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Evolution Korea

The economic crisis that hit Asia caused a significant rethinking of the old model of government-business alliances and the public management of private risks. In Korea this required a change in the development paradigm.

In a controversial decision, South Korea's government has asked textbook publishers to ignore calls to eliminate examples of evolution in science books for high school students. These include the evidence for the evolution of horses and of the Avian ancestor Archaeopteryx.

1. Evolution and Religion

A group of creationists in South Korea has successfully convinced textbook publishers to omit evidence of evolution in high school science textbooks. 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 decision. The STR claims that such materialism paints an unhopeful picture for students and leads to their eventual loss of faith.

When the STR's campaign hit the news, scientists across the world expressed concern. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul, complained in a letter to Nature's editor that South Korea had succumbed to religious prejudice. He was backed by colleagues across the country, who formed a group called Evolution Korea to organize a petition against the changes to the textbooks.

Some scientists are also concerned that the STR campaign will be spread to other parts of the globe where the belief in the spread of creationism is increasing. The letter to Nature warned that the anti-evolution movement will increase pressure for textbook revisions in other countries, particularly those with large Christian and Muslim population.

South Korea has a particularly strong cultural background for the debate about evolution. 26 percent of the nation's residents belong to an organized religion and the majority practice Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the philosophy of Ch'ondogyo. It is founded on Confucian principles which emphasizes harmony in society 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 the heavenly blessings are possible through good works.

All of this has created fertile ground for the spread of creationism. Several studies have shown that students with a religious background tend to be more uncomfortable about learning about evolution than students who do not have a religious background. The underlying causes of this phenomenon are not known. Students who have a religious background may be less experienced with scientific theories, which makes them more vulnerable to creationists' influence. Another reason could be that students with religious beliefs are more likely to view evolution as an atheistic idea which could make them less comfortable with it.

2. Evolution and Science

In recent years, anti-evolution campaigns in schools have raised concern within the scientific community. A 2009 survey revealed that over 40% of Americans believe that biological evolution is wrong and that a belief in it would conflict with their religious beliefs. Many scientists believe that despite the fact that creationism has been successful the best method to counter this belief is to educate the public on the evidence for evolution.

Scientists have a duty to instruct their students in science including the theory of evolution. They must also inform the public about the research process and the way in which knowledge is validated. They must explain how theories of science are frequently challenged and modified. However, misconceptions regarding the nature of scientific research frequently cause people to believe that evolution is not real.

For instance, some people confuse the term "theory" with the everyday meaning of the word - a hunch or a guess. In the field of science, however, a hypothesis is rigorously tested and empirical data is used to verify it. A theory that is repeatedly tested and observed is then a scientific principle.

The debate about evolution theory is an excellent occasion to discuss both the importance of the scientific method and its limits. It is important to be aware that science cannot answer questions about the purpose of life or meaning, but allows living things to evolve and evolve.

A well-rounded education must include exposure to all major fields of science including evolutionary biology. This is important because many jobs and decisions require that individuals understand how science works.

The vast majority of scientists around the world believe that humans have evolved through time. A recent study predicting adults' opinions of the consensus around this issue found that those with higher education levels and scientific knowledge were more likely to believe that there is a consensus among scientists on the subject of human evolution. People with a higher level of religious belief but less knowledge of science tend to be more divided. It is essential that educators insist on knowing the general consensus on this issue to ensure that individuals have a solid basis for making informed choices about their health care, energy usage and other issues of policy.

3. Evolution and Culture

Cultural evolution is a cousin of the mainstream evolutionary theory. It focuses on how humans and other organisms learn from one another. Researchers in this field utilize explanatory models and investigative tools that are adapted from the ones used by evolutionary theorists. they look back to human prehistory to discover the genesis of our capacity to learn about culture.

This approach also acknowledges the difference between cultural and biological traits. While biological traits are largely acquired in one go (in sexual species, during fertilization) however, cultural traits can be acquired over a long period of time. The acquisition of one cultural characteristic can affect the development and growth of another.

In Korea the introduction of Western styles in the latter part of the nineteenth and early 20th century was the result of a complex sequence of events. One of the most important was the arrival of Japanese occupation forces who introduced Western clothing styles and hairstyles to Korean society.

When Japan left Korea in the 1930s, a portion of these trends began to change. By the end World War II, Korea was once again united and again under Choson dynasty rule.

Today, Korea is an economic and political power. Despite the current global financial crisis, the economy of Korea has been growing steadily over the last decade and is set to continue its healthy growth in the coming years.

The current government is faced with many challenges. The inability of the government to develop a coherent plan to address the current economic crisis is one of the most significant challenges. The crisis has revealed weaknesses of the country's policies, especially its over-reliance on foreign investment and exports that may not last.

The crisis has shaken confidence of investors. In the aftermath, the government needs to reconsider its strategy and come up with other ways to increase domestic demand. It also needs to reform the incentive monitoring, control, and discipline systems in place to guarantee a stable financial environment. This chapter provides a variety of scenarios of how the Korean economy could develop in the post-crisis era.

4. Evolution and Education

The challenge for educators of evolution is how to teach evolutionary concepts that are appropriate for various stages of development and ages. Teachers must, for example be mindful of the religious diversity in their classrooms and create a welcoming environment where students of both religious and secular perspectives feel comfortable. Teachers should be able to recognize common misconceptions regarding evolution and be able to address them in the classroom. Finally, teachers must be able to access a range of resources for teaching evolution and be able to find them quickly.

In this regard, the Thinking Evolutionarily Convocation was a crucial step in bringing evolutionary scientists and educators from a variety of disciplines to discuss best practices for teaching evolution. Participants included representatives from scientific societies and educational research organizations, as well as officials from government funding agencies and curriculum designers. The convergence of these diverse stakeholders resulted in a consensus set of recommendations that will be the basis for future actions.

It is crucial to include evolution in all science curricula, at every level. To achieve this it is recommended that the National Science Education Standards (NRC) call for evolution to be taught in a seamless manner across all sciences using a sequence of ideas that are developmentally appropriate. Additionally, a new publication from the NRC offers guidelines to schools on how they can integrate evolution into their life science curriculum.

Numerous studies have shown that a more thorough and comprehensive understanding of evolution is associated with higher levels of student understanding and belief in the concept of evolution. However the estimation of causal effects in the classroom is a challenge because school curriculums are not assigned randomly and change over time because of the predetermined timeframe of gubernatorial elections as well as state board of education appointments. To overcome this issue I employ a longitudinal data set that allows me to account for year and state fixed effects and individual-level variation in teacher beliefs regarding changes in the curriculum.

Teachers who are more comfortable teaching evolution also have fewer internal barriers. This is in line with the notion that more confident faculty are less likely to avoid evolution-related topics in the classroom, and may be more likely to employ strategies such as the reconciliatory method which is used to increase the students' understanding of evolution.