The Most Negative Advice We've Ever Heard About Evolution Korea
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Evolution Korea
The financial crisis that hit Asia led to a major rethinking of the traditional system of government, business alliances, as well as public management of risks. In Korea, that meant a shift in the development model.
In a controversial move South Korea's government has asked textbook publishers not to comply with 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 ancestral Archaeopteryx.
1. Evolution and Religion
A South Korean creationist group has persuaded textbook publishers to remove evidence of evolution from high school science texts. The Society for Textbook Revise, an independent offshoot from the Korea Association for Creation Research which aims 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 could lead to their eventual loss of faith.
When the STR's ad campaign made the news, scientists from all over the world reacted with alarm. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul wrote in an open letter to Nature's editor that South Korea had succumbed to religious prejudice. He was supported by colleagues from around the country who formed an organization called Evolution Korea to organize an anti-textbook petition.
Some researchers are concerned that the STR could be spread to other regions of the world, where creationism is on the rise. The letter to Nature warned of the anti-evolution campaign increasing pressure on textbook revisions, specifically in countries with large Christian and Muslim populations.
South Korea has a particularly powerful cultural backdrop for the debate about evolution. 26 percent of South Koreans are part of a religious group with the majority of them practicing Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo, the philosophy based on Confucian principles that is a strong advocate of social harmony, individual self-cultivation, and self-respect. Ch'ondogyo teaches that the human being is one with Hanulnim the God of Sun and that the heavenly blessings are possible through the good works of one's.
All of this has provided fertile ground for the spread of creationism. A number of studies have demonstrated that students with religion-based backgrounds tend to be more uncomfortable about learning about evolution than students who are not religious. The underlying causes of this phenomenon are not clear. Students who are religious may be less experienced with scientific theories, making them more vulnerable to creationists influence. Another reason could be that students who have religious backgrounds may see evolution as an idea that is atheistic, making them feel uncomfortable.
2. Evolution and Science
In recent years, scientists have been concerned about anti-evolution initiatives in schools. A study conducted in 2009 found that over 40% of Americans believe that biological evolution is a lie and that a belief in it could be in conflict with their faith-based beliefs. Many scientists believe that despite the popularity of creationism the best way to counter this belief is to educate the public about the evidence that supports evolution.
Scientists are required to instruct their students in science, including the theory of evolution. They should also educate the public on the process of scientific research and how knowledge is validated. They should also explain that theories of science are often challenged and reformulated. However, misconceptions regarding the nature of research conducted by scientists often create anti-evolution beliefs.
Some people confuse the word "theory" as a hunch or a guess. However, in science the theory is thoroughly tested and verified using evidence. A theory that is tested and observed repeatedly becomes a scientific principle.
The debate about the evolutionary theory provides a great opportunity to discuss the importance of the scientific method and its limitations. It is important that people understand that science cannot answer questions about life's purpose or meaning, but rather allows living things to develop and evolve.
Furthermore, a comprehensive education should include exposure to all the major scientific fields, including evolutionary biology. This is particularly important because the jobs people are employed in and the choices they make require understanding of how science functions.
The vast majority scientists in the world believe that humans have evolved through time. In a study that predicted the views of adults on the consensus on this topic 에볼루션 코리아 people with higher levels of education and scientific knowledge were found to be more likely believe there is a wide agreement among scientists about human evolution. People with a higher level of religious belief but less scientific knowledge tend to disagree more. It is crucial that teachers insist on knowing the general consensus on this issue to ensure that people have a solid basis for making informed decisions regarding their health care, energy usage, and other policy issues.
3. Evolution and Culture
A close cousin to the popular evolutionary theory, cultural evolution studies the numerous ways that organisms, including humans, learn from and interact with one another. Researchers in this area use explanatory tools and investigative models that are adapted from evolutionary theorists and reach back to human prehistory to determine the origins of culture.
This approach also acknowledges the differences between cultural and biological traits. Cultural traits can be acquired slowly, whereas biological traits are mostly inherited at the same time (in sexual species at fertilization). The acquisition of one characteristic can influence the growth and development of a different.
In Korea For instance the emergence of Western fashion elements in the late 19th century and early 20th century was the result of a complex series 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, a portion of these trends began to change. By the end World War II, Korea was united once more, this time under the Choson dynasty rule.
Today, Korea is a vibrant political and economic power. Despite the financial crisis of recent Korea's economy has been growing consistently over the past decade. It is anticipated to continue to grow in the future.
However, the current government is facing a variety of challenges. The government's inability to formulate a coherent plan to tackle the current economic crisis is among the biggest challenges. The crisis has revealed weaknesses in the country's policies particularly its dependence on foreign investment and exports, which may not last.
The financial crisis has shaken the confidence of investors. In the aftermath, the government needs to reconsider its strategy and come up with ways to increase domestic demand. To ensure a stable economic climate the government needs to overhaul its incentive, monitoring and discipline systems. This chapter offers a variety of scenarios for how the Korean economy might develop post-crisis.
4. Evolution and Education
The challenge for educators of evolution is how to teach evolutionary concepts that are appropriate for various levels of development and ages. For example, teachers must be aware of the religious diversity of their classrooms and create a space where students with both religious and secular beliefs feel comfortable in learning about evolution. Teachers must be able to recognize common misconceptions about evolution and know how to address them in the classroom. Teachers should also have quick access to the many resources to teach evolution.
In this regard the Thinking Evolutionarily Convocation was a crucial step in bringing together evolutionary scientists and educators from a variety of sectors to discuss the most effective methods of teaching evolution. Attendees included representatives of scientific societies, educational researchers, government funding agency officials as well as curriculum developers. The convergence of different stakeholders helped identify some common guidelines which will serve as the foundation for future actions.
A key recommendation is that the study of evolution should be integrated in all science curricula at any level. National Science Education Standards (NRC) that 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 the NRC provides guidance to schools about how to incorporate evolution into the life science curriculum.
Numerous studies have shown that a more thorough and comprehensive understanding of evolution can lead to higher levels of student understanding and belief in the existence of evolution. It is difficult to estimate the causality of teaching in the classroom since school curricula don't change in a random manner and are affected by the timing of state board of education and gubernatorial election. To overcome this limitation, I use a longitudinal data set that lets me control for fixed state and year effects and individual-level variation in teacher beliefs about the evolution of their curriculum.
Teachers who are more comfortable in teaching evolution report fewer internal barriers. This is consistent with the idea that a more experienced faculty is less likely to avoid evolution subjects in the classroom. They also might be more likely employ strategies like the reconciliatory approach that has been proven to increase undergraduate student acceptance of evolution (Harms and Reiss 2019; Tolman et al., 2020).