Evolution Korea
The financial crisis that hit Asia prompted a major reappraisal the old system of government and business alliances, as well as public management of risk. In Korea, that meant a shift in the development paradigm.
In a controversial move, South Korea's government has requested textbook publishers to ignore calls to remove 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 pushed textbook publishers to remove evidence of evolution from high-school science texts. This 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 books of "atheist materialism." The STR asserts that such materialism creates an image of negativity for students, leading them to be skeptical.
Scientists from all over the world expressed concern when the STR campaign gained attention. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul wrote in an open letter to Nature's editor that South Korea had succumbed to religious prejudice. He was backed up by colleagues across the country, who set up an organization called Evolution Korea to organize a petition against the changes to the textbooks.
Some researchers are also concerned about the possibility that the STR campaign will spread to other parts of the world where the spread of creationism is increasing. The letter to Nature warned that the anti-evolutionist movement will push for textbook revisions in other countries, especially those with large Christian and Muslim population.
South Korea's culture is particularly strong for the debate on evolution. 26 percent of the nation's citizens are members of a religious denomination and the majority practice Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo - an ideology based on Confucian principles, which emphasizes harmony in the social, personal self-cultivation, and self-respect. Ch'ondogyo teaches that 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 ground. A number of studies have demonstrated that students who have a religious background are more hesitant about learning about evolution than students without religion. However, the root causes of this phenomenon remain unclear. 무료 에볼루션 is that students who have a religious background tend not to be as familiar with scientific theories and concepts and are therefore more vulnerable to the influence of creationists. Another factor could be that those with a religious background may view evolution as a belief system that is not a religion, which makes them less comfortable.
2. Evolution and Science
In recent years, anti-evolution programs in schools have raised concerns within the scientific community. A survey conducted in 2009 revealed that more than 40 percent of Americans believe that biological evolution is wrong, and that a belief in it would conflict with their convictions about religion. Many scientists believe that, despite the success of creationism the best way to stop this movement is to educate the public about the evidence supporting evolution.
Scientists are accountable to teach their students science that includes the theory of evolution. They should also inform people about the scientific process and how knowledge from science is gathered and validated. They should also clarify that scientific theories are frequently challenged and reformulated. However, misperceptions regarding the nature of scientific research frequently create anti-evolution beliefs.
Many people mistake the term "theory" as a hunch or guess. However, in science theories are thoroughly tested and verified using empirical evidence. A theory that is able to withstand repeated testing and observations 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 essential to be aware that science does not provide answers to questions about life's purpose or meaning, but rather allows living things to develop and change.
A well-rounded education should also include exposure to the major fields of science including evolutionary biology. This is crucial because a lot of jobs and decisions require people know how science works.
The majority of scientists around the world agree that humans have changed through time. In a study that predicted the opinions of adults about the consensus around this issue those with higher levels of education and science knowledge were found to be more likely believe there is a wide consensus among scientists on the evolution of humans. The people who have more religious beliefs but less science knowledge tend to be more divided. It is essential that educators insist on knowing the general consensus on this issue, so that people have a solid basis for making informed choices about their health care, energy usage, and other policy issues.
3. Evolution and Culture
Cultural evolution is a close relative of mainstream evolutionary theory. It explores how humans and other organisms learn from each other. Researchers in this field employ explanatory tools and investigative models derived from evolutionary theorists and go back to prehistoric times to determine the origins of culture.
This method also acknowledges the distinction between biological and cultural traits. While biological traits are largely inherited all at once (in sexual species, at fertilization), cultural traits can be acquired over a lengthy period of time. The acquisition of one characteristic may affect the development and growth of a different.
In Korea, for example the introduction of Western fashion elements in the latter part of the 19th century and the 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 hairstyles and styles of clothing to Korean society.
Then, when Japan left Korea in the 1930s, some of these trends began to change. At the close of World War II, Korea was once more united but this time under the rule of the Choson dynasty.
look at here , Korea is an economic and political power. Despite the recent global financial crisis, the country's economy has been growing steadily over the past decade and is set to continue its healthy growth in the near future.
The current government is confronted by a myriad of problems. One of the most serious is its inability to find an effective strategy to tackle the economic crisis. The crisis has exposed the weaknesses of the country's economic policies, particularly its dependence on foreign investment and exports that may not be sustainable in the long run.
The crisis has shaken the confidence of investors. As a result, the government has to reconsider its strategy and come up with ways to increase domestic demand. To ensure a stable economic climate, the government will have reform its incentive, monitoring and discipline systems. This chapter provides a number of scenarios for how the Korean economy could grow in a post-crisis environment.
4. Evolution and Education
The challenge for educators of evolution is how to teach evolutionary concepts that are appropriate for different ages and stages of development. Teachers, for instance, must be aware of the diversity of religions in their classrooms and create an environment where students with both religious and secular views are comfortable with learning about evolution. Additionally, teachers must understand common misconceptions about evolution, and how to deal with these in their classrooms. Additionally, teachers should have access to a range of resources available to teach evolution and be able to locate them quickly.
In this context, the Thinking Evolutionarily Convocation was an important step in bringing evolutionary scientists and educators from a variety of disciplines to discuss best practices for teaching evolution. Participants included representatives from scientific societies as well as educational research, government funding agency officials and curriculum designers. The convergence of these diverse stakeholders helped to identify a shared set of recommendations that will serve as the basis for future action.
A key recommendation is that the subject of evolution should be integrated in every science curriculum at every level. To achieve 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 ideas that are developmentally appropriate. A new publication from the NRC provides guidance for schools on how to integrate evolution in the life science curriculum.
Numerous studies have demonstrated that a more comprehensive presentation of evolution is linked to better understanding by students and belief in evolution. It is difficult to quantify causal effects in the classroom because school curricula don't change on a regular basis and are affected by the timing of state boards of education and gubernatorial elections. To overcome this problem I utilize an ongoing data set that allows me to account for year and state fixed effects and the individual-level variation in teacher beliefs about evolution.
Another important result is that teachers who are more comfortable with teaching about evolution report having fewer personal barriers to teaching it. This is in line with the hypothesis that faculty who are more confident are less likely to be hesitant about teaching about evolution in the classroom, and could be more inclined to use strategies such as the reconciliatory method known to increase the acceptance of undergraduate students of evolution.