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Evolution Korea
The economic crisis that swept Asia required a major review of the old model of government-business alliances and public management of private risks. In Korea this meant a shift in the model of development.
In a controversial decision, the South Korean government has asked textbook publishers to ignore requests to remove examples of evolution from high school science textbooks. These include the evidence for evolution of horses and the avian ancestral 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 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 such materialism portrays an image of negativity for students, making them abandon their faith.
Scientists from all over the world expressed concern when the STR campaign gained attention. Jae Choe, an 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 up by colleagues from across the country, who formed a group called Evolution Korea to organize a petition against the changes to the textbooks.
Some researchers are concerned that the STR could expand to other parts of the globe, where the belief in creationism has been on the rise. The letter to Nature warned of the anti-evolution movement putting more pressure on textbook revisions, especially in countries with large Christian and Muslim populations.
South Korea has a particularly powerful cultural backdrop for the debate about evolution. 26 percent of South Koreans belong to of a religion and the majority of them practice Christianity or Buddhism. In addition, a lot of Koreans adhere to Ch'ondogyo, a philosophy based on Confucian principles which emphasizes harmony in society and personal self-cultivation. Ch'ondogyo teaches that human beings are in a relationship with Hanulnim, the God of the Sun, and that heaven-bound blessings can be obtained by doing good deeds.
All of this has provided fertile ground for the spread of creationism. A number of studies have demonstrated that students who have religion-based backgrounds tend to be more uncomfortable when learning about evolution than those who do not have a religious background. However, the root causes of this phenomenon remain unclear. Students who are religious might be less familiar with scientific theories, which makes them more vulnerable to creationists' influence. Another reason could be that students with religious backgrounds may see evolution as an idea that is atheistic, making them feel uncomfortable.
2. Evolution and Science
In recent years, anti-evolution programs in schools have raised concerns within the scientific community. A 2009 survey revealed that nearly 40 percent of Americans believe that biological evolution is wrong and that a belief in it would be contrary to their faith-based beliefs. Many scientists believe that despite the success of creationism the best method to stop this movement is to educate the public on the evidence for evolution.
Scientists have a duty to teach their students about science, including the theory of evolution. They must also inform the public about the process of scientific research and how knowledge is verified. They must also explain how scientific theories are frequently challenged and modified. However, misconceptions about nature and purpose of research can fuel anti-evolution views.
Many people mistake the term "theory" as a hunch or a guess. In science, however theories are rigorously tested and verified with evidence. A theory that has survived repeated testing and observations becomes a scientific concept.
The debate about the evolutionary theory provides a great opportunity to discuss the significance of the scientific method and its limitations. It is important to realize that science is unable to answer questions regarding the purpose or meaning of life but only provides a mechanism that allows living things to develop and adapt.
A well-rounded education must include exposure to all major scientific fields including evolutionary biology. This is important because many jobs and decisions require individuals understand how science works.
The majority of scientists around the world believe that humans have evolved over time. In a recent study, which predicted the views of adults on the consensus around this issue those with higher levels of education and scientific knowledge were found to be more likely believe that there is a broad agreement among scientists regarding human evolution. Those with more religious faith but less science knowledge tend to disagree more. It is essential that teachers stress the importance of understanding this consensus, so that people can make informed decisions regarding the use of energy, health care and other issues of policy.
3. Evolution and Culture
A close relative to mainstream evolutionary theory, the concept of cultural evolution focuses on the various ways that organisms, including humans, learn from and interact with each other. Researchers in this field employ explanatory models and investigative tools that are adapted from those employed by evolutionary theorists, and they look back to human prehistory to discover the genesis of our capacity to learn about culture.
This approach also acknowledges the difference between biological and cultural traits. While biological traits are typically acquired at once (in sexual species, after fertilization) but cultural traits can be acquired over a lengthy period of time. The acquisition of one cultural characteristic can affect the growth and development of another.
In Korea For instance the emergence of Western fashion elements in the latter part of the 19th century and early 20th centuries was the result of a variety of events. One of the most important was the appearance in Korea of Japanese occupation forces, who introduced Western clothing and hairstyles.
When Japan departed Korea in the 1930s, some of these trends began to revert. By the end World War II, Korea was once more united, this time under Choson dynasty rule.
Today, Korea is an economic and political power. Despite the recent financial crisis Korea's economy has been growing steadily over the past decade. It is expected to continue this growth in the future.
The current administration is faced with a variety of challenges. The government's inability to formulate a coherent strategy to address the current economic crisis is among the most significant challenges. The crisis has exposed the weaknesses in the country's policies, especially its over-reliance on foreign investment and exports which could not last.
The crisis has shaken the confidence of investors. In the aftermath, the government has to reconsider its approach and find ways to increase domestic demand. It must also overhaul the incentive monitoring, control, and discipline systems currently in place to ensure an environment that is stable for the financial sector. This chapter presents several scenarios for how the Korean economy could grow in a post-crisis environment.
4. Evolution and Education
A fundamental challenge for educators of evolution is how to teach evolutionary concepts in a way that is suitable for students at various age groups and developmental stages. For example, teachers must be aware of the religious diversity in their classrooms and create a setting where students with religious and secular views feel comfortable learning evolution. Teachers must also be able recognize common misconceptions about evolution and be able to address them in the classroom. Additionally, teachers should have access to a variety of resources to teach evolution and be able locate them quickly.
In this context, the Thinking Evolutionarily Convocation was a crucial step in bringing evolutionary scientists and educators from a variety of sectors to discuss the most effective methods of teaching evolution. Participants included representatives from scientific societies and educational research organizations, as well as officials of government funding agencies as well as curriculum designers. The convergence of various stakeholders helped identify a set of shared recommendations that will form the basis for future actions.
One important recommendation is that the teaching of evolution should be included in every science curriculum at every level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences with the developmentally appropriate, are one method to achieve this goal. A new publication from the NRC provides guidelines to schools about how to incorporate evolution into the life science curriculum.
Numerous studies have demonstrated that a more thorough presentation of evolution is linked to a greater understanding of students and belief in the concept of evolution. It is difficult to estimate the causal effects of evolution in the classroom because school curricula don't change randomly and are affected by the timing of state boards of education and the gubernatorial election. To overcome this limitation I utilize an ongoing data set that allows me to control for fixed state and year effects and the individual-level variation in the beliefs of teachers about evolution.
Another important result is that more info teachers who are more comfortable teaching evolution report having less personal barriers to doing so. This is consistent with the idea that a more experienced faculty is less likely to avoid evolution topics in the classroom and could be more likely to employ strategies, such as an approach to reconciliation that is known to increase the acceptance of undergraduate students of evolution (Harms and Reiss 2019; Tolman et al., 2020).