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Evolution Korea
The economic crisis that hit Asia caused a significant rethinking of the old system of government-business alliances and the management by the public of private risks. In Korea this meant a change in the development paradigm.
In a controversial decision the South Korean government has requested textbook publishers to ignore requests for removing examples of evolution in high school science textbooks. This includes the evidence for the evolution of horses and the avian ancestor Archaeopteryx.
1. Evolution and Religion
A South Korean creationist group has persuaded textbook publishers to eliminate evidence of evolution from high-school science texts. This was the result of a campaign led by the Society for Textbook Revise (STR) an independent branch of the Korea Association for Creation Research that aims to clear biology books of "atheist materialism." The STR claims that such materialism creates negative images to students, causing them to lose faith.
Scientists from all over the world expressed concerns when the STR campaign made headlines. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul, complained in an open letter to Nature's editor that South Korea had succumbed to religious prejudice. He was backed by colleagues around the country, who formed an organization called Evolution Korea to organize a petition against the changes to the textbooks.
Some scientists are worried that the STR could spread to other parts around the world, where creationism is growing. The letter to Nature warned of the anti-evolution campaign increasing pressure on textbook revisions, particularly in countries with large Christian and Muslim population.
South Korea has a particularly significant cultural context for the debate on evolution. 26 percent of South Koreans belong to of a religious group and the majority of them practice Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the philosophy of Ch'ondogyo. It is based on Confucian principles that emphasizes social harmony and individual self-cultivation. Ch'ondogyo is a way of teaching that the human being is one with Hanulnim, the God of Sun and that the heavenly blessings are achievable by doing good deeds.
All of this has made creationism a fertile ground. Several studies have shown that students who have religion-based backgrounds tend to be more uncomfortable about learning about evolution than students who are not religious. However, the underlying causes of this phenomenon remain unclear. One possible explanation is that students with religious beliefs tend to be as knowledgeable about scientific concepts and theories and are therefore more susceptible 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, anti-evolution programs in schools have raised concerns among the scientific community. A survey conducted in 2009 revealed that nearly 40% of Americans believed that biological evolution was wrong and that it could 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 about the evidence that supports evolution.
Scientists are responsible to instruct their students in science including the theory of evolution. They must also inform the public about the process of scientific research and the way in which knowledge is verified. They must explain how scientific theories are frequently challenged and revised. However, misinformation about the nature and purpose of scientific research can lead to a negative view of evolution.
Some people interpret the term "theory" as a hunch or guess. In science, however, a theory is rigorously tested and verified with evidence. A theory that is repeatedly tested and observed becomes 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 important that people understand that science does not provide answers to questions about life's purpose or meaning, but allows living things to evolve and change.
A well-rounded education should also include exposure to all major fields of science including evolutionary biology. This is particularly important because the jobs that people hold and the choices they make require understanding of how science works.
The vast majority of scientists around the world agree that humans have changed over time. A recent study that predicted adults' view of the consensus on this subject found that those with higher education levels and science knowledge were more likely to believe there is a broad agreement among scientists about human evolution. The people with more religious faith and less science-based knowledge tend to be more skeptical. It is essential that educators insist on the importance of understanding the general consensus on this issue to ensure that people are able to making informed decisions regarding their health care, energy use and other policy issues.
3. Evolution and Culture
Cultural evolution is a close cousin of the mainstream evolutionary theory. It explores the ways that humans and other species learn from each other. Researchers in this field use explanatory tools and investigative models adapted from evolutionary theorists and reach back to prehistoric times to determine the earliest sources of culture.
This approach also acknowledges the difference between traits that are cultural and biological. While biological traits are largely acquired in one go (in sexual species, at fertilization) however, cultural traits can be acquired over a protracted period of time. In the end, the acquisition of one cultural trait may affect the development of another.
In Korea for instance the introduction of Western fashion elements in the latter part of the 19th century and the early 20th centuries was the result of a complicated sequence of events. One of the most significant was the arrival of Japanese occupation forces, who introduced Western hairstyles and styles of clothing to Korean society.
When Japan left Korea in the 1930s, some of these trends began to change. By the end World War II, Korea was united once more and again under the Choson dynasty rule.
Today, Korea is a vibrant economic and political power. Despite the current global financial crisis, the economy of Korea has grown consistently over the past decade and is expected to continue its healthy growth in the near future.
The current government is faced with many challenges. The inability of the government to come up with an effective strategy to tackle the current economic crisis is one the biggest challenges. The crisis has exposed the shortcomings of the country's economic policies, including its excessive dependence on exports and foreign investment which might not be sustainable over the long term.
As the crisis has shattered the confidence of investors, the government has to rethink its economic strategy and find alternative ways to boost domestic demand. It will also have to reform the incentive monitoring, monitoring, and discipline systems that are in place to guarantee the stability of the financial system. This chapter provides a number of scenarios of how the Korean economy might grow in a post-crisis environment.
4. Evolution and Education
A fundamental challenge for evolution educators is how to teach evolutionary concepts in ways that are appropriate for students of different age groups and developmental stages. Teachers need to, for instance, be sensitive to the diversity of religions in 무료 에볼루션 their classrooms and create a welcoming environment where students from both religious and secular beliefs are at ease. Moreover, teachers need to understand common misconceptions about evolution, and how to address these in their classrooms. Teachers should also have quick access to the many resources available to teach evolution.
In this context, the Thinking Evolutionarily Convocation was an important step in bringing evolutionary scientists and educators from a range of fields to discuss best methods for teaching evolution. Participants included representatives from scientific societies as well as educational research, officials from government funding agencies and curriculum designers. The convergence of these diverse groups helped to identify a shared set of recommendations that will serve as the basis for future actions.
It is essential to incorporate evolution in all science curricula, at every level. To accomplish this it is recommended that the National Science Education Standards (NRC) call for evolution to be taught in a seamless manner across all 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.
Multiple studies have proven that a more thorough presentation of evolution leads to greater student understanding and belief in the existence of evolution. However the estimation of causal effects in the classroom is a challenge given that school curricula are not randomly assigned and evolve in time as a result of the predetermined timing of gubernatorial elections and appointments to the state board of education. To overcome this problem, I use an ongoing data set that lets me control for year and state fixed effects as well as individual-level variations in teacher beliefs regarding evolution.
Another important result is that teachers who feel more comfortable teaching evolution report having fewer personal barriers to doing so. This is in line with the hypothesis that faculty who are more confident are less likely to avoid questions about evolution in the classroom, and could be more inclined to employ strategies like a reconciliatory method known to increase undergraduate students' acceptance of evolution.