polishlaw9

Evolution Korea The economic crisis which swept Asia led to a major rethinking of the old system of government and business alliances, and public management of risk. In Korea this meant a change in the development paradigm. In a controversial decision the South Korean government has requested textbooks publishers to ignore calls to remove examples of evolution in science texts for high school students. This 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 convinced textbook publishers to eliminate evidence of evolution from high-school science texts. The move was a result of a campaign run by the Society for Textbook Revise (STR) which is an branch of the Korea Association for Creation Research which aims to get rid of textbooks on biology of “atheist materialism.” The STR asserts that such materialism creates a negative image for students, leading them to lose faith. Scientists around the globe expressed concerns when the STR campaign was featured in the news. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul, complained in an email to Nature's editor that South Korea had succumbed to religious prejudice. He was supported by colleagues around the country, who set up a group called Evolution Korea to organize a petition against the textbook changes. Some researchers are concerned that the STR could expand to other parts of the globe, including areas where the belief in creationism has been growing. The letter to Nature warned that the anti-evolution movement will increase pressure for textbook revisions in other countries, especially those with strong Christian and Muslim populations. South Korea's cultural background is particularly strong in the debate on evolution. 26 percent of South Koreans are part of a religion, with the majority practicing Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo, an ideology based on Confucian principles, which emphasizes harmony in the social, personal self-cultivation, and self-respect. Ch'ondogyo teaches the human being is one with Hanulnim the God of Sun and that the heavenly blessings are achievable through good works. All of this has provided fertile ground for the spread of creationism. Numerous studies have revealed that students with a religious background to be more hesitant to learn about evolution than those who don't. The underlying causes are not obvious. Students who have a religious background may not be as experienced with scientific theories, which makes them more vulnerable to creationists and their influence. Another reason could be that those with a religious background may view evolution as an idea that is not a religion, which makes them feel uncomfortable. 2. Evolution and Science In recent years the scientific community has been concerned about anti-evolution efforts in schools. A study conducted in 2009 found that more than 40% of Americans believe that biological evolution is not true, and that a belief in it could be in conflict with their religious beliefs. Many scientists believe that, despite the popularity of creationism, the best way to stop this movement is to educate the public on the evidence supporting evolution. Scientists are accountable for teaching their students science including the theory of evolution. They should also inform people about the scientific process and how knowledge from science is gathered and verified. They must explain how scientific theories are frequently challenged and modified. However, misinformation about the nature and purpose of research can fuel anti-evolution views. For instance, some people are able to confuse the term “theory” with the normal meaning of the word, which is a hunch or guess. In science, however a hypothesis is rigorously tested and empirical data is used to prove it. A theory that is repeatedly tested and observed becomes a scientific principal. The debate over evolution theory is a great occasion to discuss both the importance of scientific methodology and its limitations. It is essential to be aware that science cannot answer questions about the purpose of life or meaning, but provides a mechanism for living things to grow and evolve. A comprehensive education should include exposure to all major scientific fields including evolutionary biology. This is important because many jobs and decisions require people know the way science works. The majority of scientists around the world agree that humans have changed over time. In a recent study that predicted the views of adults on the consensus around this issue those with higher levels of education and knowledge of science were found to be more likely to believe that there is wide agreement among scientists about human evolution. Those who have more religious beliefs and less science-based knowledge are more likely to disapprove. It is essential that teachers emphasize the importance of gaining an understanding of this consensus so that people can make informed choices about health care, energy usage and other issues of policy. 3. Evolution and Culture Cultural evolution is a close relative of mainstream evolutionary theory. It explores the ways that humans and other species learn from one another. Researchers in this field utilize explanation models and tools that are adapted from those employed by evolutionary theorists. they reach back into human prehistory to determine the genesis of our capacity for culture. This approach also acknowledges that there are some differences between the characteristics of culture and biological. While biological traits are typically acquired in one go (in sexual species, at fertilization), cultural traits can be acquired over a long period of time. The acquisition of a cultural characteristic may affect the development and growth of another. In Korea, the adoption of Western styles in the latter part of the 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 who introduced Western hairstyles and clothing. When Japan quit Korea in the 1930s some of these trends began to reverse. At the close of World War II, Korea had once again unified and was again under the rule of the Choson dynasty. Today, Korea is a vibrant economic and political power. Despite the current global financial crisis, the country's economy has been growing steadily over the last decade and is set to maintain its steady growth in the coming years. The current government is faced by a myriad of problems. One of the most significant is the inability to come up with a coherent policy to address the economic crisis. The crisis has revealed the weaknesses of the country's economic policies, including its excessive dependence on foreign investment and exports which might not be sustainable in the long run. The financial crisis has shaken the confidence of investors. In the aftermath, the government needs to rethink its strategy and find other ways to increase domestic demand. It will also have to overhaul the incentive, monitoring, and disciplining systems currently in place to create the stability of the financial system. This chapter provides a number of scenarios for how the Korean economy could develop in a post-crisis world. 4. Evolution and Education A fundamental challenge for evolution educators is how to present evolutionary concepts in a manner that is appropriate for students at various age groups and developmental stages. Teachers, for instance, must be aware of the diversity of religions in their classrooms and create a space where students with secular and religious views feel comfortable in learning about evolution. Teachers should also be able to identify common misconceptions about evolution and be able to address them in the classroom. Teachers must also have easy access to the many resources to teach evolution. In this regard, the Thinking Evolutionarily Convocation played an important role in bringing evolutionary researchers and educators from various sectors to discuss the best methods of teaching Evolution. Participants included representatives from scientific societies as well as educational researchers, officials from government funding agencies as well as curriculum developers. The convergence of these diverse parties led to the identification of a common set of recommendations that will form the basis for future action. It is crucial to include evolution in all science curricula, at every level. To achieve this goal the National Science Education Standards (NRC) require that evolution be taught in a seamless manner across all life sciences, with a progression of concepts that are developmental appropriate. A new publication from NRC provides guidance for schools on how to integrate evolution into the life science curriculum. Numerous studies have shown that a more thorough teaching of evolution can lead to greater student knowledge and belief in the existence of evolution. However it is difficult to determine the causal impact of teaching in the classroom is difficult because school curriculums are not assigned randomly and evolve in time as a result of the predetermined dates of gubernatorial election and appointments to the state board of education. To overcome this issue, i use a longitudinal dataset that allows me to control state and years fixed effects as well as individual-level differences in the beliefs of teachers regarding evolutionary theory. Evolution KR who are more comfortable teaching evolution also report fewer internal barriers. This is consistent with the idea that a faculty with more confidence is less likely to avoid tackling evolution subjects in the classroom. They also might be more likely employ strategies, such as the reconciliatory approach that has been proven to improve the acceptance of undergraduate students of evolution (Harms and Reiss 2019; Tolman et al., 2020).