무료 에볼루션 that swept across Asia led to a major rethinking of the traditional system of government, business alliances, as well as public management of risks. In Korea, this meant a change in the development paradigm.
In a controversial move, the South Korean government has asked publishers of textbooks to ignore calls to remove examples of evolution in high school science textbooks. This includes the evidence supporting the evolution of horses and the bird an ancestor Archaeopteryx.
1. Evolution and Religion
A creationist group in South Korea has successfully convinced textbook publishers to remove evidence of evolution in high school science textbooks. The move was a result of a campaign by the Society for Textbook Revise (STR) which is an branch of the Korea Association for Creation Research which aims to get rid of textbooks on biology of "atheist materialism." The STR claims that such materialistic thinking creates a negative picture for students and leads to their eventual loss of faith.
When the STR's campaign made the news, scientists across the world reacted with worry. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul, complained in a letter to Nature's editor that South Korea had succumbed to religious prejudice. He was supported by colleagues from across the country, who formed a group called Evolution Korea to organize a petition to protest the changes to the textbooks.
Some scientists are worried that the STR will spread to other parts around the globe, where creationism is increasing. The letter to Nature warned that the anti-evolutionist movement will increase pressure for textbook revisions in other countries, especially those with strong Christian and Muslim populations.
South Korea has a particularly significant cultural context for the debate about evolution. 26 percent of South Koreans belong to of a religious community and the majority of them practice Christianity or Buddhism. Many Koreans also follow Ch'ondogyo, an ideology based on 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 the heavenly blessings are achievable through the good works of one's.
All of this has made creationism a fertile field. Numerous studies have revealed that students with a religious background tend to feel more uncomfortable about learning evolution than those who do not have a religious background. The underlying causes of this phenomenon remain not known. One possible explanation is that students who have religious backgrounds tend to be as familiar with scientific theories and concepts and are therefore more susceptible to the influence of creationists. Another reason could be that students who have a religious background may view evolution as an idea that is agnostic, making them feel less comfortable.
2. Evolution and Science
In recent years, anti-evolution campaigns in schools have raised concern in the scientific community. A survey in 2009 revealed that 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 counter this belief is to educate the public on the evidence that supports evolution.
Scientists are required to instruct their students in science including the theory of evolution. They must also inform the public about the process of scientific research and how knowledge is confirmed. They must also explain that scientific theories are frequently challenged and reformulated. However, misconceptions about the nature of scientific research frequently create anti-evolution beliefs.
For instance, many people confuse the term "theory" with the normal meaning of the word - a guess or guess. In the field of science, however, the hypothesis is tested thoroughly and empirical evidence is used to confirm it. A theory that is repeatedly tested and observed is then a scientific principle.
The debate on evolution theory is an excellent opportunity to discuss both the importance of scientific methodology and its limits. It is important to be aware that science does not provide answers to questions about life's purpose or meaning, but rather offers a way for living things to grow and evolve.
Moreover, a well-rounded education should include exposure to all the major scientific fields including evolutionary biology. This is crucial because a lot of jobs and decisions require that individuals understand how science operates.
The majority of scientists around the world agree that humans have changed through time. A recent study that predicted the adults' view of the consensus on this subject found that those with higher levels of education and science knowledge were more likely to believe there is a broad agreement between scientists regarding human evolution. People with more religious faith and less science-based knowledge are more likely to disapprove. It is essential that educators insist on understanding the consensus on this issue to ensure that people are able to making informed decisions about their health care, energy use, and other policy issues.
3. Evolution and Culture
A close relative to the mainstream evolutionary theory, cultural evolution explores the many ways that organisms, including humans, learn from and with one another. Researchers in this field employ elaborate tools and investigative models derived from evolutionary theorists and reach back to human prehistory to discover the origins of culture.
This method also acknowledges that there are differences between the characteristics of culture and biological. Cultural traits can be acquired slowly, whereas biological traits are typically acquired at the same time (in sexual species, at fertilization). The acquisition of one cultural characteristic may affect the growth and development of another.
In Korea For instance the introduction of Western fashion elements in the latter part of the 19th century and early 20th century was a result of a complicated 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.
When Japan departed Korea in the 1930s, a few of these trends began to change. At the close of World War II, Korea was once again united and was again under the rule of the Choson dynasty.
Today, Korea is a vibrant political and economic power. Despite the financial crisis of recent, Korea's economy has been growing steadily over the past decade. It is expected to continue this growth in the future.
The current government is confronted with a variety of challenges. The inability of the government to develop an effective strategy to deal with the current economic crisis is one of the biggest challenges. The crisis has exposed weaknesses of the country's economic policies, including its excessive dependence on exports and foreign investment which might not be sustainable over the long term.
The crisis has shaken the confidence of investors. As a result, the government has to reconsider its strategy and come up with other ways to increase domestic demand. To ensure a stable economic climate, the government will have to reform its incentive and monitoring systems, as well as discipline and monitoring. This chapter presents several scenarios for how the Korean economy might develop in a post-crisis world.
4. Evolution and Education
The challenge for teachers of evolution lies in how to teach evolutionary concepts that are appropriate for different ages and stages of development. For example, teachers must be sensitive to the religious diversity in their classrooms and create a space that students who have secular and religious views feel comfortable learning evolution. Teachers should also be able to identify common misconceptions about evolution and know how to address them in the classroom. Teachers must also have easy access to the various resources available to teach evolution.
In this regard the Thinking Evolutionarily Convocation was a crucial step towards bringing evolutionary scientists and educators from a range of fields to discuss best practices for teaching about evolution. Participants included representatives from scientific societies as well as educational research, officials of government funding agencies as well as curriculum designers. The convergence of these diverse groups helped to identify a shared set of recommendations that will serve as the basis for future actions.
It is essential to incorporate evolution in all science curricula at every level. To accomplish this it is recommended that the National Science Education Standards (NRC) call for evolution to be taught in a seamless way across the life sciences, with a progression of concepts that are developmental appropriate. Furthermore, a new publication from the NRC offers guidelines to schools on how to integrate evolution into the life science curriculum.
Multiple studies have proven that a more complete presentation of evolution leads to a greater understanding of students and belief in the concept of evolution. It is difficult to determine the causal effects of evolution in the classroom, since the curriculum for schools do not change on a regular basis and are affected by the timing of the state board of education and gubernatorial elections. To overcome this issue I employ an ongoing dataset that gives me to control the fixed effects of state and years as well as individual-level variations in the beliefs of teachers about evolutionary theory.
Another significant finding is that teachers who are more comfortable teaching evolution report having fewer personal barriers to doing so. This is consistent with the idea that a faculty with more confidence is less likely to avoid evolution subjects in the classroom. They also might be more likely employ strategies like the reconciliatory approach that has been proven to improve the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al., 2020).