Do You Think Evolution Korea Always Rule The World?
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Evolution Korea
The economic crisis that swept Asia required a major review of the old system of government-business alliances and the public management of private risks. In Korea this meant a shift in the development paradigm.
In a controversial decision the South Korean government has asked textbook publishers to ignore requests for removing examples of evolution in science texts for high school students. These include the evidence of the evolution of horses and of the bird an ancestor Archaeopteryx.
1. Evolution and Religion
A South Korean creationist group has pushed textbook publishers to remove evidence of evolution from high school science texts. The Society for Textbook Revise, an offshoot of the Korea Association for Creation Research that aims to cleanse biology textbooks of "atheist materialism," was behind the decision. The STR claims that this kind of materialism paints an unhopeful picture for students, and could lead to their eventual loss of faith.
Scientists from all over the world expressed worry when the STR campaign gained attention. In a letter to the editor of Nature, evolutionary biologist Jae Choe at Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was supported by colleagues from across the country, who set up an organization called Evolution Korea to organize a petition against the textbook changes.
Some researchers are also concerned about the possibility that the STR campaign will be spread to other parts of the globe, where the prevalence of creationism is rising. The letter to Nature warned of the anti-evolution campaign increasing pressure on textbook revisions, particularly in countries with large Christian and Muslim populations.
South Korea has a particularly powerful cultural backdrop for the evolution debate. 26 percent of the nation's residents belong to an organized religion and the majority of them adhere to Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo, the philosophy based on Confucian principles, which emphasizes harmony in the social, personal self-cultivation, and self-respect. Ch'ondogyo believes that humans are in a relationship with Hanulnim, the God of the Sun, and that heaven-bound blessings can be derived through good works.
All of this has provided fertile ground for the spread of creationism. Numerous studies have revealed that students who have a religious background to be more reluctant to learn about evolution than those who don't. However, the underlying causes of this phenomenon remain unclear. One explanation is that students with religious backgrounds tend to be as knowledgeable about scientific concepts and theories which makes them more vulnerable to the influence of creationists. Another reason could be that students who have religious backgrounds are more likely to see evolution as an atheistic idea which could make them less comfortable with the idea.
2. Evolution and Science
In recent years scientists have been concerned about anti-evolution efforts in schools. A survey conducted in 2009 revealed that nearly 40% of Americans believe that biological evolution is a lie and that a belief in it could be in conflict with their convictions about religion. Despite the success of creationism in some states, a lot of scientists feel that the best method to counter this movement is not to be actively involved in it, but rather to educate people about the evidence that supports evolution.
Scientists are responsible to instruct their students in science including the theory of evolution. They also need to 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 changed. However, misconceptions about the nature and purpose of scientific research can fuel anti-evolution views.
For instance, some people may confuse the word "theory" with the everyday meaning of the word - a guess or a guess. In science, however an hypothesis is rigorously tested and empirical data is used to verify it. A theory that is repeatedly tested and observed becomes a scientific principle.
The debate about the evolutionary theory provides a great opportunity to discuss the significance of the scientific method and its limitations. It is crucial for people to understand that science is unable to answer questions about the purpose or meaning of life it only serves as a mechanism that allows living things to develop and adapt.
A well-rounded education should also include exposure to the major fields of science including evolutionary biology. This is particularly important because the jobs that people hold and the decisions they make require understanding of how science works.
The vast majority of scientists across the world accept that humans have evolved over time. A recent study predicting adults' views of the consensus around this issue found that those with higher education levels and knowledge of science were more likely to believe there is a general consensus among scientists about human evolution. The people who have more religious beliefs but here less science knowledge tend to be more divided. It is crucial that teachers insist on knowing the general consensus on this issue to ensure that people are able to making informed choices about their health care, energy use, and other policy issues.
3. Evolution and Culture
A close cousin to the popular evolutionary theory, the concept of cultural evolution explores the many ways that humans and other species learn from and interact with each other. Researchers in this field use explanatory models and investigative tools that are adapted from those employed by evolutionary theorists, and they go back to human prehistory to find out the origins of our capacity for culture.
This approach also acknowledges that there are some differences between the characteristics of culture and biological. Cultural traits are acquired slowly while biological traits are usually acquired at the same time (in sexual species, at fertilization). The acquisition of one cultural characteristic can affect the growth and development of another.
In Korea, for example the emergence of Western fashion elements in the late 19th century and the early 20th centuries was the result of a variety of events. One of the most significant was the arrival of Japanese occupation forces, who introduced Western hairstyles and clothing styles to Korean society.
When Japan departed Korea in the 1930s, a few of these trends began to change. By the end of World War II, Korea was once again united but this time under the rule of the Choson dynasty.
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.
However, the current administration faces numerous challenges. The government's inability to formulate an effective strategy to tackle the current economic crisis is one of the biggest challenges. The crisis has revealed shortcomings in the policies of the country particularly its dependence on foreign investment and exports, which may not last.
As the crisis has shattered the confidence of investors, the government needs to reconsider its economic strategy and look for alternatives to increase domestic demand. It also needs to overhaul the incentive monitoring, monitoring, and discipline systems that are currently in place to create an environment that is stable for the financial sector. This chapter outlines several scenarios of how the Korean economy could grow in the post-crisis period.
4. Evolution and Education
The biggest challenge for educators of evolution is how to teach evolutionary concepts in a way that is suitable for students of various ages and developmental stages. Teachers should, for instance be aware of the diversity of religions within their classrooms and create an environment where students with both religious and secular beliefs are comfortable. Teachers must also understand the most common misconceptions about evolution and how to confront these in their classrooms. Finally, teachers must have access to a range of resources that are available to teach evolution and be able locate them quickly.
In this context, the Thinking Evolutionarily Convocation was a crucial step in bringing together evolutionary scientists and educators from a range of fields to discuss most effective methods of teaching about evolution. The participants included representatives from scientific societies, educational researchers, government funding agency officials and curriculum designers. The convergence of various participants helped to identify the common recommendations which will serve as the basis for future actions.
One important recommendation is that the teaching of evolution should be integrated in all science curricula at every level. To achieve this goal it is recommended that the National Science Education Standards (NRC) call for evolution to be taught in a unified way across the life sciences with a progression of concepts that are developmental appropriate. A new publication from the NRC provides guidelines for schools on how to integrate evolution into the life science curriculum.
A number of studies have demonstrated that a more comprehensive teaching of evolution is associated with more knowledge and belief in evolution. However the estimation of the causal effect of evolution in the classroom is difficult given that school curricula are not randomly assigned and change over time because of the predetermined timing of gubernatorial elections and appointments to the state board of education. To overcome this limitation I utilize a longitudinal data set that allows me to account for fixed state and year effects and individual-level variation in the beliefs of teachers about the evolution of their curriculum.
Teachers who are more comfortable teaching evolution also report fewer internal barriers. This is consistent with the idea that a more confident faculty is less likely to avoid discussing evolution subjects in the classroom. They also might be more likely employ strategies like an approach to reconciliation that is known to increase the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al., 2020).