Evolution Korea
The economic crisis that swept Asia caused a significant rethinking of the old system of government-business 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 high school science books. These include the evidence for the evolution of horses as well as the bird ancestral Archaeopteryx.
1. Evolution and Religion
A creationist group in South Korea has successfully convinced textbook publishers to remove evidence of evolution in high school science textbooks. The Society for Textbook Revise, an independent branch of the Korea Association for Creation Research that aims to cleanse biology textbooks of "atheist materialism," was behind the move. The STR asserts that such materialism creates an image of negativity for students, causing them to be skeptical.
When the STR's campaign hit the news, scientists across the world expressed worry. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul, complained in an email to Nature's editor that South Korea had succumbed to religious prejudice. He was supported by colleagues from all over the country who formed an organization called Evolution Korea to organize an anti-textbook petition.
에볼루션 무료 바카라 are concerned that the STR will be spread to other regions of the world, where creationism is increasing. The letter to Nature warned of the anti-evolution campaign increasing pressure on textbook revisions, particularly in countries with large Christian and Muslim population.
South Korea has a particularly significant cultural context for the evolution debate. 26 percent of South Koreans belong to of a religious group with the majority of them practicing Christianity or Buddhism. Many Koreans also follow Ch'ondogyo, a philosophy based upon Confucian principles, which emphasizes harmony in the social, personal self-cultivation and self-respect. Ch'ondogyo teaches that human beings are one with Hanulnim, the God of the Sun, and that heaven-bound blessings can be obtained through good works.
All of this has created a fertile ground. Numerous studies have found that students with a religious background to be more hesitant to learn about evolution than those who do not. The underlying causes of this phenomenon are not clear. One possible explanation is that students with a religious background tend not to be as knowledgeable about scientific concepts and theories which makes them more vulnerable to the influence of creationists. Another reason could be that those with religious backgrounds might view evolution as an idea that is atheistic, making them feel less comfortable.
2. Evolution and Science
In recent years, anti-evolution programs in schools have raised concerns in the scientific community. A 2009 survey revealed nearly 40 percent of Americans believed that biological evolution was wrong and that it would conflict their religious beliefs. Despite the fact that creationism has been a huge success in some states, a lot of scientists believe that the best way to counter this movement is not to engage it, but to inform people about the evidence for evolution.
Scientists are required to educate their students about science and the theory of evolution. They also need to inform people about the scientific process, and how scientific knowledge is collected and verified. They must explain how scientific theories are often challenged and revised. However, misconceptions about nature and purpose of research can fuel anti-evolution views.
Some people interpret the term "theory" as a guess, or a guess. In science, however, an hypothesis is rigorously tested and empirical data is used to confirm it. A theory that is repeatedly tested and observed is then a scientific principle.
The debate over evolutionary theory is an excellent occasion to discuss the importance of the scientific method and its limitations. It is important that people understand that science cannot provide answers to questions about life's purpose or meaning, but rather offers a way for living things to grow and evolve.
Moreover, a well-rounded education must include exposure to the vast majority of scientific fields that include evolutionary biology. This is especially important since the jobs people are employed in and the decisions they make require understanding of how science works.
The vast majority of scientists around the world agree that humans have changed over time. In a study that predicted the views of adults on the consensus on this subject, those with higher levels education and knowledge of science were found to be more likely to believe that there is wide consensus among scientists on the evolution of humans. Those with more religious faith but less knowledge of science tend to disagree more. It is critical that educators emphasize the importance of understanding the consensus on this issue to ensure that people are able to making informed decisions regarding their health care, energy usage, and other policy issues.
3. Evolution and Culture
A close relative to the popular evolutionary theory, cultural evolution studies the numerous ways humans--and other organisms--learn from and with one another. Researchers in this field use explanatory tools and investigative models adapted from evolutionary theorists. They also go back to prehistoric times to discover the origins of culture.
This method also acknowledges the distinction between traits that are cultural and biological. Cultural traits are acquired slowly while biological traits are typically acquired at the same time (in the case of sexual species after fertilization). In 에볼루션바카라 , the acquisition of one cultural trait can influence the development of another.
In Korea, the adoption of Western elements of style 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 in Korea of Japanese occupation forces who introduced Western hairstyles and clothing.
When Japan left Korea in the 1930s, a portion of these trends began reverse. At the close of World War II, Korea was once again united and was again under the rule of the Choson dynasty.
Today, Korea is a vibrant economic and political power. Despite the financial crisis of recent Korea's economy has been growing steadily over the past decade. It is expected to continue this growth in the future.
The current government is confronted by a myriad of problems. One of the biggest is the inability to come up with a consistent policy to address the economic crisis. The crisis has exposed shortcomings in the policies of the country, especially its over-reliance on exports and foreign investment, which may not last.
The crisis has shaken the confidence of investors, the government must reconsider its economic strategy and look for alternative ways to boost domestic demand. To ensure a stable economic climate the government needs to reform its incentive, monitoring and discipline systems. This chapter offers a variety of scenarios on how the Korean economy could develop post-crisis.
4. Evolution and Education
A fundamental challenge for educators of evolution is how to teach evolutionary concepts in a way that is suitable for students of different levels of development and ages. Teachers, for instance, must be sensitive to the diversity of religions in their classrooms and create a space that students who have religious and secular views feel comfortable learning evolution. Additionally, teachers must recognize common misconceptions about evolution, and how to deal with them in their classrooms. Teachers must also have quick access to the many resources to teach evolution.
In this regard the Thinking Evolutionarily Convocation was a crucial step towards bringing evolutionary scientists and educators from a variety of disciplines to discuss best practices for teaching about evolution. Participants included representatives from scientific societies, educational research, officials of government funding agencies as well as curriculum developers. The convergence of these diverse stakeholders resulted in a consensus set of recommendations that will form the basis for future actions.
It is important to include evolution in all science curricula at every level. To accomplish this, the National Science Education Standards (NRC) call for evolution to be taught in a unified way across the life sciences with a progression of concepts that are developmental appropriate. A new publication from the NRC offers guidance to schools about how to integrate evolution into the life science curriculum.
Multiple studies have proven that a more complete presentation of evolution is linked to greater student understanding and belief in the existence of evolution. However, estimating the causal impact of teaching in the classroom is difficult due to the fact that school curriculums are not randomly assigned and change in time as a result of the predetermined timeframe of gubernatorial elections as well as appointments to the state board of education. To overcome this limitation I use a longitudinal data set that gives me to control for the fixed effects of state and years as well as individual-level variations in teacher beliefs about evolutionary theory.
Teachers who are more comfortable teaching evolution have less internal barriers. This is in line with the notion that more confident faculty are less likely to avoid teaching about evolution in the classroom, and may be more inclined to use strategies such as a reconciliatory approach known to increase undergraduate students' acceptance of evolution.