Evolution Korea
The financial crisis that hit Asia prompted a major reappraisal the old system of government and business alliances, as well the public management of risk. In Korea, that meant a shift in the development model.
In a controversial decision, the South Korean government has asked textbook publishers to ignore requests to remove examples of evolution in high school science texts. This includes evidence of the evolution of horses as well as the Avian an ancestor Archaeopteryx.
1. Evolution and Religion
A creationist group from South Korea has successfully convinced textbook publishers to omit evidence of evolution from high school science texts. The Society for Textbook Revise, an independent branch of the Korea Association for Creation Research that wants to rid biology textbooks of "atheist materialism," was behind the decision. The STR asserts that such materialism creates a negative image for students, making them be skeptical.
When the STR's ad campaign made the news, scientists around the world reacted with alarm. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul, complained in a letter to Nature's editor that South Korea had succumbed to religious prejudice. He was backed by colleagues across the country, who set up a group called Evolution Korea to organize a petition against the changes to the textbooks.
Some scientists are worried that the STR could spread to other parts around the globe, where the belief in creationism has been on the rise. The letter to Nature warned that the anti-evolutionist movement will intensify pressure for revisions to textbooks in other countries, especially those with large Christian and Muslim populations.
South Korea's culture is particularly strong in the evolution debate. 26 percent of South Koreans belong to of a religious group and the majority of them practice Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo - a philosophy based upon Confucian principles that is a strong advocate of social harmony, individual self-cultivation, and self-respect. Ch'ondogyo teaches that human beings are one with Hanulnim, the God of the Sun, and that heavenly blessings are possible through good works.
All of this has provided fertile ground for the spread of creationism. Numerous studies have revealed that students with religious backgrounds tend to feel more uncomfortable about learning evolution than those who do not have a religious background. However, the underlying reasons for this phenomenon are not known. One possible explanation is that students with a religious background tend not to be as knowledgeable about scientific theories and concepts, which makes them 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 agnostic, making them less comfortable.
2. Evolution and Science
In recent years, anti-evolution programs in schools have raised concerns within the scientific community. A survey in 2009 revealed that 40 percent of Americans believed that biological evolution was not true and that it could conflict with their religious beliefs. Many scientists believe that, despite the success of creationism the best way to counter this belief is to educate the public on the evidence for evolution.
Scientists are responsible for teaching their students science, which includes the theory of evolution. They should also inform the public about the scientific process and how knowledge is collected and verified. They should also explain that theories of science are often challenged and reformulated. However, misinformation about the nature and purpose of research can lead to a negative view of evolution.
Some people interpret the term "theory" as a guess or guess. In the realm of science theories are thoroughly tested and verified using evidence. 에볼루션 블랙잭 that survives repeated testing and observation becomes a scientific principle.
The debate about the theory of evolution is a wonderful opportunity to discuss both the importance of the scientific method and its limits. It is important for people to recognize that science cannot answer questions about the purpose or meaning of life, but only provides a mechanism that allows living things to develop and adapt.
Furthermore, a comprehensive education should include exposure to all major fields of science, including evolutionary biology. This is essential because a variety of jobs and decisions require that people understand the way science operates.
The majority of scientists around the world agree that humans have evolved through time. In a recent study that predicted the views of adults on the consensus on this topic those with higher levels of education and scientific knowledge were found to be more likely to believe there is a wide agreement among scientists regarding human evolution. The people who have more religious beliefs but less scientific knowledge tend to be more divided. It is important that educators emphasize the importance of understanding this consensus, so that people can make informed decisions about energy use, health care and other issues of policy.
3. Evolution and Culture
A close cousin to mainstream evolutionary theory, the concept of cultural evolution focuses on the various ways that humans and other species learn from and interact with each other. Researchers in this area use explanation tools and models derived from evolutionary theorists and reach back to human prehistory to determine the origins of culture.
This approach also recognizes that there are differences between biological and cultural characteristics. Cultural traits can be acquired slowly, whereas biological traits are typically acquired simultaneously (in sexual species at fertilization). The acquisition of one characteristic can influence the development and growth of another.
In Korea For instance, the adoption of Western fashion elements in the latter part of the 19th century and early 20th centuries was the result of a variety of events. One of the most significant was the arrival of Japanese occupation forces who introduced Western clothing styles and hairstyles to Korean society.
Then, when Japan departed Korea in the 1930s, some of those trends began to revert. At the close of World War II, Korea was once more united, this time under the Choson dynasty rule.
Today, Korea is a vibrant political and economic power. Despite the recent financial crisis, Korea's economy has been growing consistently over the past decade. 에볼루션코리아 is anticipated to continue to grow in the future.
The current administration is faced with many challenges. The inability of the government to develop an effective strategy to address the current economic crisis is one of the biggest obstacles. The crisis has exposed the weaknesses of the country's economic policies, including its excessive dependence on foreign investment and exports which might not be sustainable over the long term.
As the crisis has shattered the confidence of investors, the government needs to reconsider its economic strategy and look for alternatives to boost domestic demand. To ensure a stable economic climate the government needs to overhaul its incentive system, monitoring and discipline. This chapter offers a number of scenarios of how the Korean economy could develop after the crisis.
4. Evolution and Education
The biggest challenge for evolution educators is how to present evolutionary concepts in a manner that is appropriate for students at various age groups and developmental stages. Teachers should, for instance, be sensitive to the diversity of religions within their classrooms and create a learning environment where students with both religious and secular perspectives feel comfortable. Additionally, teachers must recognize common misconceptions about evolution and how to deal with these in their classrooms. Teachers must also have quick access to the numerous resources available to teach evolution.
In this context the Thinking Evolutionarily Convocation was an important step towards bringing evolutionary scientists and educators from a range of disciplines to discuss best practices for 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 different stakeholders led to the development of the common recommendations that will serve as the basis for any future actions.
A key recommendation is that the study of evolution should be incorporated in all science curricula at every level. To achieve this it is recommended that the National Science Education Standards (NRC) require that evolution be taught in a seamless way across the life sciences using a sequence of ideas that are developmentally appropriate. A new publication from NRC provides guidelines 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. However it is difficult to determine the causal impact of teaching in the classroom is challenging given that school curricula are not assigned randomly and change over time because of the predetermined timing of gubernatorial elections and state board of education appointments. To overcome this issue I employ an ongoing dataset that gives me to control for state and years fixed effects as well as individual-level variations in the beliefs of teachers about evolutionary theory.
Teachers who are more comfortable in teaching evolution have fewer internal barriers. This is in line with the notion that faculty who are more confident are less likely to avoid teaching about evolution in the classroom, and could be more likely to employ strategies such as the reconciliatory method that is known to boost the acceptance of undergraduate students of evolution.