Evolution Korea
The economic crisis that hit Asia caused a significant rethinking of the old system of business-government alliances and the public management of private risks. In Korea this meant a shift in the model of development.
In a controversial decision, the South Korean government has asked textbook publishers to ignore requests to remove examples of evolution in science texts for high school students. These include the evidence for evolution of horses as well as the Avian ancestral Archaeopteryx.
1. Evolution and Religion
A group of creationists in 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 which aims to rid biology textbooks of "atheist materialism," was behind the move. The STR asserts that such materialism creates a negative image for students, making them abandon their faith.
When the STR's ad campaign made the news, scientists around the globe expressed concern. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul and wrote an email to Nature's editor that South Korea had succumbed to religious prejudice. He was backed by colleagues from across the country, who formed a group called Evolution Korea to organize a petition against the changes to the textbooks.
Some researchers are concerned that the STR will be spread to other regions of the globe, where the belief in creationism has been on the rise. The letter to Nature warned of the anti-evolution campaign increasing pressure on textbook revisions, especially in countries with large Christian and Muslim populations.
The South Korean culture is particularly strong in the debate on evolution. 26 percent of South Koreans belong to of a religious community, with the majority practicing Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the philosophy of Ch'ondogyo. It is based on Confucian principles that emphasizes social harmony and personal 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 obtained by doing good deeds.
All of this has created a fertile ground. Numerous studies have revealed that students who have religion-based backgrounds tend to feel more uncomfortable about learning about evolution than students who do not have a religious background. The reasons behind this aren't evident. Students with a religious background might be less knowledgeable about scientific theories, which makes them more susceptible to creationists' influence. Another reason could be that students who have religious backgrounds might view evolution as a belief system that is not a religion, which makes them less comfortable.
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% of Americans believed that biological evolution was a myth and that it could conflict with their religious beliefs. Many scientists believe that, despite the success of creationism the best method to counter this belief is to educate the public about the evidence for evolution.
Scientists are responsible to teach their students science, which includes the theory of evolution. They also need to inform people about the process of science and how knowledge from science is gathered and confirmed. They should explain how theories of science are often challenged and revised. However, misperceptions regarding the nature of research conducted by scientists often fuel anti-evolution beliefs.
Some people interpret the term "theory" as a guess, or a guess. In the realm of science, a theory is thoroughly tested and verified using evidence. A theory that has survived repeated testing and observation becomes an established scientific principle.
The debate about evolutionary theory is an excellent occasion to discuss the importance of the scientific method and its limitations. It is crucial to understand that science cannot answer questions about life's purpose or meaning, but instead offers a way for living things to evolve and adapt.
Furthermore, a comprehensive education should include exposure to the vast majority of scientific fields, including evolutionary biology. This is crucial because a lot of jobs and decisions require that individuals understand the way science works.
The vast majority scientists in the world agree that humans have evolved through time. In a recent study that predicted the views of adults on the consensus around this issue, those with higher levels education and science knowledge were found to be more likely to believe there is a wide consensus among scientists on the evolution of humans. The people who have more religious beliefs but less scientific knowledge tend to disagree more. It is crucial that teachers insist on understanding the consensus on this issue to ensure that individuals have a solid foundation for making informed decisions regarding their health care, energy use and other policy issues.
3. Evolution and Culture
Cultural evolution is a close cousin of mainstream evolutionary theory. It focuses on the ways that humans and other species learn from one another. Researchers in this field use explanation models and tools that are adapted from the ones used by evolutionary theorists, and they reach back into human prehistory to discover the origins of our capacity to learn about culture.
This approach also acknowledges the distinction between cultural and biological traits. While biological traits are generally inherited all at once (in sexual species, during fertilization), cultural traits can be acquired over a lengthy period of time. This means that the emergence of one cultural characteristic can affect the development of another.
In Korea the emergence of Western styles in the latter part of the nineteenth and early twentieth centuries was the result 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.
When Japan left Korea in the 1930s, some of these trends began to change. At the end of World War II, Korea was once more united and again under Choson dynasty rule.
Today, Korea is an economic and political power. Despite the current global financial crisis, the country's economy has grown steadily in the past decade and is poised to continue its healthy growth in the future.
에볼루션 무료 바카라 is facing a variety of challenges. One of the most significant is the inability to come up with a coherent policy to tackle the economic crisis. The crisis has exposed weaknesses in the country's policies particularly its dependence on foreign investment and exports, which may not last.
Since the financial crisis has destroyed the confidence of investors, the government has to rethink its economic strategy and come up with alternatives to boost domestic demand. To ensure a stable economic climate the government will need to reform its incentive system, monitoring and discipline. This chapter provides a variety of scenarios of how the Korean economy might develop after the crisis.
4. Evolution and Education
The challenge for educators of evolution is how to teach evolutionary concepts that are appropriate for different levels of development and ages. For instance, teachers need to be aware of the diversity of religions in their classrooms and create an environment that students who have religious and secular views are comfortable with learning about evolution. Teachers must also be able to identify common misconceptions about evolution and be able to address them in the classroom. Teachers must also have easy access to the many resources to teach evolution.
In this context the Thinking Evolutionarily Convocation was an important step in bringing evolutionary scientists and educators from a variety of disciplines to discuss best practices for teaching evolution. Attendees included representatives of scientific societies as well as educational researchers, officials of government funding agencies as well as curriculum developers. The convergence of these diverse parties led to the identification of a common set of recommendations that will form the basis for future actions.
One important recommendation is that the study of evolution should be included 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 a good method to achieve this goal. A new publication from the NRC provides guidance to schools on how they can integrate evolution into their life science curriculum.
Several studies have found that a more thorough teaching of evolution is linked to more knowledge and belief in 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 the state board of education and the gubernatorial election. To overcome this issue, I use an ongoing data set that lets me control for year and state fixed effects and individual-level variation in the beliefs of teachers about changes in the curriculum.
Another important result is that teachers who feel more comfortable teaching evolution report having less intrapersonal barriers to doing so. This is in line with the idea that more experienced faculty are less likely to be hesitant about teaching about evolution in the classroom. They may also be more inclined to employ strategies such as the reconciliatory method known to increase the students' understanding of evolution.