Evolution Korea
The economic crisis which swept Asia led to a major rethinking of the old system of government and business alliances, as well as public management of risks. In Korea this meant an evolution of the development paradigm.
In a controversial move, South Korea's government has asked textbook publishers to ignore calls to remove examples of evolution from high school science books. 에볼루션 바카라사이트 includes the evidence for the evolution of horses as well as the bird ancestor Archaeopteryx.
1. Evolution and Religion
A South Korean creationist group has persuaded textbook publishers to remove evidence of evolution from high-school science texts. The decision was the result of a campaign run by the Society for Textbook Revise (STR) an independent offshoot of the Korea Association for Creation Research which aims to get rid of textbooks on biology of "atheist materialism." The STR claims that such materialism creates a negative image for students, making them abandon their faith.
Scientists around the globe expressed concern when the STR campaign gained attention. 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 around the country, who set up 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 will spread to other regions of the world where the belief in creationism is on the rise. The letter to Nature warned that the anti-evolution movement could push for textbook revisions 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 nation's citizens are members of a religious denomination, and most practice Christianity or Buddhism. In addition, a lot of Koreans adhere to Ch'ondogyo, a philosophy based on Confucian principles that emphasizes harmony among people and individual self-cultivation. Ch'ondogyo teaches the human being is one with Hanulnim, the God of Sun and that heavenly blessings are achievable by doing good deeds.
All of this has made creationism a fertile field. Numerous studies have found that students who have religious backgrounds to be more hesitant to learn about evolution than those who do not. However, the root causes of this phenomenon are unclear. Students who have a religious background may be less familiar with scientific theories, which makes them more vulnerable to creationists influence. Another factor could be that students with religious backgrounds might view evolution as an idea that is atheistic, making them feel less comfortable.
2. Evolution and Science
In recent years, anti-evolution programs in schools have caused concern among the scientific community. 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. Many scientists believe that, despite the fact that creationism has been successful the best way to combat this movement is to educate the public on the evidence that supports evolution.
Scientists are accountable for teaching their students science including the theory of evolution. They also need to educate the public on the process of scientific research and how knowledge is confirmed. They must also explain how scientific theories are frequently challenged and changed. However, misperceptions about the nature of research conducted by scientists often cause people to believe that evolution is not real.
For example, some people confuse the term "theory" with the common meaning of the word, which is a hunch or a guess. In science, however, a theory is rigorously tested and verified with empirical evidence. A theory that is tested and observed repeatedly is then a scientific principle.
The debate about evolutionary theory is a good opportunity to discuss the significance of the scientific method and its limitations. It is crucial for people to understand that science is not able to answer questions about the meaning or meaning of life, but it is merely a means through which living organisms can evolve and change.
A well-rounded education must include exposure to all major scientific fields including evolutionary biology. This is essential because a variety of jobs and choices require people understand how science works.
The vast majority of scientists around the world agree that humans have changed over time. A recent study predicting adults' view of the consensus on this issue found that those with higher education levels and knowledge of science were more likely to believe there is a general consensus between scientists regarding human evolution. The people with more religious faith and less knowledge of science are more likely to disagree. It is crucial that educators emphasize the importance of gaining an understanding of this consensus, so that people can make informed decisions regarding health care, energy usage and other policy issues.
3. Evolution and Culture
Cultural evolution is a close relative of the popular evolutionary theory. It examines the ways that humans and other species learn from one another. Researchers in this field use elaborate models and tools that are adapted from those employed by evolutionary theorists. they look back to human prehistory to find out the genesis of our capacity for cultural understanding.
This approach also recognizes the distinction between cultural and biological traits. While biological traits are generally acquired at once (in sexual species, after fertilization) however, cultural traits can be acquired over a lengthy period of time. The acquisition of one characteristic can influence the growth and development of another.
In Korea for instance the introduction of Western fashion elements in the latter part of the 19th and early 20th centuries was the result of a complex series of events. One of the most important was the arrival in Korea of Japanese occupation forces who introduced Western hairstyles and clothes.
When Japan left Korea in the 1930s, some of these changes began to reverse. 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 economic and political power. Despite the recent global financial crisis, the economy of Korea has been growing steadily over the past decade and is expected to sustain its steady growth in the coming years.
The current government is faced with a variety of challenges. One of the biggest is the inability to come up with a coherent policy to tackle the economic crisis. The crisis has exposed weaknesses of the country's policies, especially its over-reliance on foreign investment and exports which could not last.
The financial crisis has shaken the confidence of investors. In the aftermath, the government must rethink its strategy and find ways to increase domestic demand. It must also 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 how to teach evolutionary concepts that are appropriate for different levels of development and ages. For example, teachers must be sensitive to the religious diversity of their classrooms and create a setting that students who have religious and secular views feel comfortable in learning about evolution. Teachers must also be aware of common misconceptions about evolution, and how to deal with these in their classrooms. Teachers must also have easy access to the many resources that can be used to teach evolution.
In this context, Thinking Evolutionarily Convocation had a key role in bringing evolutionary researchers and educators from a variety of sectors to discuss best methods for teaching about Evolution. Participants included representatives from scientific societies and educational research organizations, as well as government funding agency officials and curriculum developers. The convergence of diverse stakeholders helped identify a set of shared recommendations that will form the foundation for future actions.
One important recommendation is that the teaching of evolution should be incorporated in every science curriculum at every level. To achieve this goal it is recommended that the National Science Education Standards (NRC) require that evolution be taught in a unified manner across all life sciences with a progression of concepts that are developmental appropriate. A new publication from the NRC offers guidance to schools on how to 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 evolution. However it is difficult to determine causal effects in the classroom is a challenge because school curriculums are not assigned randomly and change over time as a result of the predetermined timeframe of gubernatorial elections as well as appointments to the state board of education. To overcome this issue I employ a longitudinal data set which allows me to control for year and state fixed effects and individual-level variation in teacher beliefs regarding changes in the curriculum.
Another significant 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 notion that faculty who are more confident are less likely to avoid questions about evolution in the classroom, and could be more likely to employ strategies such as the reconciliatory method that is known to boost undergraduate students' acceptance of evolution.