에볼루션 블랙잭 that hit Asia led to a major rethinking of the traditional system of government, business alliances, as well the public management of risk. In Korea this meant a shift in the development paradigm.
In a controversial move, South Korea's government has requested textbook publishers not to comply with calls to remove examples of evolution from high school science books. This includes evidence for the evolution of horses as well as the bird 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. 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 asserts that such materialism creates an image of negativity for students, leading them to be skeptical.
Scientists around the globe expressed concern when the STR campaign gained attention. In 에볼루션 블랙잭 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 formed an organization called Evolution Korea to organize an anti-textbook petition.
Some scientists are also worried that the STR campaign will spread to other parts of the globe where creationism is on the rise. The letter to Nature warned of the anti-evolution campaign increasing pressure on textbook revisions, especially in countries with large Christian and Muslim populations.
South Korea has a particularly strong cultural background for the debate about evolution. 26 percent of South Koreans are members of a religious community and the majority of them practice Christianity or Buddhism. In addition, many Koreans adhere to Ch'ondogyo, a philosophy based on Confucian principles that emphasizes social harmony and personal self-cultivation. Ch'ondogyo teaches that human beings are one with Hanulnim the God of the Sun, and that heavenly blessings can be derived through good works.
All of this has provided an ideal environment for the spread of creationism. A number of studies have demonstrated that students with religious backgrounds tend to be more uncomfortable when learning about evolution than those who are not religious. The underlying causes of this phenomenon are unclear. One possible explanation is that students who have religious backgrounds tend to be as familiar with scientific theories and concepts and are therefore more susceptible to the influence of creationists. Another possibility is that students with a religious background are more likely to see evolution as an atheistic concept and therefore less comfortable with it.
2. Evolution and Science
In recent years, anti-evolution campaigns in schools have raised concerns among the scientific community. A study conducted in 2009 found that more than 40 percent of Americans believe that biological evolution is a lie and that a belief in it could be in conflict with their convictions about religion. Despite the success of creationism in some states, many scientists believe that the best strategy to combat this inclination is not to actively engage in it, but rather to educate the public about the evidence supporting evolution.
Scientists have a duty to instruct their students in science and the theory of evolution. They should also inform the general public about the process of science and how knowledge is gathered and verified. They must explain how theories of science are often challenged and changed. However, misunderstandings regarding the nature of scientific research often create anti-evolution beliefs.
Many people mistake the term "theory" as a hunch, or a guess. In the realm of science, a theory is rigorously tested and verified with empirical data. A theory that is able to withstand repeated testing and observation is an established scientific principle.
The debate on evolution theory is an excellent occasion to discuss both the importance of the scientific method and its limitations. It is essential to understand that science cannot provide answers to questions about life's purpose or meaning, but rather provides a mechanism for living things to develop and change.
Moreover, a well-rounded education must include exposure to all major fields of science that include evolutionary biology. This is important because many jobs and choices require people know how science operates.
The majority of scientists around the world agree that humans have evolved through time. A recent study that predicted the adults' opinions of the consensus on this issue found that those who had higher levels of education and scientific knowledge were more likely to believe there is a consensus among scientists on the subject of human evolution. The people who have more religious beliefs but less knowledge of science tend to be more divided. It is crucial that teachers emphasize the importance of knowing the general consensus on this issue to ensure that people have a solid basis for making informed decisions regarding their health care, energy use and other issues of policy.
3. Evolution and Culture
Cultural evolution is a close cousin of the mainstream evolutionary theory. It examines how humans and other organisms learn from each other. Researchers in this field utilize elaborate models and tools that are adapted from those employed by evolutionary theorists. they look back to human prehistory to determine the genesis of our capacity to learn about culture.
This approach also recognizes the difference between traits that are cultural and biological. Cultural traits are acquired slowly while biological traits are typically acquired at the same time (in sexual species, at fertilization). The acquisition of one cultural characteristic can influence the growth and development of a different.
In Korea, the adoption of Western styles in the latter part of the nineteenth and early twentieth century was the result of an elaborate sequence of events. One of the most important was the arrival in Korea of Japanese occupation forces, who introduced Western clothing and hairstyles.
When Japan left Korea in the 1930s, a few of these trends began to reverse. By the end of World War II, Korea was once more united but this time under the rule of the Choson dynasty.
Today, Korea is a vibrant economic and political power. Despite the recent financial crisis the economy of Korea has been growing consistently over the past decade. It is anticipated to continue to grow in the coming years.
However, the current government has many challenges to face. One of the biggest is its inability to develop a coherent policy to deal with the economic crisis. The crisis has revealed weaknesses in the country's policies particularly its dependence on exports and foreign investment, which may not last.
The crisis has shaken confidence of investors. This means that the government needs to reconsider its approach and find other ways to boost the domestic demand. It will also have to reform the incentive, monitoring, and disciplining systems currently in place to ensure an environment that is stable for the financial sector. This chapter outlines several scenarios of how the Korean economy might develop after the crisis.
4. Evolution and Education
The challenge for educators of evolution lies in how to teach evolutionary concepts that are appropriate for various ages and stages of development. For example, teachers must be sensitive to the religious diversity in their classrooms and create a space that students who have religious and secular views feel comfortable learning evolution. Teachers must also understand the most common misconceptions about evolution and how to address these in their classrooms. Additionally, teachers should have access to a variety of resources to teach evolution and be able to locate them quickly.
In this regard, the Thinking Evolutionarily Convocation was a crucial step towards bringing evolutionary scientists and educators from a variety of disciplines to discuss most effective methods of teaching evolution. Participants included representatives from scientific societies and educational research organizations, as well as officials of government funding agencies as well as curriculum developers. The convergence of these diverse stakeholders led to the identification of a common set of recommendations that will form the foundation for future actions.
It is essential to incorporate evolution in all science curricula at every level. To accomplish this it is recommended that the National Science Education Standards (NRC) require that evolution be taught in a seamless manner across all sciences, with a progression of ideas that are developmentally appropriate. A new publication from the NRC offers guidance to schools on how to integrate evolution into the life science curriculum.
Several studies have found that a more thorough and comprehensive understanding of evolution is linked to more knowledge and belief in evolution. It is difficult to determine causal effects in the classroom because school curricula don't change on a regular basis and are affected by the timing of the state board of education and the gubernatorial election. To overcome this limitation I employ an ongoing data set that lets me control for fixed state and year effects and individual-level variation in the beliefs of teachers about the evolution of their curriculum.
Another significant finding is that teachers who feel more comfortable teaching about evolution report having fewer personal barriers to teaching it. This is consistent with the notion that a more confident faculty is less likely to avoid tackling evolution subjects in the classroom. They also could be more likely to use strategies such as an approach to reconciliation that is known to increase the acceptance of undergraduate students of evolution (Harms and Reiss 2019; Tolman et al., 2020).