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Evolution Korea The economic crisis which swept Asia prompted a major reappraisal the traditional system of government, business alliances, and public management of risks. In Korea this meant a shift in the development model. In a controversial move, South Korea's government has requested textbook publishers to ignore calls to eliminate examples of evolution from science textbooks for high school students. These include the evidence for evolution of horses and of the avian ancestral 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 that wants to rid biology textbooks of “atheist materialism,” was behind the move. The STR claims that such materialistic thinking creates a negative picture for students and can lead to their eventual loss of faith. When the STR's ad campaign made the news, scientists across the globe expressed concern. In a letter to the editor of Nature the evolutionary biologist Jae Choe of Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was supported by colleagues from all over the country who gathered into a group named Evolution Korea to organize an anti-textbook petition. Some scientists are worried that the STR could expand to other parts of the globe, where creationism has been growing. The letter to Nature warned of the anti-evolutionist campaign putting pressure on textbook revisions, specifically in countries with large Christian and Muslim populations. The South Korean culture is especially strong in the debate over evolution. 26 percent of South Koreans are part of a religious group, with the majority practicing Christianity or Buddhism. In addition, a lot of Koreans adhere to the philosophy of Ch'ondogyo. It is based on Confucian principles which emphasizes harmony in society and individual self-cultivation. Ch'ondogyo teaches that human beings are one with Hanulnim the God of the Sun, and that the heavenly blessings are possible through the good deeds of a person. All of this has made creationism a fertile field. Numerous studies have revealed that students who have a religious background tend to feel more uncomfortable when learning about evolution than those without religion. The underlying causes are not evident. Students who have a religious background might be less familiar with scientific theories, which makes them more susceptible to the creationists and their influence. Another possibility is that students who have a religious background tend to view evolution as a religious concept, which may make them less at ease with it. 2. Evolution and Science In recent years the scientific community has been concerned about anti-evolution efforts in schools. A survey conducted in 2009 revealed that nearly 40 percent of Americans believe that biological evolution is a lie and that a belief in it would conflict with their convictions about religion. Many scientists believe that, despite the fact that creationism has been successful the best way to counter this belief is to educate the public on the evidence that supports evolution. Scientists are responsible for teaching their students science including the theory of evolution. They should also inform the general public about the process of science and how knowledge is gathered and confirmed. They must also explain how scientific theories are often challenged and changed. However, misconceptions about the nature and purpose of scientific research can fuel anti-evolution views. For example, some people confuse the term “theory” with the normal meaning of the word – a hunch or guess. In science, however a hypothesis is rigorously tested and empirical data is used to prove it. A theory that is able to withstand repeated testing and observation becomes a scientific concept. The debate over evolution theory is an excellent opportunity to discuss both the importance of the scientific method and its limits. It is crucial for people to recognize that science is not able to answer questions about the meaning or meaning of life, but only provides a mechanism that allows living things to grow and change. A well-rounded education must include exposure to all major scientific fields including evolutionary biology. This is crucial because a lot of jobs and choices require people understand how science operates. The vast majority of scientists across the world accept that humans have changed over time. In a study that predicted adults' views of the consensus on this topic, those with higher levels education and knowledge of science were found to be more likely to believe that there is wide agreement among scientists regarding the evolution of humans. People with a higher level of religious belief but less science knowledge tend to be more divided. It is critical that educators insist on the importance of understanding the general consensus on this issue to ensure that individuals have a solid foundation for making informed choices about their health care, energy use and other policy issues. 3. Evolution and Culture A close relative to the popular evolutionary theory, the concept of cultural evolution explores the many ways that organisms, including humans, learn from and interact with each other. Researchers in this field employ elaborate models and tools that are adapted from those employed by evolutionary theorists. they reach back into human prehistory to discover the genesis of our capacity for cultural understanding. This method also acknowledges the differences between the characteristics of culture and biological. Cultural traits can be acquired slowly while biological traits are typically acquired at the same time (in sexual species at fertilization). The acquisition of a cultural characteristic can affect the growth and development of another. In Korea for instance the emergence of Western fashion elements in the latter half of the 19th century and the early 20th century was a result of a variety of events. click through the following article of the most important was the appearance in Korea of Japanese occupation forces who introduced Western hairstyles and clothes. When Japan left Korea in the 1930s, a few of those 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 an economic and political power. Despite the financial crisis of recent, Korea's economy has been growing consistently over the last decade. It is anticipated to continue to grow 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 exposed the weaknesses of the country's policies, especially its over-reliance on foreign investment and exports, which may not last. The crisis has shaken the confidence of investors, the government must reconsider its economic strategy and look for alternatives to boost domestic demand. To ensure a stable economic climate the government needs to reform its incentive system, monitoring and discipline. This chapter provides a number of scenarios on how the Korean economy could develop in a post-crisis world. 4. Evolution and Education One of the biggest challenges for educators of evolution is how to present evolutionary concepts in ways that are appropriate for students of various levels of development and ages. Teachers need to, for instance be mindful of the diversity of religions within their classrooms and create an environment where students of both secular and religious beliefs feel comfortable. Teachers should also be able to identify common misconceptions regarding evolution and be able to correct them in the classroom. Teachers must also be able to access a range of resources available for teaching evolution and be able to find them quickly. In this context, the Thinking Evolutionarily Convocation was a crucial step towards bringing evolutionary scientists and educators from a variety of fields to discuss best practices for teaching about evolution. Participants included representatives from scientific societies and educational researchers, as well as officials from 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 serve as the basis for future action. One important recommendation is that the subject of evolution should be included in every science curriculum at every level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences with a progression that is developmentally appropriate, are one way to accomplish this goal. A new publication from the NRC offers guidance for schools on how to integrate evolution into the life science curriculum. Numerous studies have shown that a more comprehensive teaching of evolution can lead to greater student knowledge and belief in evolution. It is difficult to estimate the causal effects of evolution in the classroom since school curricula do not change on a regular basis and are affected by the timing of state board of education and gubernatorial elections. 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 differences in the beliefs of teachers regarding evolutionary theory. Another significant finding is that teachers who are more comfortable teaching evolution report having fewer intrapersonal barriers to doing so. This is in line with the notion that more confident faculty are less likely to be hesitant about questions about evolution in the classroom, and may be more inclined to use strategies such as the reconciliatory method that is known to boost undergraduate students' acceptance of evolution.