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Evolution Korea The economic crisis which swept Asia prompted a major reappraisal the old system of government and business alliances, as well the public management of risk. In Korea, that meant a shift in the development model. In a controversial decision, South Korea's government has requested textbook publishers to ignore calls to remove examples of evolution from high school science books. This includes the evidence of the evolution of horses as well as the Avian ancestor Archaeopteryx. 1. Evolution and Religion A creationist group from South Korea has successfully convinced textbook publishers to remove evidence of evolution from high school science texts. The decision was the result of a campaign by the Society for Textbook Revise (STR), an independent offshoot of the Korea Association for Creation Research which aims to get rid of biology books of “atheist materialism.” The STR claims that such materialistic thinking creates a negative picture for students, and could lead to their eventual loss of faith. Scientists from all over the world expressed concern when the STR campaign was featured in the news. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul and wrote an email to Nature's editor that South Korea had succumbed to religious prejudice. He was backed by colleagues from across the country, who set up an organization called Evolution Korea to organize a petition against the textbook changes. Some researchers are concerned that the STR will spread to other parts around the globe, where creationism has been on the rise. The letter to Nature warned that the anti-evolution movement will intensify pressure for revisions to textbooks in other countries, notably those with strong Christian and Muslim populations. South Korea has a particularly strong cultural background for the debate on evolution. 26 percent of South Koreans are members of a religion, with the majority practicing Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo, a philosophy based upon Confucian principles, which emphasizes social harmony, individual self-cultivation and self-respect. Ch'ondogyo is a way of teaching that the human being is one with Hanulnim the God of Sun and that heavenly blessings are achievable through good works. All of this has provided an ideal environment for the spread of creationism. Numerous studies have found that students who have religious backgrounds to be more uncomfortable learning about evolution than those who do not. However, the root causes of this phenomenon are unclear. Students who have a religious background might be less experienced with scientific theories, which makes them more vulnerable to creationists' influence. Another reason could be that students with a religious background are more likely to see evolution as a religious concept which could make them less at ease with it. 2. Evolution and Science In recent times the scientific community has been concerned about anti-evolution efforts in schools. A study conducted in 2009 found that over 40% of Americans believe that biological evolution is not true and that believing in it would conflict with their faith-based beliefs. Many scientists believe that, despite the success of creationism, the best way to counter this belief is to educate the public on the evidence for evolution. Scientists have a responsibility to instruct their students in science and the theory of evolution. They also need to educate the public on the process of scientific research and how knowledge is verified. They must explain how scientific theories are often challenged and revised. However, misinformation about the nature and purpose of scientific research can fuel anti-evolution views. For instance, many people are able to confuse the term “theory” with the everyday meaning of the word – a hunch or guess. In the realm of science the theory is rigorously tested and verified with empirical evidence. A theory that is able to withstand repeated testing and observation is an established scientific principle. The debate over evolution theory is an excellent occasion to discuss both the importance of scientific methodology and its limits. It is crucial to realize that science cannot answer questions about the purpose or meaning of life but only provides a mechanism by which living things can 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 across the world agree that humans have changed over time. In a recent study that predicted the views of adults on the consensus on this topic, those with higher levels education and knowledge of science were found to be more likely believe that there is wide agreement among scientists regarding human evolution. The people who have more religious beliefs but less knowledge of science tend to disagree more. 에볼루션 바카라 무료 is crucial that educators stress the importance of gaining an understanding of this consensus, to enable people to make informed decisions regarding health care, energy usage and other policy issues. 3. Evolution and Culture Cultural evolution is a cousin of the popular evolutionary theory. It focuses on the ways that humans and other species learn from one another. Researchers in this field use explanation models and tools adapted from those used by evolutionary theorists. they look back to human prehistory to find out the genesis of our capacity for cultural understanding. This approach also acknowledges the distinction between biological and cultural traits. While biological traits are largely acquired at once (in sexual species, at fertilization) however, cultural traits can be acquired over a lengthy period of time. As a result, the acquisition of one trait may affect the development of another. In Korea For instance, the adoption of Western fashion elements in the latter part of the 19th century and early 20th century was the result of a complicated sequence of events. One of the most important was the appearance in Korea of Japanese occupation forces, who introduced Western clothing and hairstyles. When Japan left Korea in the 1930s, a portion of these trends began to change. By the end of World War II, Korea had once again unified but this time under the rule of the Choson dynasty. Today, Korea is an economic and political power. Despite the recent global financial crisis, the economy of Korea has been growing steadily over the past decade and is poised to sustain its steady growth in the near future. The current government is faced by a myriad of problems. One of the most serious is its inability to develop a consistent policy to tackle the economic crisis. The crisis has revealed weaknesses in the country's policies, especially its over-reliance on foreign investment and exports which could not last. The financial crisis has shaken the confidence of investors. As a result, the government has to reconsider its approach and find other ways to boost the domestic demand. It will also have to overhaul the incentive monitoring, monitoring, and discipline systems that are currently in place to create an environment that is stable for the financial sector. This chapter provides a number of scenarios of how the Korean economy could grow in a post-crisis environment. 4. Evolution and Education The challenge for evolution educators is to teach evolutionary concepts that are appropriate for various ages and stages of development. Teachers should, for instance be mindful of the diversity of religions within their classrooms and create an environment where students from both religious and secular beliefs are at ease. Teachers must also be aware of common misconceptions about evolution and how to address these in their classrooms. Teachers must also have easy access to the various resources to teach evolution. In this regard, the Thinking Evolutionarily Convocation had a key role in bringing together evolutionary researchers and educators from various sectors to discuss the best practices for teaching Evolution. The participants included representatives from scientific societies, educational researchers, officials of government funding agencies as well as curriculum developers. The convergence of various participants helped to 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 incorporated in all science curricula at any level. To accomplish this, the National Science Education Standards (NRC) require that evolution be taught in a seamless manner across all life sciences using a sequence of concepts that are developmental appropriate. A new publication from the NRC provides guidelines for schools on how to integrate evolution into the life science curriculum. A number of studies have demonstrated that a more thorough teaching of evolution is associated with higher levels of student understanding and belief in the concept of evolution. However it is difficult to determine the causal effect of evolution in the classroom is difficult because school curriculums are not assigned randomly and change over time because of the predetermined timeframe of gubernatorial elections as well as appointments to the state board of education. To overcome this issue I employ an ongoing data set that allows me to account for state and year fixed effects and individual-level variation in teacher beliefs about evolution. Another important result is that teachers who are more comfortable teaching about evolution report having fewer intrapersonal barriers to doing so. This is in line with the hypothesis that more experienced faculty are less likely to be hesitant about questions about evolution in the classroom, and may be more likely to employ strategies such as a reconciliatory approach that is known to boost the students' understanding of evolution.