20 Trailblazers Setting The Standard In Evolution Korea
Evolution Korea
The economic crisis that swept across Asia led to a major rethinking of the old system of government and business alliances, as well as public management of risks. In Korea, that meant a shift in the development model.
In a controversial move South Korea's government has requested textbook publishers not to comply with calls to remove examples of evolution from science textbooks for high school students. This includes evidence for the evolution of horses and the bird ancestral Archaeopteryx.
1. Evolution and Religion
A creationist group from South Korea has successfully convinced textbook publishers to omit evidence of evolution from science textbooks for high school students. The Society for Textbook Revise, an independent branch 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 creates an image of negativity for students, causing them to be skeptical.
When the STR's ad campaign made the news, scientists around the globe expressed worry. 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. His colleagues backed him from across the country who formed a group called Evolution Korea to organize an anti-textbook petition.
Some scientists are concerned about the possibility that the STR campaign will be 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 debate about evolution. 26 percent of South Koreans are members of a religion and the majority of them practice Christianity or Buddhism. In addition, many Koreans adhere to the philosophy of Ch'ondogyo. It is that is based on Confucian principles that emphasizes social harmony and individual self-cultivation. Ch'ondogyo teaches that human beings are one with Hanulnim, the God of the Sun, and that heaven-bound blessings can be obtained by doing good deeds.
All of this has provided an ideal environment for the spread of creationism. A number of studies have demonstrated that students with religion-based backgrounds are more hesitant when learning about evolution than those who do not have a religious background. The underlying causes are not evident. One explanation is that students with religious beliefs tend to be as knowledgeable about scientific concepts and theories and are therefore more vulnerable to the influence of creationists. Another factor could be that students with religious backgrounds might view evolution as an idea that is agnostic, making them feel uncomfortable.
2. Evolution and Science
In recent times, the scientific community has been concerned about anti-evolution efforts in schools. 에볼루션 바카라 in 2009 revealed that 40 percent of Americans believed that biological evolution was a myth and that it would be in conflict with their religious beliefs. Despite the fact that creationism has been a huge success in certain states, many scientists feel that the best method to combat this inclination is not to be actively involved in it, but to educate people about the evidence that supports evolution.
Scientists are responsible to instruct their students in science including the theory of evolution. They should also inform people about the scientific process, and how scientific knowledge is gathered and confirmed. They must explain how scientific theories are frequently challenged and revised. However, misconceptions about the nature of scientific research frequently fuel anti-evolution beliefs.
Some people interpret the term "theory" as a hunch or a guess. In the field of science, however, an hypothesis is rigorously tested, and empirical data is used to verify it. A theory that is repeatedly tested and observed becomes a scientific principal.
The debate over 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 answer questions about life's purpose or meaning, but allows living things to grow and evolve.
A well-rounded education must include exposure to the major fields of science including evolutionary biology. This is crucial because the jobs that people hold and the choices they make require understanding of how science works.
The majority of scientists across the world accept that humans have evolved over time. In a study that predicted the views of adults on the consensus on this topic, those with higher levels education and scientific knowledge were found to be more likely to believe that there is wide agreement among scientists regarding human evolution. The people with more religious faith and less knowledge of science tend to be more skeptical. It is important that educators insist on the importance of gaining an understanding of this consensus to enable people to make informed decisions regarding health care, energy usage and other policy issues.
3. Evolution and Culture
Cultural evolution is a close cousin of the mainstream evolutionary theory. It explores how humans and other organisms learn from one another. Researchers in this field use elaborate tools and investigative models derived from evolutionary theorists. They also go back to prehistoric times to find the origins of culture.
This method also acknowledges that there are some differences between biological and cultural characteristics. Cultural traits can be acquired slowly while biological traits are typically acquired at the same time (in the case of sexual species after fertilization). In the end, the acquisition of one trait may affect the development of another.
In Korea for instance the introduction of Western fashion elements in the late 19th century and the early 20th centuries was the result of a complicated sequence of events. One of the most important was the arrival of Japanese occupation forces who introduced Western hairstyles and clothing styles to Korean society.
When Japan quit Korea in the 1930s, a few of these trends began to reverse. At the end of 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 past decade. It is anticipated to continue to grow in the future.
The current government is faced with a variety of challenges. The inability of the government to come up with a coherent strategy to tackle the current economic crisis is among the biggest obstacles. The crisis has revealed weaknesses in the country's policies particularly its dependence on foreign investment and exports, which may not last.
The crisis has shaken confidence of investors. As a result, the government needs to reconsider its strategy and come up with ways to increase domestic demand. To ensure a stable financial climate the government will need reform its incentive, monitoring and discipline systems. This chapter offers a variety of scenarios on how the Korean economy could develop in a post-crisis world.
4. Evolution and Education
One of the biggest challenges for evolution educators is how to present evolutionary concepts in ways that are appropriate for students of various ages and developmental stages. Teachers should, for instance, be sensitive to the diversity of religions within their classrooms and create a welcoming environment where students from both religious and secular beliefs feel comfortable. Moreover, teachers need to recognize common misconceptions about evolution and how to address them in their classrooms. Teachers should also have quick access to the various resources to teach evolution.
In this regard, the Thinking Evolutionarily Convocation played an important role in bringing together evolutionary researchers and educators from different sectors to discuss best methods for teaching about Evolution. Participants included representatives from scientific societies as well as educational research, officials from government funding agencies and curriculum developers. The convergence of these diverse stakeholders helped to identify a shared set of recommendations that will be the basis for future actions.
A key recommendation is that the teaching of evolution should be integrated in all science curricula at any level. To accomplish this, the National Science Education Standards (NRC) require that evolution be taught in an integrated way across the life sciences with a progression of ideas that are developmentally appropriate. Furthermore, a new publication from the NRC provides guidance to schools on how to integrate evolution into the life science curriculum.
A number of studies have demonstrated that a more comprehensive teaching of evolution is associated with greater student knowledge and belief in the existence of evolution. However the estimation of causal effects in the classroom is difficult given that school curricula are not randomly assigned and evolve in time as a result of the predetermined timing of gubernatorial elections and appointments to the state board of education. To overcome this problem, i use a longitudinal dataset that allows me control for the fixed effects of state and years as well as individual-level variations in the beliefs of teachers about evolutionary theory.
Another significant finding is that teachers who are more comfortable teaching evolution report having fewer intrapersonal barriers to doing so. This is consistent with the notion that a more experienced faculty is less likely to avoid evolution topics in the classroom and might be more likely use strategies such as an approach to reconciliation that is known to increase undergraduate student acceptance of evolution (Harms and Reiss, 2019; Tolman et al. 2020).