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Evolution Korea The economic crisis that swept Asia forced a major reappraisal of the old system of government-business alliances and the public management of private risks. In Korea, this meant a shift in the development paradigm. In a controversial move, the South Korean government has asked publishers of textbooks to ignore calls to remove examples of evolution from high school science textbooks. These include the evidence of the evolution of horses as well as the Avian ancestral Archaeopteryx. 1. Evolution and Religion A South Korean creationist group has convinced textbook publishers to remove evidence of evolution from high school science texts. This was the result of a campaign run by the Society for Textbook Revise (STR) an independent affiliate of the Korea Association for Creation Research that aims to clear textbooks on biology of “atheist materialism.” The STR claims that such materialistic views create a negative image for students and can lead to their eventual loss of faith. Scientists from all over the world expressed concerns when the STR campaign was featured in the news. In a letter addressed 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 supported by colleagues across the country, who set up a group called Evolution Korea to organize a petition against the changes to the textbooks. Some researchers are concerned that the STR could expand to other parts of the world, where the belief in creationism has been on the rise. The letter to Nature warned of the anti-evolutionist campaign putting pressure on textbook revisions, especially in countries with large Christian and Muslim populations. South Korea has a particularly strong cultural background for the debate on evolution. 26 percent of the nation's residents belong to an organized religion, and most adhere to Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the Ch'ondogyo philosophy, which is that is based on Confucian principles that emphasizes social harmony and individual self-cultivation. 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 the good deeds of a person. All of this has created fertile ground for the spread of creationism. Numerous studies have revealed that students who have religious backgrounds to be more reluctant to learn about evolution than those who don't. However, the underlying causes of this phenomenon remain not clear. Students who are religious may not be as experienced with the theories of science, making them more susceptible to creationists and their influence. Another factor could be that students who have religious backgrounds might view evolution as a concept that is agnostic, making them feel uncomfortable. 2. Evolution and Science In recent years, anti-evolution programs in schools have raised concern within the scientific community. A survey in 2009 revealed that 40% of Americans believed that biological evolution was not true and that it could 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 counter this movement is not to be actively involved in with it, but rather educate the public about the evidence that supports evolution. Scientists have a duty to educate their students about science, including the theory of evolution. They also need to inform the public about the process of scientific research and the way in which knowledge is verified. They must explain how scientific theories are frequently challenged and modified. However, misinformation about the nature and purpose of scientific research can lead to anti-evolution beliefs. For instance, some people are able to confuse the term “theory” with the normal meaning of the word – a hunch or a guess. In the realm of science theories are rigorously tested and verified with empirical evidence. A theory that is repeatedly tested and observed becomes a scientific principal. The debate over evolutionary theory is an excellent opportunity to discuss the significance 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 allows living things to grow and adapt. A well-rounded education should cover all the major scientific fields including evolutionary biology. This is especially important since the jobs that people hold and the decisions they make require understanding of how science works. The vast majority of scientists around the world agree that humans have evolved over time. In 바카라 에볼루션 that predicted adults' views of the consensus on this subject, those with higher levels education and scientific knowledge were found to be more likely believe that there is wide agreement among scientists about the evolution of humans. Those with more religious faith but less knowledge of science tend to be more divided. It is essential that educators insist on knowing the general consensus on this issue, so that people have a solid foundation for making informed decisions about their health care, energy use and other issues of policy. 3. Evolution and Culture Cultural evolution is a close cousin of the popular evolutionary theory. It focuses on the ways that humans and other species learn from one another. Researchers in this field utilize elaborate models and tools that are adapted from those employed by evolutionary theorists, and they reach back into human prehistory to discover the origins of our capacity for cultural understanding. This method also acknowledges that there are differences between cultural and biological traits. While biological traits are typically acquired in one go (in sexual species, after fertilization), cultural traits can be acquired over a protracted period of time. In the end, the acquisition of one cultural trait can influence the development of another. In Korea for instance the introduction of Western fashion elements in the latter half of the 19th and early 20th centuries was the result of a variety of events. One of the most significant was the arrival in Korea of Japanese occupation forces who introduced Western clothing and hairstyles. When Japan left Korea in the 1930s, a portion of these trends began revert. At the end of World War II, Korea was once again united and again under the Choson dynasty rule. Today, Korea is an economic and political power. Despite the recent global financial crisis, the country's economy has been growing steadily over the past decade and is expected to maintain its steady growth in the near future. The current government is faced with a variety of challenges. One of the most serious is its inability to develop a consistent policy to tackle the economic crisis. The crisis has exposed weaknesses of the country's economic policies, particularly its dependence on exports and foreign investment, which may not be sustainable in the long run. As the crisis has shattered the confidence of investors, the government must rethink its economic strategy and look for alternatives to increase domestic demand. To ensure a stable financial climate, the government will have to reform its incentive and monitoring systems, as well as discipline and monitoring. This chapter offers a number of scenarios of how the Korean economy could grow in the post-crisis era. 4. Evolution and Education The challenge for teachers of evolution lies in how to teach evolutionary concepts that are appropriate for different levels of development and ages. For instance, teachers need to be sensitive to the religious diversity of their classrooms and create a space that students who have religious and secular beliefs feel comfortable learning evolution. Teachers must also recognize common misconceptions about evolution, and how to deal with these in their classrooms. Additionally, teachers should have access to a range of resources available for teaching evolution and be able to locate them quickly. In this context, the Thinking Evolutionarily Convocation was an important step in bringing evolutionary scientists and educators from a range of disciplines to discuss best practices for teaching evolution. Participants included representatives from scientific societies as well as educational research, government funding agency officials and curriculum developers. The convergence of diverse stakeholders helped identify some common guidelines that will form the basis for any future actions. It is crucial to include evolution in all science curricula, at every level. To achieve this, the National Science Education Standards (NRC) call for evolution to be taught in a unified manner across all sciences, with a progression of concepts that are developmental appropriate. A new publication from NRC provides guidance to schools about how to incorporate evolution into the life science curriculum. A number of studies have demonstrated that a more comprehensive teaching of evolution is linked to higher levels of student understanding and belief in evolution. It is difficult to determine causal effects in the classroom, since school curricula don't change in a random manner and are dependent on the timing of state boards of education and gubernatorial election. To overcome this issue I employ an ongoing dataset that gives me control for the effects of years and states fixed and individual-level variations in the beliefs of teachers regarding evolutionary theory. Teachers who are more comfortable in teaching evolution have less internal barriers. This is consistent with the hypothesis that a more experienced faculty is less likely to avoid discussing evolution topics in the classroom. Additionally, they could be more likely to employ strategies like an approach to reconciliation that is known to improve the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al. 2020).