Evolution Korea
The economic crisis which swept Asia prompted a major reappraisal the old system of government and business alliances, as well as public management of risks. In 에볼루션 룰렛 , this meant a change in the development paradigm.
In a controversial move, the South Korean government has asked publishers of textbooks to ignore calls for removing examples of evolution in science texts for high school students. This includes the evidence for the evolution of horses as well as the avian 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 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 textbooks of "atheist materialism." The STR claims that this kind of materialistic views create a negative image for students, and could lead to their eventual denial of faith.
Scientists from all over the world expressed concerns when the STR campaign was featured in the news. In a letter 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 supported by colleagues from around the country who formed a group named Evolution Korea to organize an anti-textbook petition.
Some scientists are also concerned that the STR campaign will spread to other regions of the world where the belief in the prevalence of creationism is rising. The letter to Nature warned that the anti-evolution movement could push 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 on evolution. 26 percent of the country's citizens are members of a religious denomination and the majority of them adhere to Christianity or Buddhism. In addition, a lot of Koreans adhere to the Ch'ondogyo philosophy, which is that is based on Confucian principles that emphasizes social harmony and personal self-cultivation. Ch'ondogyo teaches that the human being is one with Hanulnim, the God of Sun and that heavenly blessings are possible through good works.
All of this has created a fertile field. A number of studies have demonstrated that students who have a religious background tend to feel more uncomfortable about learning about evolution than students who do not have a religious background. However, the underlying reasons for this phenomenon are not known. Students with a religious background may not be as familiar with the theories of science, making them more susceptible to creationists and their influence. Another reason could be that students who have religious backgrounds tend to view evolution as an atheistic idea and therefore less at ease with it.
2. Evolution and Science
In recent years, anti-evolution programs in schools have raised concern among the scientific community. A survey conducted in 2009 revealed that nearly 40 percent of Americans believed that biological evolution was wrong and that it would be in conflict with their religious beliefs. Despite the success of creationism in some states, many scientists feel that the best way to counter this movement is not to actively engage in it, but rather to inform the public about the evidence for evolution.
Scientists are responsible to teach their students science including the theory of evolution. They must 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 frequently challenged and revised. However, misconceptions about nature and purpose of research can lead to anti-evolution beliefs.
Some people interpret the term "theory" as a guess or a guess. In science, however theories are rigorously tested and verified with empirical data. A theory that is tested and observed repeatedly is then a scientific principle.
The debate over evolution theory is a great chance to discuss the importance of the scientific method and its limitations. It is essential for people to recognize that science cannot answer questions about the meaning or meaning of life it only serves as a mechanism that allows living things to evolve and change.
A well-rounded education must include exposure to the major fields of science including evolutionary biology. This is essential because a variety of jobs and decisions require that people understand the way science operates.
The vast majority of scientists around the world agree that humans have changed through 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. People with a higher level of religious belief but less scientific knowledge tend to be more divided. It is essential that educators insist on the importance of knowing the consensus on this issue to ensure that people are able to making informed choices about their health care, energy use and other issues of policy.
3. Evolution and Culture
Cultural evolution is a close relative of the popular evolutionary theory. It focuses on the ways that humans and other species learn from one another. Researchers in this field employ explanatory tools and investigative models adapted from evolutionary theorists. They also go back to the prehistoric human to determine the earliest sources of culture.
This method also acknowledges that there are some differences between the characteristics of culture and biological. Cultural traits can be acquired gradually while biological traits are typically acquired simultaneously (in the case of sexual species after fertilization). The acquisition of one cultural characteristic can affect the growth and development of another.
In sell for instance, the adoption of Western fashion elements in the late 19th century and early 20th century was the result of a variety 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 left Korea in the 1930s some of these changes began to reverse. At the close of World War II, Korea was once again united, this time under the Choson dynasty rule.
Today, Korea is an economic and political power. Despite the financial crisis of recent, Korea's economy has been growing consistently over the past decade. It is expected to continue this growth in the coming years.
The current government has many challenges to face. The inability of the government to come up with a coherent plan to deal with the current economic crisis is among the biggest obstacles. The crisis has revealed weaknesses of the country's policies and its reliance on foreign investment and exports which could not last.
The crisis has shaken confidence of investors. This means that the government must reconsider its strategy and come up with ways to increase domestic demand. It must also overhaul the incentive monitoring, control, and discipline systems in place to guarantee the stability of the financial system. This chapter presents several scenarios for how the Korean economy might grow in a post-crisis environment.
4. Evolution and Education
The challenge for teachers of evolution is to teach evolutionary concepts that are appropriate for various 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 beliefs feel comfortable in learning about evolution. Additionally, teachers must recognize the most common misconceptions about evolution and how to address these in their classrooms. Additionally, teachers should have access to a range of resources that are available for teaching evolution and be able locate them quickly.
In this context, Thinking Evolutionarily Convocation played a significant role in bringing together evolutionary researchers and educators from various sectors to discuss best practices for teaching 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 various stakeholders led to the development of the common recommendations that will serve as the basis for any future actions.
One of the most important recommendations is that the subject of evolution should be integrated in every science curriculum at every level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences with a progression that is developmentally appropriate, are a way to accomplish this goal. Additionally, a new publication from the NRC offers guidance to schools on how they can integrate evolution into the life science curriculum.
Several studies have found that a more thorough and comprehensive understanding of evolution can lead to greater student knowledge and belief in the concept of evolution. However it is difficult to determine the causal impact of teaching in the classroom is challenging because school curriculums are not randomly assigned and evolve over time as a result of the predetermined timing of gubernatorial elections and state board of education appointments. To overcome this issue I employ a longitudinal data set which allows me to account for state and year fixed effects and individual-level variation in the beliefs of teachers about changes in the curriculum.
Another important finding is that teachers who feel more comfortable teaching evolution report having fewer personal barriers to doing so. This is in line with the notion that faculty who are more confident are less likely to be hesitant about questions about evolution in the classroom, and may be more inclined to employ strategies such as a reconciliatory approach that is known to boost undergraduate students' acceptance of evolution.