Evolution Korea

The economic crisis that swept across Asia prompted a major reappraisal the old system of government and business alliances, as well as public management of risk. In Korea, that meant an evolution of the development model.

In a controversial move, South Korea's government has requested textbook publishers not to comply with calls to remove examples of evolution in science books for high school students. These include the evidence for evolution of horses and the bird ancestor Archaeopteryx.

1. Evolution and Religion

A creationist group from South Korea has successfully convinced textbook publishers to exclude evidence of evolution from high school science texts. The Society for Textbook Revise, an independent offshoot from the Korea Association for Creation Research which aims to rid biology textbooks of "atheist materialism," was behind the decision. The STR claims that such 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 from all over the world expressed alarm. In a letter to the editor of Nature, evolutionary biologist Jae Choe of Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was supported by colleagues across the country, who set up a group called Evolution Korea to organize a petition against the changes to the textbooks.

Some scientists are worried that the STR could be spread to other regions of the world, where the belief in creationism has been growing. The letter to Nature warned of the anti-evolutionist campaign putting pressure on textbook revisions, particularly in countries with large Christian and Muslim populations.

South Korea's cultural background is particularly strong in the evolution debate. 26 percent of South Koreans are members of a religion, with the majority practicing Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo, an ideology based on Confucian principles, which is a strong advocate of social harmony, individual self-cultivation and self-respect. Ch'ondogyo teaches the human being is one with Hanulnim, the God of Sun and that heavenly blessings can be achieved by doing good deeds.

All of this has created a fertile ground. A number of studies have demonstrated that students who have religious backgrounds tend to be more uncomfortable when learning about evolution than those who do not have a religious background. The reasons behind this aren't obvious. Students who are religious may be less knowledgeable about the theories of science, making them more susceptible to the creationists' influence. Another reason could be that those with a religious background may view evolution as a belief system that is not a religion, which makes them feel less comfortable.

2. Evolution and Science

In recent years, anti-evolution campaigns in schools have raised concern within the scientific community. A 2009 survey revealed nearly 40 percent of Americans believed that biological evolution was a myth and that it would conflict their religious beliefs. Many scientists believe that, despite the popularity of creationism, the best way to stop this movement is to educate the publiave evolved over time. A recent study predicting adults' opinions 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 on the subject of human evolution. Those with more religious faith but less knowledge of science tend to disagree more. It is essential that teachers stress the importance of gaining an understanding of this consensus, to enable people to make informed choices about energy use, health care and other policy issues.

3. Evolution and Culture

A close cousin to the mainstream evolutionary theory, cultural evolution focuses on the various ways humans--and other organisms--learn from and with each other. Researchers in this field utilize explanatory models and investigative tools that are adapted from those employed by evolutionary theorists. they look back to human prehistory to determine the origins of our capacity for cultural understanding.

This approach also recognizes that there are some differences between cultural and biological traits. While biological traits are largely acquired at once (in sexual species, after fertilization) however, cultural traits can be acquired over a lengthy period of time. The acquisition of a cultural characteristic can affect the growth and 에볼루션 바카라사이트 development of a different.

In Korea, the adoption of Western elements of style in the late nineteenth and early twentieth centuries was the result an elaborate 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 quit Korea in the 1930s, some of these changes began to reverse. By the end World War II, Korea was united once more, this time under the 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 anticipated to continue to grow in the near future.

The current administration is faced with many challenges. One of the most significant is its inability to find a coherent policy to tackle the economic crisis. The crisis has exposed the shortcomings of the country's economic policies, particularly its dependence on exports and foreign investment which might not be sustainable in the long run.

As the crisis has shattered the confidence of investors, the government needs to rethink its economic strategy and come up with alternative ways to boost domestic demand. To ensure a stable economic climate, the government will have to reform its incentive, monitoring and discipline systems. This chapter outlines several scenarios of how the Korean economy could grow after the crisis.

4. Evolution and Education

One of the biggest challenges for educators of evolution is how to present evolutionary concepts in ways that are appropriate for students of various levels of development and ages. Teachers should, for instance, be sensitive to the diversity of religions in their classrooms and create a welcoming environment where students of both religious and secular beliefs feel comfortable. Teachers should be able to recognize common misconceptions regarding evolution and be able to address them in the classroom. Teachers should also have quick access to the various resources that can be used to teach evolution.

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 about evolution. Participants included representatives from scientific societies, educational researchers, 에볼루션 코리아 officials of government funding agencies, and curriculum developers. The convergence of different stakeholders helped identify a set of shared recommendations that will serve as the basis for future actions.

One of the most important recommendations is that the study of evolution should be integrated in all science curricula at every level. National Science Education Standards (NRC) that call for the integration of evolution across all life sciences, with a progression that is developmentally appropriate, are a good 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 shown that a more thorough teaching of evolution is associated with higher levels of student understanding and belief in the existence of evolution. It is difficult to determine causal effects in the classroom, since school curricula do not change in a random manner and are dependent on the timing of state board of education and gubernatorial election. To overcome this issue I employ an ongoing data set that allows me to account for year and state fixed effects as well as individual-level variations in teacher beliefs regarding changes in the curriculum.

Another important result is that teachers who are more comfortable with teaching evolution report having less personal barriers to teaching it. This is in line with the notion that more experienced faculty are less likely to avoid questions about evolution in the classroom. They may also be more inclined to employ strategies such as a reconciliatory approach that is known to boost undergraduate students' acceptance of evolution.