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Evolution Korea The economic crisis that hit Asia forced a major reappraisal of the old model of government-business alliances and the public management 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 the removal of examples of evolution in science texts for high school students. These include the evidence for the evolution of horses as well as 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 decision. The STR claims that this kind of materialistic thinking creates a negative picture for students, and could lead to their eventual loss of faith. When the STR's campaign hit the news, scientists across the world expressed worry. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul wrote in an email to Nature's editor that South Korea had succumbed to religious prejudice. He was backed up by colleagues across the country, who set up a group called Evolution Korea to organize a petition against the textbook changes. Researchers are worried that the STR campaign could spread to other parts of the world where the belief in creationism is 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 population. The South Korean culture is particularly strong for the evolution debate. 26 percent of South Koreans are part of a religious group and the majority of them practice Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo – the philosophy based on Confucian principles, which emphasizes social harmony, individual 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 possible through good works. All of this has made creationism a fertile ground. Numerous studies have found that students who have religious backgrounds to be more reluctant to learn about evolution than those who don't. The underlying causes of this phenomenon remain not clear. One reason is that students with religious backgrounds tend to be as familiar with scientific concepts and theories which makes them more susceptible to the influence of creationists. Another factor could be that students who have a religious background may view evolution as a belief system that is not a religion, which makes them feel uncomfortable. 2. Evolution and Science In recent years, anti-evolution programs in schools have raised concern among the scientific community. A survey conducted in 2009 revealed that over 40% of Americans believe that biological evolution is a lie 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 method to counter this belief is to educate the public about the evidence supporting evolution. Scientists have a responsibility to teach their students about science and the theory of evolution. They must also inform the public about the process of scientific research and the way in which knowledge is validated. They must also explain that theories of science are often challenged and revised. However, misperceptions regarding the nature of scientific research frequently cause people to believe that evolution is not real. 무료 에볼루션 mistake the term “theory” as a hunch or a guess. In science, however the hypothesis is tested thoroughly, and empirical data is used to prove it. A theory that is tested and observed repeatedly becomes a scientific principle. The debate about the theory of evolution is a wonderful chance to discuss the importance of scientific methodology and its limitations. It is essential for people to understand that science is unable to answer questions about the purpose or meaning of life, but only provides a mechanism that allows living things to grow and change. Furthermore, a comprehensive education should cover all major fields of science that include evolutionary biology. This is essential because a variety of jobs and choices require people know how science works. The vast majority of scientists around the world agree that humans have evolved through time. A recent study that predicted adults' view of the consensus on this subject found that those who had higher levels of education and science knowledge were more likely to believe that there is a consensus among scientists about human evolution. Those who have more religious faith and less knowledge of science 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 the use of energy, health care 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 area use explanatory tools and investigative models derived from evolutionary theorists and go back to human prehistory to determine the origins of culture. This approach also recognizes the differences between biological and cultural characteristics. Cultural traits are acquired slowly, whereas biological traits are usually acquired simultaneously (in sexual species at fertilization). In the end, the acquisition of one characteristic can affect the development of another. In Korea, for example the emergence of Western fashion elements in the latter part of the 19th century and the early 20th century was a result of a complex series of events. One of the most important was the appearance in Korea of Japanese occupation forces who introduced Western hairstyles and clothes. After that, when Japan departed Korea in the 1930s, a portion of these trends began change. At the end of World War II, Korea was once more united, this time under Choson dynasty rule. Today, Korea is a vibrant political and economic power. Despite the financial crisis of recent Korea's economy has been growing consistently over the past decade. It is expected to keep this trend going in the coming years. However, the current government faces numerous challenges. The inability of the government to develop a coherent strategy to tackle the current economic crisis is one the biggest challenges. The crisis has revealed the weaknesses of the country's economic policies, mainly its overreliance on exports and foreign investment, which may not be sustainable in the long run. The crisis has shaken the confidence of investors. In the aftermath, the government must reconsider its approach and find other ways to boost the domestic demand. To ensure a stable financial climate the government needs to overhaul its incentive, monitoring and discipline systems. This chapter provides a variety of scenarios of how the Korean economy could develop in the post-crisis period. 4. Evolution and Education The challenge for educators of evolution is how to teach evolutionary concepts that are appropriate for various ages and stages of development. Teachers must, for example be aware of the diversity of religions within their classrooms and create a learning environment where students of both secular and religious beliefs are at ease. Teachers must also be able to identify common misconceptions regarding evolution and know how 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 an important step in bringing evolutionary scientists and educators from a variety of sectors to discuss the best methods for teaching about evolution. Attendees included representatives of scientific societies and educational researchers, as well as officials of government funding agencies, and curriculum developers. The convergence of different stakeholders led to the development of a set of shared recommendations that will serve as the foundation for future actions. It is important to include evolution in all science curricula, at every level. To achieve this goal it is recommended that the National Science Education Standards (NRC) call for evolution to be taught in an integrated manner across all life sciences with a progression of concepts that are developmental appropriate. A new publication from the NRC provides guidance 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 more knowledge and belief in the existence of evolution. It is difficult to estimate causal effects in the classroom since school curricula do not change on a regular basis and are influenced by the timing of state board of education and gubernatorial election. To overcome this limitation I employ an ongoing data set that allows me to control for year and state fixed effects and the individual-level variation in teacher beliefs regarding the evolution of their curriculum. Another important result is that teachers who are more comfortable teaching evolution report having fewer personal barriers to teaching it. 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 inclined to use strategies such as a reconciliatory approach that is known to boost the students' understanding of evolution.