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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 public management of private risks. In Korea, that meant an evolution of the development paradigm. In a controversial move, the South Korean government has requested textbooks publishers to ignore calls for the removal of examples of evolution from science texts for high school students. This includes 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. This was the result of a campaign run by the Society for Textbook Revise (STR), an independent branch of the Korea Association for Creation Research which aims to get rid of biology books of “atheist materialism.” The STR claims that such materialism paints an unhopeful picture for students and can lead to their eventual loss of faith. Scientists across the globe expressed worry when the STR campaign made headlines. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul and wrote a letter to Nature's editor that South Korea had succumbed to religious prejudice. He was supported by colleagues around the country, who formed a group called Evolution Korea to organize a petition against the textbook changes. Some scientists are worried that the STR could expand to other parts of the globe, where creationism is growing. The letter to Nature warned that the anti-evolution movement will intensify pressure for revisions to textbooks in other countries, notably those with large Christian and Muslim populations. South Korea's cultural background is especially strong in the debate over evolution. 26 percent of the nation's residents belong to one of the religious groups, and most practice Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo, an ideology based on Confucian principles that emphasizes harmony in the social, personal self-cultivation, and self-respect. 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 provided an ideal environment for the spread of creationism. Numerous studies have revealed that students with a religious background tend to feel more uncomfortable when learning about evolution than those who are not religious. The underlying reasons for this phenomenon are not clear. Students who are religious may be less experienced with scientific theories, which makes them more susceptible to the creationists' influence. Another reason could be that students who have religious backgrounds may see evolution as an idea that is atheistic, making them feel uncomfortable. 2. Evolution and Science In recent years, scientists have been concerned about anti-evolution efforts in schools. A 2009 survey revealed that more than 40% 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 success of creationism the best method to stop this movement is to educate the public about the evidence for evolution. Scientists are responsible for teaching their students science that includes the theory of evolution. 에볼루션 바카라사이트 should also educate the public on the process of scientific research and the way in which knowledge is confirmed. They should explain how scientific theories are often challenged and changed. However, misconceptions regarding the nature of research conducted by scientists often fuel anti-evolution beliefs. For example, some people are able to confuse the term “theory” with the everyday meaning of the word – a hunch or a guess. In 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 a scientific principle. The debate about the evolutionary theory provides a great opportunity to discuss the importance of the scientific method and its limitations. It is important that people understand that science is not able to provide answers to questions about life's purpose or meaning, but instead offers a way for living things to evolve and evolve. A well-rounded education should cover all major fields of science including evolutionary biology. This is crucial because a lot of jobs and decisions require that individuals understand the way science works. The vast majority of scientists around the world agree that humans have changed over time. A recent study predicting adults' opinions of the consensus around this issue found that those who had higher levels of education and scientific knowledge were more likely to believe that there is a consensus between scientists regarding human evolution. The people who have more religious beliefs but less science knowledge tend to disagree more. It is essential that educators insist on knowing the general consensus on this issue, so that people have a solid basis for making informed choices about their health care, energy use and other issues of policy. 3. Evolution and Culture A close cousin to the popular evolutionary theory, cultural evolution studies the numerous ways humans—and other organisms—learn from and interact with one another. Researchers in this field employ explanatory tools and investigative models derived from evolutionary theorists. They also go back to the prehistoric human to find the earliest sources of culture. This approach also recognizes that there are some differences between cultural and biological traits. Cultural traits can be acquired slowly, whereas biological traits are usually acquired at the same time (in sexual species, at fertilization). The acquisition of a cultural characteristic can influence the growth and development of another. In Korea the emergence of Western elements of style in the latter part of the nineteenth and early 20th century was the result of an elaborate sequence of events. One of the most important was the arrival of Japanese occupation forces who introduced Western clothing styles and hairstyles to Korean society. Then, when Japan left Korea in the 1930s, a few of these trends began to revert. At the close of World War II, Korea was united once more, this time under Choson dynasty rule. Today, Korea is an economic and political power. Despite the financial crisis of recent the economy of Korea has been growing at a steady pace over the past decade. It is expected to keep this trend going in the future. However, the current administration faces numerous challenges. The inability of the government to come up with an effective strategy to tackle the current economic crisis is one of the most significant challenges. The crisis has revealed shortcomings in the policies of the country, especially its over-reliance on foreign investment and exports that may not last. The financial crisis has shaken the confidence of investors. As a result, the government needs to reconsider its strategy and come up with ways to increase domestic demand. It must also overhaul the incentive monitoring, monitoring, and discipline systems in place to guarantee the stability of the financial system. This chapter outlines several scenarios of how the Korean economy might develop in the post-crisis period. 4. Evolution and Education The challenge for educators of evolution lies in how to teach evolutionary concepts that are appropriate for different ages and stages of development. Teachers need to, for instance, be sensitive to the religious diversity in their classrooms and create an environment where students from both religious and secular perspectives feel comfortable. Teachers should also be able 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 an important step in bringing evolutionary scientists and educators from a range of sectors to discuss the best methods for teaching evolution. Participants included representatives from scientific societies, educational researchers, officials from government funding agencies and curriculum designers. The convergence of different participants helped to identify a set of shared recommendations which will serve as the basis for future actions. It is crucial to include 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 a good way to achieve this goal. Furthermore, a new publication from the NRC offers guidance for schools on how to integrate evolution into the life science curriculum. A number of studies have demonstrated that a more thorough and comprehensive understanding of evolution is linked to higher levels of student understanding and belief in evolution. It is difficult to quantify the causality of teaching in the classroom, since the curriculum for schools do not change in a random manner and are affected by the timing of state boards of education and gubernatorial elections. To overcome this limitation I employ a longitudinal data set that gives me to control for the fixed effects of state and years and individual-level variations in the beliefs of teachers about evolutionary theory. Teachers who are more comfortable in teaching evolution report fewer 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 may be more likely to employ strategies such as a reconciliatory approach which is used to increase the students' understanding of evolution.