed by evolutionary theorists, and they reach back into human prehistory to find out the genesis of our capacity for culture.
This approach also recognizes the difference between biological and cultural traits. While biological traits are typically inherited all at once (in sexual species, during fertilization) but cultural traits can be acquired over a long period of time. This means that the emergence of one cultural trait can influence the development of another.
In Korea, for example the emergence of Western fashion elements in the latter part of the 19th century and the early 20th century was the result of a complex series of events. One of the most significant was the arrival of Japanese occupation forces who introduced Western hairstyles and clothing styles to Korean society.
When Japan departed Korea in the 1930s, a portion of those trends began to change. At the close of World War II, Korea had once again unified but this time under the rule of the Choson dynasty.
Today, Korea is a vibrant political and economic power. Despite the recent financial crisis, Korea's economy has been growing steadily over the past decade. It is expected to keep this trend going in the near future.
에볼루션 바카라 체험 Evolution is faced by a myriad of problems. The inability of the government to come up with an effective strategy to address the current economic crisis is among the most significant challenges. The crisis has exposed weaknesses in the country's policies particularly its dependence on exports and foreign investment that may not last.
As the crisis has shattered the confidence of investors, the government must rethink its economic strategy and look for alternative ways to boost domestic demand. It will also have to overhaul the incentive monitoring, control, and discipline systems currently in place to ensure a stable financial environment. This chapter presents several scenarios on how the Korean economy might grow in a post-crisis environment.
4. Evolution and Education
The challenge for evolution educators is how 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 beliefs feel comfortable in learning about evolution. Moreover, teachers need to understand common misconceptions about evolution, and how to confront these in their classrooms. Finally, teachers must be able to access a range of resources available to teach evolution and be able to locate them quickly.
In this context, the Thinking Evolutionarily Convocation was a crucial step in bringing together evolutionary scientists and educators from a range of sectors to discuss the best methods for teaching evolution. Participants included representatives from scientific societies and educational research organizations, as well as officials of government funding agencies as well as curriculum developers. The convergence of various participants helped to identify some common guidelines that will serve as the basis for any future actions.
One of the most important recommendations is that the subject of evolution should be included in all science curricula at every level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences, with an educational progression that is developmental appropriate, are one way to achieve this goal. Additionally, a new publication from the NRC offers guidelines to schools on how they can integrate evolution into the life science curriculum.
Several studies have found that a more thorough and comprehensive understanding of evolution is associated with more knowledge and belief in the concept of evolution. However the estimation of the causal impact of teaching in the classroom is a challenge due to the fact that school curriculums are not randomly assigned and change over time because of the predetermined timing of gubernatorial elections and appointments to the state board of education. To overcome this limitation I employ a longitudinal data set that allows me to account for fixed state and year effects and the individual-level variation in the beliefs of teachers about changes in the curriculum.
Teachers who are more comfortable teaching evolution also have less internal barriers. This is in line with the idea that a more confident faculty is less likely to avoid evolution topics in the classroom and might be more likely employ strategies like an approach to reconciliation that is known to increase undergraduate student acceptance of evolution (Harms and Reiss, 2019; Tolman et al. 2020).