24 Hours For Improving Evolution Korea
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Evolution Korea
The economic crisis that swept across Asia prompted a major reappraisal the traditional system of government, business alliances, as well as public management of risks. In Korea this meant an evolution of the development paradigm.
In a controversial decision, South Korea's government has requested textbook publishers not to comply with calls to eliminate examples of evolution in science books for high school students. This includes the evidence supporting the evolution of horses and 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. The Society for Textbook Revise, an independent offshoot from the Korea Association for Creation Research that wants to rid biology textbooks of "atheist materialism," was behind the move. The STR claims that such materialism creates a negative image for students, causing them to be skeptical.
When the STR's ad campaign made the news, scientists from all over the world expressed concern. 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 all over the country, who formed a group named Evolution Korea to organize an anti-textbook petition.
Some scientists are also worried about the possibility that the STR campaign will be spread to other regions of the world, where the spread of creationism is increasing. The letter to Nature warned of the anti-evolution movement putting more pressure on textbook revisions, particularly in countries with large Christian and Muslim populations.
The South Korean culture is especially strong in the debate on evolution. 26 percent of South Koreans belong to of a religious community with the majority of them practicing Christianity or Buddhism. Many Koreans also follow Ch'ondogyo, a philosophy based upon 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 heavenly blessings can be obtained through good works.
All of this has made creationism a fertile field. Numerous studies have revealed that students with a religious background are more hesitant about learning about evolution than students who are not religious. However, the underlying causes of this phenomenon remain not known. One explanation is that students who have religious backgrounds tend to be as familiar with scientific theories and concepts, which makes them more vulnerable to the influence of creationists. Another possibility is that students with religious beliefs tend to view evolution as a religious concept and therefore less comfortable with it.
2. Evolution and Science
In recent times, the scientific community has been concerned about the anti-evolution agenda in schools. A survey in 2009 revealed that 40 percent of Americans believed that biological evolution was wrong and that it could conflict with their religious beliefs. Despite the fact that creationism has been a huge success in some states, a lot of scientists believe that the best strategy to stop this trend is not to engage with it, but rather inform the public on the evidence supporting evolution.
Scientists are accountable for teaching their students science that includes the theory of evolution. They should also inform people about the science process and how knowledge is collected and confirmed. They should also explain that theories of science are frequently challenged and reformulated. However, misperceptions about the nature of research conducted by scientists often fuel 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 evidence. A theory that is repeatedly tested and observed becomes a scientific principal.
The debate about evolution theory is an excellent occasion to discuss both the importance of the scientific method and its limits. It is crucial for people to understand that science is unable to answer questions about the meaning or meaning of life it only serves as a mechanism by which living things can develop read more and adapt.
Furthermore, a comprehensive education should cover all the major scientific fields that include evolutionary biology. This is important because many jobs and decisions require that people know how science works.
The majority of scientists around the world accept that humans have evolved over time. In a recent study, which predicted adults' views of the consensus around this issue, those with higher levels education and scientific knowledge were found to be more likely believe there is a wide consensus among scientists on the evolution of humans. Those who have more religious beliefs and have less science-based knowledge tend to be more skeptical. It is essential that teachers stress the importance of understanding this consensus to enable people to make informed decisions regarding energy use, health care and other issues of policy.
3. Evolution and Culture
Cultural evolution is a close cousin of mainstream evolutionary theory. It examines how humans and other organisms learn from one another. Researchers in this field utilize explanatory models and investigative tools that are adapted from those employed by evolutionary theorists, and they reach back into human prehistory to find out the genesis of our capacity for cultural understanding.
This approach also acknowledges the difference between cultural and biological traits. While biological traits are generally acquired in one go (in sexual species, during fertilization) but cultural traits can be acquired over a long period of time. In the end, the acquisition of one cultural trait can influence the development of another.
In Korea for instance the emergence of Western fashion elements in the late 19th and 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 left Korea in the 1930s some of these trends began to change. At the end of World War II, Korea was once again united, this time under Choson dynasty rule.
Today, Korea is an economic and political power. Despite the recent financial crisis the economy of Korea has been growing consistently over the past decade. It is anticipated to continue to grow in the near future.
The current government is confronted with a variety of challenges. The inability of the government to come up with a coherent strategy to deal with the current economic crisis is one of the most significant challenges. The crisis has revealed the weaknesses of the country's economic policies, particularly its dependence on foreign investment and exports that may not be sustainable over the long term.
Since the financial crisis has destroyed the confidence of investors, the government has to review its economic strategy and look for alternatives to boost domestic demand. It also needs to reform the incentive monitoring, control, and discipline systems that are currently in place to create an environment that is stable for the financial sector. This chapter offers a number of scenarios of how the Korean economy could develop in the post-crisis period.
4. Evolution and Education
A fundamental challenge for evolution educators is how to present evolutionary concepts in ways that are appropriate for students at various ages and developmental stages. Teachers, for instance, must be sensitive to the religious diversity in their classrooms and create a space where students with both secular and religious views feel comfortable in learning about evolution. Teachers must also understand common misconceptions about evolution and how to deal with them in their classrooms. Teachers must also have easy access to the numerous resources to teach evolution.
In this context the Thinking Evolutionarily Convocation was a crucial step towards bringing evolutionary scientists and educators from a variety of sectors to discuss the best methods for teaching about evolution. Participants included representatives from scientific societies as well as educational research, government funding agency officials and curriculum developers. The convergence of these diverse parties led to the identification of a common set of recommendations that will serve as the basis for future actions.
It is important to include evolution in all science curricula at every level. To achieve this goal the National Science Education Standards (NRC) require that evolution be taught in a unified way across the life sciences using a sequence of ideas that are developmentally appropriate. Furthermore, a new publication from the NRC offers guidance to schools on how they can integrate evolution into their life science curriculum.
A number of studies have demonstrated that a more comprehensive teaching of evolution can lead to more knowledge and belief in the existence of evolution. It is difficult to estimate the causality of teaching in the classroom because school curricula don't change in a random manner and are affected by the timing of the state board of education and gubernatorial elections. To overcome this problem, I use a longitudinal data set which allows me to control for state and year fixed effects as well as individual-level variations in teacher beliefs regarding the evolution of their curriculum.
Teachers who are more comfortable in teaching evolution report fewer internal barriers. This is in line with the hypothesis that a faculty with more confidence is less likely to avoid tackling evolution topics in the classroom. Additionally, they may be more likely to employ strategies like an approach to reconciliation that is known to improve the acceptance of undergraduate students of evolution (Harms and Reiss 2019; Tolman et al., 2020).