Evolution Korea
The economic crisis that hit Asia forced a major reappraisal of the old system of government-business alliances and public management of private risks. In Korea this meant a shift in the development model.
In a controversial decision the South Korean government has asked publishers of textbooks to ignore calls for the removal of examples of evolution in high school science textbooks. These include 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 Society for Textbook Revise, an independent offshoot from the Korea Association for Creation Research which aims to rid biology textbooks of "atheist materialism," was behind the decision. The STR claims that such materialistic views create a negative image for students, and could lead to their eventual loss of faith.
When the STR's campaign made the news, scientists across the world reacted with alarm. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul and wrote an open letter to Nature's editor that South Korea had succumbed to religious prejudice. His colleagues backed him from all over the country who formed a group called Evolution Korea to organize an anti-textbook petition.
Some researchers are concerned that the STR could spread to other parts around the globe, where creationism has been on the rise. The letter to Nature warned of the anti-evolution movement putting more pressure on textbook revisions, particularly in countries with large Christian and Muslim population.
South Korea has a particularly significant cultural context for the evolution debate. 26 percent of the country's citizens belong to an organized religion, and most adhere to Christianity or Buddhism. In addition, many Koreans adhere to the philosophy of Ch'ondogyo. It is that is based on Confucian principles that emphasizes harmony among people and personal self-cultivation. Ch'ondogyo teaches the human being is one with Hanulnim, the God of Sun and that heavenly blessings are achievable by doing good deeds.
All of this has created a fertile field. A number of studies have demonstrated that students with religion-based backgrounds tend to feel more uncomfortable about learning evolution than those without religion. The reasons behind this aren't evident. Students with a religious background may be less experienced with scientific theories, which makes them more susceptible to creationists and their influence. 무료 에볼루션 is that students who have a religious background tend to view evolution as a religious concept which could make them less at ease with it.
2. Evolution and Science
In recent years, anti-evolution programs in schools have raised concerns within the scientific community. A survey in 2009 revealed that 40 percent of Americans believed that biological evolution was wrong and that it would conflict 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 for evolution.
Scientists have a duty to instruct their students in science and the theory of evolution. They must also inform the public about the process of scientific research and how knowledge is verified. They must explain how theories of science are often challenged and modified. However, misperceptions regarding the nature of research conducted by scientists often create anti-evolution beliefs.
Many people mistake the term "theory" as a guess, or a guess. In science, however the hypothesis is tested thoroughly and empirical data is used to verify it. A theory that is tested and observed repeatedly is then a scientific principle.
The debate on the theory of evolution is a wonderful opportunity to discuss both the importance of scientific method and its limits. It is important to be aware that science cannot answer questions about life's purpose or meaning, but offers a way for living things to grow and evolve.
Furthermore, a comprehensive education should cover all major fields of science, including evolutionary biology. This is crucial because the jobs people are employed in and the decisions they make require a understanding of how science functions.
The majority of scientists across the world agree that humans have evolved over time. In a recent study that predicted the views of adults on the consensus on this subject those with higher levels of education and scientific knowledge were found to be more likely believe that there is a broad consensus among scientists on the evolution of humans. People with a higher level of religious belief but less scientific knowledge tend to be more divided. It is essential that educators insist on understanding the general consensus on this issue to ensure that people are able to making informed choices about their health care, energy usage, and other policy issues.
3. Evolution and Culture
A close cousin to the popular evolutionary theory, the concept of cultural evolution studies the numerous ways humans--and other organisms--learn from and interact with one another. Researchers in this field employ explanation models and tools that are adapted from the ones used by evolutionary theorists, and they go back to human prehistory to determine the genesis of our capacity to learn about culture.
This approach also recognizes that there are differences between cultural and biological traits. Cultural traits can be acquired slowly, whereas biological traits are mostly inherited at the same time (in sexual species at fertilization). This means that the acquisition of one cultural characteristic can affect the development of another.
In Korea, the adoption of Western style elements in the late nineteenth and early twentieth centuries was the result an intricate sequence of events. One of the most significant was the arrival of Japanese occupation forces who introduced Western hairstyles and clothing styles to Korean society.
Then, when Japan departed Korea in the 1930s, some of those trends began to revert. By the end World War II, Korea was once again united but 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 at a steady pace over the last decade. It is expected to keep this trend going in the coming years.
The current administration is faced with a variety of challenges. The inability of the government to develop a coherent plan to tackle the current economic crisis is one the biggest obstacles. The crisis has revealed shortcomings in the policies of the country, especially its over-reliance on foreign investment and exports that may not last.
The crisis has shaken confidence of investors. In the aftermath, the government has to rethink its strategy and find other ways to increase domestic demand. To ensure a stable and stable financial environment the government needs to overhaul its incentive system, monitoring and discipline. This chapter offers a number of scenarios of how the Korean economy could develop in the post-crisis era.
4. Evolution and Education
The challenge for educators of evolution is how to teach evolutionary concepts that are appropriate for various levels of development and ages. For example, teachers must be aware of the religious diversity of their classrooms and create a setting that students who have religious and secular views are comfortable with learning about evolution. Additionally, teachers must recognize the most 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, Thinking Evolutionarily Convocation played a significant role in bringing together evolutionary researchers and educators from a variety of sectors to discuss best practices for teaching Evolution. The participants included representatives from scientific societies, educational researchers, officials from government funding agencies as well as curriculum developers. The convergence of these diverse parties led to the identification of a common set of recommendations that will serve as the foundation for future actions.
It is essential to incorporate evolution in all science curricula, at every level. To accomplish this, the National Science Education Standards (NRC) call for evolution to be taught in a unified manner across all life sciences, with a progression of concepts that are developmental appropriate. Additionally, a new publication from the NRC offers guidelines to schools on how to integrate evolution into the life science curriculum.
Numerous studies have shown that a more thorough and comprehensive understanding of evolution is associated with more knowledge and belief in evolution. It is difficult to determine the causal effects of evolution in the classroom because the curriculum for schools do not change on a regular basis and are affected by the timing of state board of education and gubernatorial elections. To overcome this issue, i use a longitudinal dataset that allows me to control for the fixed effects of state and years and individual-level variations in the beliefs of teachers about evolutionary theory.
Teachers who are more comfortable in teaching evolution report fewer internal barriers. This is in line with the hypothesis that more confident faculty are less likely to avoid teaching about evolution in the classroom, and may be more inclined to employ strategies such as the reconciliatory method known to increase undergraduate students' acceptance of evolution.