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Evolution Korea The financial crisis that hit Asia caused a major review of the traditional system of government, business alliances, and public management of risk. In Korea, this meant a change in the model of development. In a controversial move, the South Korean government has requested textbooks publishers to ignore calls to remove examples of evolution in high school science texts. This includes evidence for the evolution of horses as well as the avian an ancestor Archaeopteryx. 1. Evolution and Religion A creationist group in South Korea has successfully convinced textbook publishers to remove evidence of evolution in high school science textbooks. The Society for Textbook Revise, an offshoot of the Korea Association for Creation Research which aims to rid biology textbooks of “atheist materialism,” was behind the move. The STR claims that such materialism paints an unhopeful picture for students, and could lead to their eventual loss of faith. When the STR's campaign made the news, scientists across the globe expressed concern. In a letter to the editor of Nature the evolutionary biologist Jae Choe from Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was backed by colleagues from around the country who gathered into a group named Evolution Korea to organize an anti-textbook petition. Some scientists are also concerned about the possibility that the STR campaign could spread to other parts of the world where the prevalence of creationism is rising. The letter to Nature warned that the anti-evolution movement will intensify pressure for revisions to textbooks in other countries, particularly those with strong Christian and Muslim populations. The South Korean culture is particularly strong in the debate on evolution. 26 percent of South Koreans are part of a religious community and the majority of them practice Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo, an ideology based on Confucian principles that emphasizes social harmony, individual 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 heaven-bound blessings can be derived through good works. All of this has made creationism a fertile field. Numerous studies have revealed that students with religious backgrounds to be more reluctant to learn about evolution as compared to those who do not. The causes behind this are not obvious. One possible explanation is that students who have a religious background tend not to be as well-versed in scientific theories and concepts and are therefore more vulnerable to the influence of creationists. Another reason could be that students who have religious backgrounds might view evolution as a belief system that is atheistic, making them less comfortable. 2. Evolution and Science In recent times scientists have been concerned about anti-evolution initiatives in schools. A 2009 survey revealed that nearly 40 percent of Americans believe that biological evolution is wrong, and that a belief in it would be contrary to their religious beliefs. Despite the success of creationism in certain states, many scientists believe that the best way to combat this inclination is not to be actively involved in it, but to inform the public about the evidence supporting evolution. Scientists are responsible to teach their students science that includes the theory of evolution. They must also inform the general public about the science process and how knowledge from science is gathered and confirmed. They should also explain that theories of science are frequently challenged and re-examined. However, misunderstandings about the nature of research conducted by scientists often create anti-evolution beliefs. For instance, many people are able to confuse the term “theory” with the normal meaning of the word – a guess or a guess. In the realm of science the theory is thoroughly tested and verified using evidence. A theory that is tested and observed repeatedly is then a scientific principle. The debate over the evolutionary theory provides a great opportunity to discuss the significance of the scientific method and its limitations. It is crucial to realize that science cannot answer questions about the purpose or meaning of life, it only serves as a mechanism by which living things can develop and adapt. A comprehensive education should 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 a knowledge of how science works. The vast majority of scientists around world accept that humans have evolved over time. A recent study that predicted adults' opinions 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 consensus among scientists about human evolution. Those with more religious faith but less scientific knowledge tend to disagree more. It is important that educators emphasize the importance of understanding this consensus, to enable people to make informed decisions 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 focuses on how organisms like humans learn from one another. Researchers in this field employ explanation tools and models that are adapted from evolutionary theorists and reach back to prehistoric times to discover the origins of culture. This method also acknowledges the distinction between biological and cultural traits. While biological traits are typically acquired at once (in sexual species, at fertilization) but cultural traits can be acquired over a protracted period of time. This means that the acquisition of one characteristic can affect the development of another. In Korea, for example, the adoption of Western fashion elements in the late 19th and early 20th century was the result of a variety of events. One of the most important was the appearance in Korea of Japanese occupation forces, who introduced Western hairstyles and clothes. After that, when Japan departed Korea in the 1930s, a portion of these trends began to revert. By the end of World War II, Korea had once again unified and was again under the rule of the Choson dynasty. Today, Korea is a vibrant political and economic power. Despite the current global financial crisis, the country's economy has grown steadily in the past decade and is poised to maintain its steady growth in the near future. The current government is confronted by a myriad of problems. One of the biggest is its inability to develop an effective strategy to address the economic crisis. The crisis has exposed the weaknesses of the country's policies and its reliance on exports and foreign investment that may not last. The crisis has shaken the confidence of investors. 에볼루션카지노 means that the government has to reconsider its strategy and come up with other ways to boost the domestic demand. It must also overhaul the incentive monitoring, control, and discipline systems that are currently in place to create a stable financial environment. This chapter provides a variety of scenarios of how the Korean economy might develop after the crisis. 4. Evolution and Education The challenge for teachers of evolution is to teach evolutionary concepts that are appropriate for various ages and stages of development. For instance, teachers need to be sensitive to the religious diversity in their classrooms and create a setting that students who have religious and secular views feel comfortable learning evolution. Teachers must also be able to identify common misconceptions about evolution and know how to correct them in the classroom. Additionally, teachers should be able to access a range of resources that are available to teach evolution and be able locate them quickly. In this regard, the Thinking Evolutionarily Convocation had a key role in bringing together evolutionary researchers and educators from various sectors to discuss the best methods for teaching about Evolution. Participants included representatives from scientific societies and educational research organizations, as well as officials from government funding agencies and curriculum designers. The convergence of different participants helped to identify a set of shared recommendations which will serve as the basis for future actions. A key recommendation is that the study of evolution should be incorporated in every science curriculum at every level. National Science Education Standards (NRC) that call for the integration of evolution across all life sciences with the developmentally appropriate, are a good method to achieve this goal. A new publication from NRC provides guidance to schools about how to integrate evolution in the life science curriculum. Numerous studies have shown that a more comprehensive teaching of evolution is linked to greater student knowledge and belief in evolution. However the estimation of the causal effect of evolution in the classroom is difficult because school curriculums are not assigned randomly and evolve in time as a result of the predetermined dates of gubernatorial election and appointments to the state board of education. To overcome this problem I utilize an ongoing data set that allows me to control for fixed state and year effects and individual-level variation in the beliefs of teachers about the evolution of their curriculum. Another important finding is that teachers who feel more comfortable teaching evolution report having fewer personal barriers to teaching it. This is in line with the hypothesis that more experienced faculty are less likely to avoid questions about evolution in the classroom, and may be more likely to employ strategies such as the reconciliatory method which is used to increase the students' understanding of evolution.