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Evolution Korea The economic crisis that swept Asia forced a major reappraisal of the old system of business-government alliances and the management by the public of private risks. In Korea, this meant a change in the development paradigm. In a controversial move, the South Korean government has asked textbook publishers to ignore requests for removing examples of evolution in high school science textbooks. This includes the evidence supporting the evolution of horses and the bird ancestral Archaeopteryx. 1. Evolution and Religion A group of creationists in South Korea has successfully convinced textbook publishers to exclude evidence of evolution from high school science texts. The decision was the result of a campaign by the Society for Textbook Revise (STR) which is an branch of the Korea Association for Creation Research that aims to clear textbooks on biology of “atheist materialism.” The STR claims such materialism portrays negative images to students, causing them to lose faith. When the STR's campaign made the news, scientists around the globe expressed concern. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul wrote in a letter to Nature's editor that South Korea had succumbed to religious prejudice. His colleagues backed him from around the country who gathered into a group named Evolution Korea to organize an anti-textbook petition. Some scientists are worried that the STR will spread to other parts around the globe, where the belief in creationism has been growing. The letter to Nature warned of the anti-evolution campaign increasing pressure on textbook revisions, especially in countries with large Christian and Muslim populations. South Korea has a particularly powerful cultural backdrop for the debate on evolution. 26 percent of South Koreans are part of a religion, with the majority practicing Christianity or Buddhism. Many Koreans also follow Ch'ondogyo, a philosophy based upon Confucian principles that 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 divine blessings are possible through the good works of one's. All of this has made creationism a fertile ground. Several studies have shown that students who have a religious background tend to be more uncomfortable about learning evolution than those without religion. However, the underlying causes of this phenomenon remain unclear. One explanation is that students with a religious background tend not to be as well-versed in scientific concepts and theories which makes them more susceptible to the influence of creationists. Another possibility is that students who have a religious background are more likely to see evolution as a religious concept and therefore less comfortable with the idea. 2. Evolution and Science In recent years, scientists have been concerned about the anti-evolution agenda in schools. A survey conducted in 2009 revealed that more than 40 percent of Americans believe that biological evolution is a lie and that believing in it could be in conflict with their religious beliefs. Many scientists believe that despite the popularity of creationism the best way to counter this belief is to educate the public about the evidence for evolution. Scientists have a duty to instruct their students in science, including the theory of evolution. They must also inform the public about the scientific process, and how scientific knowledge is collected and validated. They must also clarify that scientific theories are often challenged and re-examined. However, misconceptions about the nature of scientific research often fuel anti-evolution beliefs. Many people mistake the term “theory” as a hunch or guess. In science, however the hypothesis is tested thoroughly, and empirical data is used to confirm it. A theory that is able to withstand repeated testing and observation becomes a scientific principle. The debate about evolutionary theory is an excellent opportunity to discuss the importance of the scientific method and its limitations. It is essential for people to understand that science cannot answer questions regarding the purpose or meaning of life it only serves as a mechanism through which living organisms can develop and adapt. A comprehensive education should include exposure to all major scientific fields including evolutionary biology. This is important because many jobs and decisions require people understand how science operates. The vast majority scientists in the world agree that humans have changed through time. In a recent study that predicted adults' views of the consensus on this topic, those with higher levels education and science knowledge were found to be more likely believe that there is wide consensus among scientists on the evolution of humans. Those with more religious faith but less knowledge of science tend to be more divided. It is important that educators insist on the importance of gaining an understanding of this consensus, so that people can make informed decisions about health care, energy usage and other policy issues. 3. Evolution and Culture Cultural evolution is a close cousin of the popular evolutionary theory. It examines how humans and other organisms learn from one another. Researchers in this field use elaborate tools and investigative models adapted from evolutionary theorists and go back to the prehistoric human to find the origins of culture. This method also acknowledges that there are some differences between biological and cultural characteristics. While biological traits are largely inherited all at once (in sexual species, after fertilization) however, cultural traits can be acquired over a protracted period of time. The acquisition of one cultural characteristic may affect the development and growth of a different. In Korea, for example, the adoption of Western fashion elements in the latter half of the 19th and early 20th century was the result of a complicated 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 left Korea in the 1930s, some of these trends began to change. At the end of World War II, Korea was once more united but this time under Choson dynasty rule. Today, Korea is a vibrant economic and political power. Despite the recent financial crisis, Korea's economy has been growing steadily over the last decade. It is expected to continue this growth in the near future. The current government is confronted by a myriad of problems. The inability of the government to come up with a coherent plan to tackle the current economic crisis is one the most significant challenges. The crisis has exposed the shortcomings of the country's economic policies, particularly its dependence on foreign investment and exports, which may not be sustainable over the long term. The financial crisis has shaken the confidence of investors. As a result, the government must rethink its strategy and find ways to increase domestic demand. 에볼루션 무료 바카라 evolutionkr.kr needs to reform the incentive monitoring, monitoring, and discipline systems currently in place to create an environment that is stable for the financial sector. This chapter offers a variety of scenarios for how the Korean economy could develop post-crisis. 4. Evolution and Education The challenge for evolution educators is to teach evolutionary concepts that are appropriate for different levels of development and ages. Teachers, for instance, must be aware of the religious diversity in their classrooms and create a setting where students with religious and secular views feel comfortable in learning about evolution. Teachers should be able to recognize common misconceptions regarding evolution and know how to correct them in the classroom. Teachers must also have easy access to the various resources that can be used to teach evolution. In this context, Thinking Evolutionarily Convocation played an important role in bringing evolutionary researchers and educators from various sectors to discuss the best methods of teaching about Evolution. Participants included representatives from scientific societies and educational research organizations, as well as officials of government funding agencies as well as curriculum developers. The convergence of these diverse groups resulted in a consensus set of recommendations that will form the basis for future action. One of the most important recommendations is that the subject 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 the developmentally appropriate, are a good method to achieve this goal. Additionally, a new publication from the NRC offers guidelines to schools on how to integrate evolution into the life science curriculum. Multiple studies have shown that a more complete explanation of evolution can lead to greater student understanding and belief in the concept of evolution. However it is difficult to determine causal effects in the classroom is a challenge due to the fact that school curriculums are not randomly assigned and change over time because of the predetermined timeframe of gubernatorial elections as well as state board of education appointments. To overcome this issue I employ a longitudinal dataset that allows me to control for the effects of years and states fixed as well as individual-level variations in teacher beliefs about evolutionary theory. 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 idea that more confident faculty are less likely to be hesitant about questions about evolution in the classroom, and may be more inclined to employ strategies like a reconciliatory method which is used to increase undergraduate students' acceptance of evolution.