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Evolution Korea The economic crisis that swept Asia required a major review of the old system of business-government alliances and the public management of private risks. In Korea, this meant a shift in the model of development. In a controversial move South Korea's government has asked textbook publishers to ignore requests to eliminate examples of evolution in science books for high school students. This includes the evidence for the evolution of horses as well as the bird ancestral Archaeopteryx. 1. Evolution and Religion A South Korean creationist group has persuaded textbook publishers to remove evidence of evolution from high-school science texts. The Society for Textbook Revise, an independent offshoot from the Korea Association for Creation Research that wants to rid biology textbooks of “atheist materialism,” was behind the move. The STR asserts that such materialism creates an image of negativity for students, causing them to abandon their faith. When the STR's campaign made the news, scientists from all over the world expressed alarm. In a letter addressed to the editor of Nature the evolutionary biologist Jae Choe of Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was backed by colleagues across the country, who formed an organization called Evolution Korea to organize a petition to protest the changes to the textbooks. Some researchers are concerned that the STR could be spread to other regions of the world, where creationism has been growing. The letter to Nature warned of the anti-evolution movement putting more pressure on textbook revisions, particularly in countries with large Christian and Muslim populations. South Korea's culture is particularly strong for the debate on evolution. 26 percent of the nation's citizens belong to an organized religion, and most practice Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the philosophy of Ch'ondogyo. It is that is based on Confucian principles that emphasizes harmony among people and personal self-cultivation. Ch'ondogyo is a belief system that teaches that humans are one with Hanulnim the God of the Sun, and that heaven-bound blessings can be derived through the good deeds of a person. All of this has created a fertile ground. Several studies have shown that students with religious backgrounds tend to feel more uncomfortable about learning about evolution than students without religion. However, the root causes of this phenomenon remain unclear. Students who have a religious background might be less knowledgeable about the theories of science, making them more susceptible to the creationists and their influence. Another factor could be that students with religious backgrounds might view evolution as a concept that is not a religion, which makes them feel less comfortable. 2. Evolution and Science In recent times, scientists have been concerned about the anti-evolution agenda in schools. A survey conducted in 2009 revealed that over 40 percent of Americans believe that biological evolution is not true and that believing in it would conflict with their convictions about religion. Despite the fact that creationism has been a huge success in some states, a lot of scientists believe that the best method to combat this inclination is not to actively engage in it, but to educate the public on the evidence that supports evolution. Scientists have a duty to educate their students about science including the theory of evolution. They also need to inform the general public about the scientific process and how knowledge is collected and confirmed. 에볼루션 바카라 무료체험 must also explain that theories of science are often challenged and reformulated. However, misinformation about the nature and purpose of research can lead to a negative view of evolution. For instance, some people may confuse the word “theory” with the normal meaning of the word – a guess or a guess. In the field of science, however, a hypothesis is rigorously tested, and empirical data is used to prove it. A theory that has survived repeated testing and observation becomes an established scientific principle. The debate about the theory of evolution is a wonderful occasion to discuss both the importance of scientific method and its limits. It is essential that people understand that science is not able to answer questions about life's purpose or meaning, but rather provides a mechanism for living things to grow and change. A comprehensive education should include exposure to all major fields of science including evolutionary biology. This is essential because a variety of jobs and decisions require that people understand the way science works. The majority of scientists across the world agree that humans have changed over time. In a recent study, which predicted the views of adults on the consensus around this issue those with higher levels of education and science knowledge were found to be more likely to believe there is a wide consensus among scientists on human evolution. The people with more religious beliefs and less knowledge of science tend to be more skeptical. It is essential that teachers stress the importance of understanding this consensus so that people can make informed decisions regarding energy use, health care and other issues of policy. 3. Evolution and Culture A close relative to the popular evolutionary theory, cultural evolution studies the numerous ways that organisms, including humans, learn from and interact with each other. Researchers in this field use explanatory tools and investigative models derived from evolutionary theorists. They also go back to prehistoric times to find the origins of culture. This approach also recognizes that there are differences between biological and cultural characteristics. While biological traits are generally acquired in one go (in sexual species, during fertilization), cultural traits can be acquired over a long period of time. This means that the acquisition of one cultural trait may affect the development of another. In Korea the introduction 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 of Japanese occupation forces, who introduced Western hairstyles and clothing styles to Korean society. When Japan quit Korea in the 1930s some of these changes began to reverse. At the end of World War II, Korea was once more united, this time 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 last decade. It is expected to keep this trend going in the near future. However, the current administration is facing a variety of challenges. One of the biggest is its inability to find a coherent policy to tackle the economic crisis. The crisis has exposed shortcomings in the policies of the country and its reliance on foreign investment and exports that may not last. As the crisis has shattered the confidence of investors, the government has to reconsider its economic strategy and come up with alternatives to boost domestic demand. To ensure a stable financial climate the government needs to overhaul its incentive, monitoring and discipline systems. This chapter provides a number 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 different ages and stages of development. For instance, teachers need to be sensitive to the diversity of religions in their classrooms and create a setting where students with religious and secular views feel comfortable in learning about evolution. Teachers must also be able to identify common misconceptions regarding evolution and know how to correct them in the classroom. Additionally, teachers should be able to access a range of resources that are available to teach evolution and be able locate them quickly. In this context, Thinking Evolutionarily Convocation had a key role in bringing together evolutionary researchers and educators from different sectors to discuss the best methods for teaching about Evolution. Participants included representatives from scientific societies, educational research, government funding agency officials and curriculum designers. The convergence of these diverse stakeholders helped to identify a shared set of recommendations that will be the foundation for future actions. It is essential to incorporate evolution in all science curricula at every level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences with an educational progression that is developmental appropriate, are one way to achieve this goal. Furthermore, a new publication from the NRC provides guidance for schools on how to integrate evolution into the science curriculum. Numerous studies have demonstrated that a more comprehensive presentation of evolution leads to a greater understanding of students and belief in the concept of evolution. However, estimating causal effects in the classroom is a challenge because school curriculums are not randomly assigned and change in time as a result of the predetermined dates of gubernatorial election and state board of education appointments. To overcome this limitation I employ a longitudinal data set that allows me to account for fixed state and year effects and the individual-level variation in the beliefs of teachers about changes in the curriculum. Teachers who are more comfortable in teaching evolution have less internal barriers. This is in line with the notion that more experienced faculty are less likely to be hesitant about evolution-related topics in the classroom, and could be more inclined to employ strategies such as a reconciliatory approach that is known to boost undergraduate students' acceptance of evolution.