Evolution Korea
The economic crisis which swept Asia led to a major rethinking of the old system of government and business alliances, as well the public management of risks. In Korea this meant an evolution of the development paradigm.
In a controversial decision the South Korean government has requested publishers of textbooks to ignore calls for removing examples of evolution in science texts for high school students. These include the evidence for evolution of horses and the Avian ancestral Archaeopteryx.
1. please click for source and Religion
A creationist group from South Korea has successfully convinced textbook publishers to exclude evidence of evolution in high school science textbooks. The Society for Textbook Revise, an independent branch of the Korea Association for Creation Research that wants to rid biology textbooks of "atheist materialism," was behind the move. The STR claims that this kind of materialistic thinking creates a negative picture for students and can lead to their eventual loss of faith.
Scientists from all over the world expressed worry when the STR campaign made headlines. In a letter to the editor of Nature evolutionary biologist Jae Choe of Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was backed by colleagues from around the country, who formed an organization called Evolution Korea to organize an anti-textbook petition.
Some scientists are also concerned that the STR campaign will spread to other regions of the world where the spread of creationism is increasing. The letter to Nature warned of the anti-evolution movement putting more pressure on textbook revisions, particularly in countries with large Christian and Muslim populations.
South Korea has a particularly powerful cultural backdrop for the debate about evolution. 26 percent of the nation's residents belong to an organized religion, and most practice Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the Ch'ondogyo philosophy, which is founded on Confucian principles that emphasizes harmony among people and personal self-cultivation. Ch'ondogyo believes that humans are one with Hanulnim the God of the Sun, and that the heavenly blessings are possible through the good deeds of a person.
All of this has made creationism fertile ground. Numerous studies have revealed that students with religious backgrounds tend to feel more uncomfortable about learning evolution than those without religion. The reasons behind this aren't evident. Students who are religious may be less knowledgeable about the theories of science, making them more susceptible to the creationists and their influence. Another possible factor is that students with religious backgrounds tend to view evolution as an atheistic concept, which may make them less comfortable with it.
2. Evolution and Science
In recent years, the scientific community has been concerned about the anti-evolution agenda in schools. A survey conducted in 2009 revealed that nearly 40% of Americans believed that biological evolution was wrong and that it would conflict their religious beliefs. Many scientists believe that despite the popularity of creationism, the best way to stop this movement is to educate the public on the evidence supporting evolution.
Scientists have a duty to teach their students about science including the theory of evolution. They must also inform the public about the process of scientific research and how knowledge is confirmed. They should also explain that scientific theories are frequently challenged and reformulated. However, misconceptions about the nature and purpose of research can fuel anti-evolution views.
Some people confuse the word "theory" as a hunch or guess. However, in science the theory is thoroughly tested and verified using empirical data. A theory that is repeatedly tested and observed becomes a scientific principal.
The debate about evolution theory is an excellent occasion to discuss both the importance of the scientific method and its limits. It is crucial to be aware that science does not answer questions about the purpose of life or meaning, but rather provides a mechanism for living things to develop and adapt.
에볼루션 바카라 -rounded education must include exposure to all major fields of science including evolutionary biology. This is essential because a variety of jobs and decisions require people understand how science operates.
The majority of scientists around the world believe that humans have evolved through time. In a recent study that predicted the opinions of adults about the consensus on this topic, those with higher levels education and knowledge of science were found to be more likely believe that there is a broad agreement among scientists about human evolution. People with a higher level of religious belief but less scientific knowledge tend to disagree more. It is important that educators insist on the importance of understanding this consensus to enable people to make informed choices about the use of energy, health care, and other policy matters.
3. Evolution and Culture
Cultural evolution is a cousin of mainstream evolutionary theory. It examines how organisms like humans learn from each other. Researchers in this field employ elaborate models and tools that are adapted from those employed by evolutionary theorists, and they reach back into human prehistory to discover the origins of our capacity for cultural understanding.
This approach also recognizes that there are some differences between biological and cultural characteristics. While biological traits are largely acquired at once (in sexual species, after fertilization) however, cultural traits can be acquired over a lengthy period of time. The acquisition of a cultural characteristic can affect the development and growth of another.
In Korea the introduction of Western styles in the late nineteenth and early twentieth centuries was the result an elaborate sequence of events. One of the most important was the arrival of Japanese occupation forces, who introduced Western hairstyles and clothing styles to Korean society.
When Japan left Korea in the 1930s, a few of these trends began to reverse. At the close of World War II, Korea was united once more but this time under the 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 set to maintain its steady growth in the coming years.
The current administration is faced with a variety of challenges. The government's inability to formulate a coherent plan to address the current economic crisis is one of the biggest challenges. The crisis has revealed the weaknesses of the country's economic policies, particularly its dependence on foreign investment and exports which might not be sustainable in the long run.
The crisis has shaken the confidence of investors. As a result, the government needs to reconsider its approach and find other ways to increase domestic demand. To ensure a stable financial climate the government needs to overhaul its incentive and monitoring systems, as well as discipline and monitoring. This chapter offers a number of scenarios of how the Korean economy could develop after the crisis.
4. Evolution and Education
The challenge for evolution educators is how to teach evolutionary concepts that are appropriate for various ages and stages of development. Teachers should, for instance, be sensitive to the religious diversity in their classrooms and create a welcoming environment where students of both religious and secular beliefs are at ease. Teachers must also be aware of common misconceptions about evolution, and how to deal with them in their classrooms. Teachers should also have quick access to the various resources to teach evolution.
In this regard the Thinking Evolutionarily Convocation was an important step in bringing evolutionary scientists and educators from a range of disciplines to discuss most effective methods of teaching about evolution. Participants included representatives from scientific societies as well as educational researchers, officials of government funding agencies and curriculum designers. The convergence of these diverse groups helped to identify a shared set of recommendations that will form the basis for future action.
One important recommendation is that the study of evolution should be integrated in every science curriculum at every level. To achieve this, the National Science Education Standards (NRC) call for evolution to be taught in a seamless way across the life sciences with a progression of concepts that are developmental appropriate. A new publication from NRC offers guidance to schools about how to integrate evolution into the life science curriculum.
Numerous studies have shown that a more thorough teaching of evolution can lead to higher levels of student understanding and belief in the existence of evolution. It is difficult to quantify the causality of teaching in the classroom since school curricula don't change in a random manner and are dependent on the timing of the state board of education and gubernatorial election. To overcome this limitation I employ an ongoing dataset that gives me to control for the effects of years and states fixed as well as individual-level differences in the beliefs of teachers about evolutionary theory.
Teachers who are more comfortable in teaching evolution report fewer internal barriers. This is in line with the hypothesis that more experienced faculty are less likely to be hesitant about questions about evolution in the classroom. They may also be more likely to employ strategies such as a reconciliatory approach that is known to boost the students' understanding of evolution.