Evolution Korea
The financial crisis that struck Asia forced a major reappraisal of the old system of business-government alliances and public management of private risks. In Korea this meant a shift in the development paradigm.
In a controversial decision, the South Korean government has requested textbook publishers to ignore requests for the removal of examples of evolution in science texts for high school students. This includes the evidence for the evolution of horses as well as the avian ancestral Archaeopteryx.
1. Evolution and Religion
A group of creationists in South Korea has successfully convinced textbook publishers to omit evidence of evolution in high school science textbooks. The move was a result of a campaign run by the Society for Textbook Revise (STR) an independent offshoot of the Korea Association for Creation Research that aims to clear textbooks on biology of "atheist materialism." The STR asserts that such materialism creates an image of negativity for students, causing them to abandon their faith.
Scientists across the globe expressed worry when the STR campaign was featured in the news. In a letter to the editor of Nature the evolutionary biologist Jae Choe from Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was supported by colleagues from all over the country, who formed a group named Evolution Korea to organize an anti-textbook petition.
Some scientists are worried about the possibility that the STR campaign could spread to other regions of the world, where the spread of creationism is increasing. The letter to Nature warned that the anti-evolution movement will intensify pressure for revisions to textbooks in other countries, particularly those with large Christian and Muslim populations.
South Korea's culture is especially strong in the debate over evolution. 26 percent of the country's citizens belong to a religious denomination and the majority practice Christianity or Buddhism. In addition, a lot of Koreans adhere to the philosophy of Ch'ondogyo. It is based on Confucian principles which emphasizes harmony in society and personal 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 possible through the good works of one's.
All of this has made creationism fertile ground. Numerous studies have revealed that students with a religious background tend to be more uncomfortable about learning evolution than those who are not religious. However, the underlying reasons for this phenomenon are unclear. Students with a religious background might be less familiar with the theories of science, making them more susceptible to the creationists and their influence. Another possibility is that students who have a religious background are more likely to see evolution as a religious concept, which may make them less at ease with it.
2. Evolution and Science
In recent years scientists have been concerned about anti-evolution efforts in schools. A survey conducted in 2009 revealed that nearly 40 percent of Americans believed that biological evolution was not true and that it could conflict with their religious beliefs. Many scientists believe that despite the success of creationism, the best way to stop this movement is to educate the public on the evidence for evolution.
Scientists have a responsibility to educate their students about science including the theory of evolution. They must also educate the public on the research process and how knowledge is confirmed. They should also explain that scientific theories are often challenged and revised. However, misperceptions about the nature of scientific research frequently cause people to believe that evolution is not real.
Many people mistake the term "theory" as a guess or a guess. In the realm of science theories are rigorously tested and verified through empirical data. A theory that is tested and observed repeatedly becomes a scientific principle.
The debate over the evolutionary theory provides a great opportunity to discuss the significance of the scientific method and its limitations. It is crucial that people understand that science does not answer questions about life's purpose or meaning, but allows living things to grow and evolve.
A well-rounded education must include exposure to all major fields of science that include evolutionary biology. This is particularly important because the jobs that people hold and the decisions they make require a understanding of how science functions.
The vast majority of scientists across the world believe that humans have evolved over time. A recent study predicting adults' views of the consensus on this subject found that those who had higher levels of education and knowledge of science were more likely to believe there is a broad agreement among scientists about human evolution. People with a higher level of religious belief but less science knowledge tend to disagree more. It is important that educators insist on 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
Cultural evolution is a close cousin of the popular evolutionary theory. 에볼루션사이트 examines the ways that humans and other species learn from one another. 에볼루션바카라 in this field use elaborate models and tools adapted from those used by evolutionary theorists, and they reach back into human prehistory to determine the genesis of our capacity for cultural understanding.
This approach also acknowledges that there are differences between cultural and biological traits. Cultural traits can be acquired gradually, whereas biological traits are mostly inherited simultaneously (in sexual species at fertilization). The acquisition of one characteristic may affect the growth and development of a different.
In Korea the introduction of Western elements of style in the late nineteenth and early twentieth centuries was the result an intricate sequence 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 was once again united and again under the Choson dynasty rule.
Today, Korea is an economic and political power. Despite the recent financial crisis the economy of Korea has been growing steadily over the past decade. It is anticipated to continue to grow in the coming years.
However, the current government is facing a variety of challenges. The inability of the government to develop an effective strategy to deal with the current economic crisis is one the biggest obstacles. The crisis has exposed the weaknesses in the country's policies, especially its over-reliance on foreign investment and exports, which may not last.
The crisis has shaken the confidence of investors, the government must rethink its economic strategy and find alternatives to boost domestic demand. To ensure a stable economic climate the government will need reform its incentive, monitoring and discipline systems. This chapter offers a variety of scenarios for how the Korean economy might develop in a post-crisis world.
4. Evolution and Education
The challenge for evolution educators lies in how to teach evolutionary concepts that are appropriate for various ages and stages of development. Teachers should, for instance, be sensitive to the religious diversity in their classrooms and create a welcoming environment where students of both religious and secular perspectives feel comfortable. Teachers must also understand the most common misconceptions about evolution and how to deal with them in their classrooms. Teachers should also have quick access to the numerous resources available to teach evolution.
In this context, Thinking Evolutionarily Convocation played a significant role in bringing evolutionary researchers and educators from various sectors to discuss the best practices for teaching Evolution. Participants included representatives from scientific societies, educational researchers, officials of government funding agencies, and curriculum developers. The convergence of diverse stakeholders helped identify the common recommendations which will serve as the basis for future actions.
One of the most important recommendations is that the teaching of evolution should be incorporated in all science curricula at any level. To accomplish this, the National Science Education Standards (NRC) require that evolution be taught in a unified manner across all sciences with a progression of ideas that are developmentally appropriate. A new publication from NRC provides guidelines for schools on how to integrate evolution into the life science curriculum.
Several studies have found that a more thorough and comprehensive understanding of evolution can lead to higher levels of student understanding and belief in the existence of evolution. However the estimation of the causal impact of teaching in the classroom is difficult due to the fact that school curriculums are not randomly assigned and evolve 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 problem, i use a longitudinal data set that gives me to control for state and years fixed effects and individual-level variations in teacher beliefs about evolutionary theory.
Another important finding is that teachers who feel more comfortable teaching about evolution report having fewer intrapersonal barriers to doing so. This is in line with the idea that faculty who are more confident are less likely to avoid questions about evolution in the classroom, and may be more inclined to employ strategies such as the reconciliatory method known to increase undergraduate students' acceptance of evolution.