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Evolution Korea The economic crisis that hit Asia required a major review of the old model of government-business alliances and the management by the public of private risks. In Korea this meant a change 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 high school science texts. This includes evidence of the evolution of horses and the avian an ancestor Archaeopteryx. 1. Evolution and Religion A South Korean creationist group has pushed textbook publishers to eliminate 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 affiliate of the Korea Association for Creation Research, which wants to rid biology books of “atheist materialism.” The STR asserts that such materialism creates an image of negativity for students, causing them to be skeptical. Scientists across the globe expressed concerns when the STR campaign made headlines. In a letter addressed 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 backed by colleagues from across the country, who set up a group called Evolution Korea to organize a petition against the changes to the textbooks. Some scientists are concerned that the STR campaign will spread to other parts of the globe, where creationism is on the rise. The letter to Nature warned that the anti-evolution movement could intensify pressure for revisions to textbooks in other countries, especially those with large Christian and Muslim populations. South Korea has a particularly powerful cultural backdrop for the evolution debate. 26 percent of South Koreans are members of a religion, with the majority practicing Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo – the philosophy based on Confucian principles that is a strong advocate of social harmony, individual self-cultivation, and self-respect. Ch'ondogyo teaches that human beings are one with Hanulnim, the God of the Sun, and that heaven-bound blessings are possible by doing good deeds. All of this has provided fertile ground for the spread of creationism. Numerous studies have revealed that students with religious backgrounds to be more hesitant to learn about evolution than those who do not. The underlying causes are not obvious. Students who are religious might be less familiar with scientific theories, making them more susceptible to the creationists and their influence. Another possibility is that students with a religious background are more likely to see evolution as an atheistic idea which could make them less at ease with it. 2. Evolution and Science In recent years, anti-evolution programs in schools have raised concerns in the scientific community. A 2009 survey revealed nearly 40% of Americans believed that biological evolution was not true and that it would be in conflict with their religious beliefs. Many scientists believe that despite the popularity of creationism the best method to stop this movement is to educate the public about the evidence that supports evolution. Scientists are responsible for teaching their students science including the theory of evolution. They should also inform the public about the process of scientific research and the way in which knowledge is verified. They should also explain that theories of science are frequently challenged and revised. However, misunderstandings about the nature of scientific research frequently fuel anti-evolution beliefs. For instance, some people confuse the term “theory” with the everyday meaning of the word – a hunch or a guess. In science, however, an hypothesis is rigorously tested, and empirical data is used to confirm it. A theory that is tested and observed repeatedly is then a scientific principle. The debate over the theory of evolution is a wonderful opportunity to discuss both the importance of scientific method and its limits. It is important to understand that science is not able to provide answers to questions about life's purpose or meaning, but allows living things to evolve and adapt. A well-rounded education should also include exposure to all major fields of science including evolutionary biology. This is essential because a variety of jobs and decisions require that individuals understand the way science works. The majority of scientists across the world believe that humans have evolved over time. A recent study that predicted the adults' view of the consensus on this subject found that those with higher education levels and science knowledge were more likely to believe there is a general consensus among scientists on the subject of human evolution. The people who have more religious beliefs but less scientific knowledge tend to disagree more. It is essential that teachers insist on the importance of gaining an understanding of this consensus so that people can make informed choices about health care, energy usage and other issues of policy. 3. Evolution and Culture Cultural evolution is a close relative of mainstream evolutionary theory. It examines how organisms like humans learn from each other. Researchers in this field utilize explanatory models and investigative tools that are adapted from those employed by evolutionary theorists. they reach back into human prehistory to find out the origins of our capacity to learn about culture. This approach also recognizes the distinction between traits that are cultural and biological. Cultural traits can be acquired gradually while biological traits are mostly inherited at the same time (in the case of sexual species after fertilization). The acquisition of one characteristic can influence the development and growth of another. In Korea the introduction of Western elements of style in the latter part of the nineteenth and early 20th century was the result of a complex sequence of events. One of the most significant was the arrival of Japanese occupation forces, who introduced Western hairstyles and styles of clothing to Korean society. When 에볼루션사이트 quit Korea in the 1930s, a few of these trends began to reverse. By the end 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, Korea's economy has been growing steadily over the past decade. It is expected to continue this growth in the near future. The current administration is faced by a myriad of problems. The inability of the government to come up with a coherent strategy to deal with the current economic crisis is one of the biggest challenges. The crisis has exposed the weaknesses of the country's policies and its reliance on exports and foreign investment, which may not last. The crisis has shaken the confidence of investors, the government has to reconsider its economic strategy and look for alternative ways to boost domestic demand. To ensure a stable economic climate the government will need to reform its incentive, monitoring and discipline systems. This chapter offers a number of scenarios of how the Korean economy might develop in the post-crisis era. 4. Evolution and Education The challenge for teachers of evolution is to teach evolutionary concepts that are appropriate for different levels of development and ages. Teachers should, for instance be mindful of the diversity of religions within their classrooms and create an environment where students with both religious and secular perspectives are comfortable. Teachers must also be aware of common misconceptions about evolution and how to address them in their classrooms. Finally, teachers must have access to a variety of resources to teach evolution and be able to find them quickly. In this context, Thinking Evolutionarily Convocation played an important role in bringing evolutionary researchers and educators from different sectors to discuss best practices for teaching about Evolution. Participants included representatives from scientific societies and educational research organizations, as well as government funding agency officials and curriculum developers. The convergence of different stakeholders led to the development of some common guidelines which will serve as the foundation for future actions. A key recommendation is that the subject of evolution should be integrated 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 with a progression of concepts that are developmental appropriate. A new publication from NRC provides guidelines to schools about how to integrate evolution into the life science curriculum. Numerous studies have demonstrated that a more thorough presentation of evolution is linked to better understanding by students and belief in the existence of evolution. It is difficult to quantify the causality of teaching in the classroom since the curriculum for schools do not change on a regular basis and are affected by the timing of state board of education and gubernatorial election. To overcome this limitation, i use a longitudinal dataset that allows me control for state and years fixed effects as well as individual-level differences in teacher beliefs about evolutionary theory. Another significant finding is that teachers who are more comfortable with teaching evolution report having less personal barriers to doing so. This is in line with the notion that a more experienced faculty is less likely to avoid evolution topics in the classroom. Additionally, they might be more likely use strategies such as a reconciliatory approach known to increase the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al. 2020).