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Evolution Korea The economic crisis that hit Asia required a major review of the old system of business-government alliances and public management of private risks. In Korea this meant a shift in the development paradigm. In a controversial move, South Korea's government has requested textbook publishers to ignore calls to remove examples of evolution from science textbooks for high school students. This includes evidence for the evolution of horses as well as the avian an ancestor Archaeopteryx. 1. Evolution and Religion A South Korean creationist group has persuaded 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 negative images to students, leading them to lose faith. When the STR's campaign made the news, scientists from all over the world expressed worry. In a letter addressed to the editor of Nature the evolutionary biologist Jae Choe from Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. His colleagues backed him from across the country who gathered into a group called Evolution Korea to organize an anti-textbook petition. Some researchers are concerned that the STR campaign will be spread to other regions of the world, 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, particularly those with large Christian and Muslim populations. South Korea's cultural background is especially strong in the evolution debate. Twenty-six percent of the country's citizens belong to an organized religion and the majority adhere to Christianity or Buddhism. Many Koreans also follow 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 the human being is one with Hanulnim, the God of Sun and that heavenly blessings are possible through the good works of one's. All of this has made creationism a fertile ground. A number of studies have demonstrated that students who have religious backgrounds tend to feel more uncomfortable when learning about evolution than those without religion. The underlying causes of this phenomenon remain not known. One explanation is that students with religious beliefs tend to be as well-versed in scientific concepts and theories, which makes them more susceptible to the influence of creationists. Another reason could be that students who have religious backgrounds tend to view evolution as an atheistic idea which could make them less at ease with it. 2. Evolution and Science In recent years, campaigns against evolution in schools have raised concerns in the scientific community. A study conducted in 2009 found that over 40% of Americans believe that biological evolution is not true, and that a belief in it would be contrary to their convictions about religion. Many scientists believe that despite the success of creationism, the best way to counter this belief is to educate the public about the evidence for evolution. Scientists have a duty to educate their students about science, including the theory of evolution. They also need to inform the general public about the scientific process and how knowledge is collected and validated. They must explain how theories of science are frequently challenged and revised. However, misconceptions about nature and purpose of scientific research can lead to anti-evolution beliefs. For instance, many people confuse the term “theory” with the everyday meaning of the word – a hunch or guess. In the field of science, however, a hypothesis is rigorously tested, and empirical data is used to prove it. A theory that is repeatedly tested and observed becomes a scientific principal. The debate about evolutionary theory is an excellent opportunity to discuss the significance of the scientific method and its limitations. It is essential to be aware that science does not provide answers to questions about life's purpose or meaning, but offers a way for living things to evolve and evolve. Moreover, a well-rounded education must include exposure to the vast majority of scientific fields that include evolutionary biology. This is crucial because the jobs that people have and the decisions they make require a knowledge of how science works. The majority of scientists around the world agree that humans have evolved through time. A recent study predicting adults' view of the consensus on this subject found that those with higher education levels and science knowledge were more likely to believe that there is a general consensus among scientists on the subject of human evolution. Those who have more religious beliefs and less knowledge of science tend to be more skeptical. It is crucial that teachers insist on the importance of understanding the consensus on this issue to ensure that individuals have a solid basis for making informed choices about their health care, energy use, and other policy issues. 3. Evolution and Culture Cultural evolution is a close relative of the popular evolutionary theory. It focuses on how organisms like humans learn from one another. Researchers in this field use explanatory tools and investigative models derived from evolutionary theorists. They also go back to prehistoric times to find the origins of culture. This approach also recognizes that there are some differences between the characteristics of culture and biological. Cultural traits can be acquired gradually while biological traits are mostly inherited at the same time (in sexual species, at fertilization). The acquisition of one cultural characteristic can affect the development and growth of a different. In Korea the introduction of Western elements of style in the late nineteenth and early 20th century was the result of an elaborate sequence of events. One of the most significant was the arrival of Japanese occupation forces, who introduced Western hairstyles and styles of clothing to Korean society. After that, when Japan departed Korea in the 1930s, a portion of those trends began to revert. By the end World War II, Korea was united once more, this time under Choson dynasty rule. Today, Korea is a vibrant economic and political power. Despite the financial crisis of recent the economy of Korea has been growing at a steady pace over the last decade. It is expected to keep this trend going in the coming years. The current government is confronted with a variety of challenges. One of the biggest is the inability to come up with an effective strategy to address the economic crisis. The crisis has exposed weaknesses of the country's economic policies, particularly its dependence on exports and foreign investment that may not be sustainable in the long run. The financial crisis has shaken the confidence of investors. This means that the government needs to reconsider its approach and find other ways to boost the domestic demand. It also needs to reform the incentive, monitoring, and disciplining systems that are currently in place to ensure a stable financial environment. This chapter provides a number of scenarios for how the Korean economy might grow in a post-crisis environment. 4. Evolution and Education The biggest challenge for evolution educators is how to teach evolutionary concepts in a way that is suitable for students at various ages and developmental stages. For instance, teachers need to be aware of the diversity of religions in their classrooms and create an environment where students with both secular and religious views feel comfortable learning evolution. 에볼루션 사이트 must also be able recognize common misconceptions about evolution and know how to correct them in the classroom. Finally, teachers must have access to a variety of resources that are available to teach evolution and be able locate them quickly. In this context, Thinking Evolutionarily Convocation had a key role in bringing evolutionary researchers and educators from various sectors to discuss best methods for teaching about Evolution. Participants included representatives from scientific societies, educational research, officials from government funding agencies and 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 actions. It is crucial to include evolution in all science curricula at every level. National Science Education Standards (NRC), which call for the integration of evolution across all life sciences with a progression that is developmentally appropriate, are one way to achieve this goal. A new publication from NRC provides guidelines to schools about how to integrate evolution into the life science curriculum. Numerous studies have demonstrated that a more thorough explanation of evolution can lead to greater student understanding and belief in the concept of evolution. It is difficult to quantify causal effects in the classroom since school curricula don't change on a regular basis and are influenced by the timing of the state board of education and gubernatorial elections. To overcome this problem I utilize a longitudinal data set which lets me control for fixed state and year effects as well as individual-level variations in teacher beliefs regarding changes in the curriculum. Teachers who are more comfortable in teaching evolution have fewer internal barriers. This is consistent with the hypothesis that a more confident faculty is less likely to avoid evolution topics in the classroom and could be more likely to employ strategies, such as the reconciliatory approach that has been proven to improve the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al., 2020).