10 Real Reasons People Dislike Evolution Korea Evolution Korea
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Evolution Korea
The economic crisis which swept Asia caused a major review of the traditional system of government, business alliances, as well the public management of risks. In Korea this meant an evolution of 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. This includes evidence for 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 remove evidence of evolution from science textbooks for high school students. 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, which wants to rid biology books of "atheist materialism." The STR asserts that such materialism creates negative images to students, causing them to abandon their faith.
When the STR's ad campaign made the news, scientists across the world expressed alarm. In a letter to the editor of Nature the 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 around the country, who formed a group called Evolution Korea to organize a petition to protest the changes to the textbooks.
Some researchers are also concerned about the possibility that the STR campaign will be spread to other parts of the globe where the prevalence of creationism is rising. 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 powerful cultural backdrop for the debate on evolution. 26 percent of the country's residents belong to a religious denomination, and most practice Christianity or Buddhism. In addition, a lot of Koreans adhere to Ch'ondogyo, a philosophy that is based on Confucian principles that emphasizes harmony among people and personal self-cultivation. Ch'ondogyo is a way of teaching that the human being is one with Hanulnim the God of Sun, and that divine blessings are achievable by doing good deeds.
All of this has provided an ideal environment for the spread of creationism. A number of studies have demonstrated that students who have religious backgrounds tend to be more uncomfortable about learning about evolution than students who do not have a religious background. However, the root causes of this phenomenon are not known. Students who are religious may not be as experienced with scientific theories, which makes them more susceptible to creationists and their influence. Another possible factor is that students with religious beliefs tend to view evolution as a religious concept and therefore less comfortable with the idea.
2. Evolution and Science
In recent years, anti-evolution programs in schools have caused concern in the scientific community. A survey conducted in 2009 revealed that nearly 40 percent of Americans believed that biological evolution was not true and that it would be in conflict with their religious beliefs. Many scientists believe that despite the success of creationism, the best way to combat this movement is to educate the public on the evidence for evolution.
Scientists are required to educate their students about science including the theory of evolution. They should also educate the public on the research process and how knowledge is verified. They should also clarify that scientific theories are frequently challenged and reformulated. However, misperceptions regarding the nature of scientific research often create anti-evolution beliefs.
Some people interpret the term "theory" as a guess or guess. In science, however the theory is thoroughly tested and verified using empirical data. A theory that is able to withstand repeated testing and observation becomes an established scientific principle.
The debate about evolution theory is a great chance to discuss the importance of scientific methodology and its limits. It is essential to be aware that science cannot answer questions about life's purpose or meaning, but instead provides a mechanism for living things to develop and change.
A comprehensive education should include exposure to the major fields of science including evolutionary biology. This is particularly important because the jobs that people hold and the decisions they make require a understanding of how science functions.
The majority of scientists around the world believe that humans have evolved over time. A recent study that predicted the adults' views of the consensus around this issue found that those with higher education levels and knowledge of science were more likely to believe that there is a consensus among scientists about human evolution. Those with more religious faith but less science knowledge tend to disagree more. It is essential that teachers stress the importance of gaining an understanding of this consensus so that people can make informed decisions about energy use, health care, and other policy matters.
3. Evolution and Culture
A close cousin to mainstream evolutionary theory, cultural evolution focuses on the various ways humans--and other organisms--learn from and with each other. Researchers in this field utilize explanatory models and investigative tools adapted from those used by evolutionary theorists, and they reach back into human prehistory to discover the genesis of our capacity to learn about culture.
This approach also acknowledges the distinction between cultural and biological traits. Cultural traits can be acquired gradually while 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 emergence of Western fashion elements in the latter half of the 19th century and the early 20th century was a result of a complicated sequence of events. One of the most important was the arrival in Korea of Japanese occupation forces that introduced Western hairstyles and clothes.
After that, when Japan left Korea in the 1930s, more info a portion of these trends began to reverse. By the end 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 economy of Korea has grown consistently over the last decade and is poised to continue its healthy growth in the coming years.
The current government is confronted by a myriad of problems. One of the most serious is its inability to find a coherent policy to tackle the economic crisis. The crisis has exposed weaknesses of the country's economic policies, including its excessive dependence on exports and foreign investment, which may not be sustainable in the long run.
Since the financial crisis has destroyed the confidence of investors, the government needs to review its economic strategy and come up with alternatives to boost domestic demand. To ensure a stable economic climate, the government will have reform its incentive system, monitoring and discipline. This chapter presents several scenarios on how the Korean economy could develop in a post-crisis world.
4. Evolution and Education
The challenge for teachers of evolution is how to teach evolutionary concepts that are appropriate for different ages and stages of development. Teachers must, for example, be sensitive to the diversity of religions within their classrooms and create an environment where students of both religious and secular perspectives feel comfortable. Teachers must also be able to identify common misconceptions regarding evolution and be able to address them in the classroom. Additionally, teachers should be able to access a range of resources for teaching evolution and be able to locate them quickly.
In this context the Thinking Evolutionarily Convocation was a crucial step in bringing evolutionary scientists and educators from a range 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 different stakeholders led to the development of a set of shared recommendations that will serve as the basis for any future actions.
It is important to include evolution in all science curricula, at every level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences, with the developmentally appropriate, are a method to achieve this goal. A new publication from the NRC provides guidance for schools on how to integrate evolution into the life science curriculum.
Multiple studies have shown that a more thorough explanation of evolution can lead to better understanding by students and belief in the existence of evolution. It is difficult to determine causal effects in the classroom because school curricula do not change in a random manner and are affected by the timing of state board of education and the gubernatorial election. To overcome this issue I utilize a longitudinal data set that allows me to control for year and state fixed effects and the individual-level variation in teacher beliefs regarding the evolution of their curriculum.
Teachers who are more comfortable teaching evolution have fewer internal barriers. This is in line with the idea that more experienced faculty are less likely to be hesitant about evolution-related topics in the classroom. They may also be more inclined to employ strategies like a reconciliatory method known to increase undergraduate students' acceptance of evolution.