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Evolution Korea The economic crisis that hit Asia required a major review of the old model of government-business alliances and public management of private risks. In Korea, that meant a shift in the development model. In a controversial decision, the South Korean government has requested publishers of textbooks to ignore calls to remove examples of evolution in science texts for high school students. This includes the evidence supporting the evolution of horses and the avian ancestral Archaeopteryx. 1. Evolution and Religion A creationist group from South Korea has successfully convinced textbook publishers to omit evidence of evolution from science textbooks for high school students. The decision was the result of a campaign by the Society for Textbook Revise (STR), an independent offshoot of the Korea Association for Creation Research which aims to get rid of textbooks on biology of “atheist materialism.” The STR claims such materialism portrays a negative image for students, causing them to abandon their faith. Scientists from all over the world expressed concern when the STR campaign made headlines. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul and wrote a letter 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 textbook changes. Researchers are worried about the possibility that the STR campaign could spread to other parts of the world where creationism is on the rise. The letter to Nature warned that the anti-evolution movement will intensify pressure for revisions to textbooks in other countries, especially those with large Christian and Muslim population. The South Korean culture is especially strong in the debate on evolution. 26 percent of South Koreans belong to of a religious group, with the majority practicing Christianity or Buddhism. Many Koreans also follow Ch'ondogyo, an ideology based on 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 heavenly blessings are possible through the good deeds of a person. All of this has created an ideal environment for the spread of creationism. Numerous studies have revealed that students who have religious backgrounds to be more hesitant to learn about evolution than those who do not. The underlying causes are not evident. Students with a religious background might be less familiar with scientific theories, making them more vulnerable to creationists and their influence. Another reason could be that those with a religious background may view evolution as a concept that is agnostic, making them feel uncomfortable. 2. Evolution and Science In recent years, the scientific community has been concerned about anti-evolution efforts in schools. A survey in 2009 revealed that 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 fact that creationism has been successful the best way to combat this movement is to educate the public about the evidence that supports evolution. Scientists have a responsibility to teach their students about science including the theory of evolution. They should also educate the public on the process of scientific research and the way in which knowledge is verified. They must also explain how scientific theories are often challenged and modified. However, misconceptions about the nature and purpose of research can lead to anti-evolution beliefs. Some people interpret the term “theory” as a hunch or guess. In science, however a hypothesis is rigorously tested and empirical data is used to confirm it. A theory that has survived repeated testing and observation becomes an established scientific principle. The debate about the evolutionary theory provides a great opportunity to discuss the significance of the scientific method and its limitations. It is essential that people understand that science does not answer questions about the purpose of life or meaning, but rather provides a mechanism for living things to develop and change. A well-rounded education should cover all major fields of science including evolutionary biology. This is essential because a variety of jobs and decisions require that people understand the way science works. The vast majority scientists in the world agree that humans have changed over time. A recent study that predicted 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 between scientists regarding human evolution. Those who have more religious beliefs and less science-based knowledge are more likely to disapprove. It is essential that teachers emphasize the importance of understanding this consensus, so that people can make informed decisions about the use of energy, health care and other policy issues. 3. Evolution and Culture Cultural evolution is a close relative of the mainstream evolutionary theory. It focuses on how organisms like humans learn from one another. Researchers in this field employ elaborate models and tools that are adapted from the ones used by evolutionary theorists, and they reach back into human prehistory to find out the genesis of our capacity for culture. This approach also recognizes the distinction between biological and cultural traits. While biological traits are typically acquired at once (in sexual species, at fertilization), 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 For instance the introduction of Western fashion elements in the latter part of the 19th century and early 20th century was the result of a complicated 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 some of these changes began to reverse. At the close of World War II, Korea was once more united and was again under the rule of the Choson dynasty. Today, Korea is a vibrant economic and political power. Despite the recent financial crisis Korea's economy has been growing consistently over the last decade. It is expected to continue this growth in the future. However, the current administration has many challenges to face. One of the most serious is its inability to find a consistent policy to deal with the economic crisis. The crisis has revealed weaknesses of the country's policies, especially its over-reliance on exports and foreign investment which could not last. The financial crisis has shaken the confidence of investors. In the aftermath, the government must rethink its strategy and find ways to increase domestic demand. To ensure a stable economic climate the government needs to overhaul its incentive system, monitoring and discipline. This chapter offers a variety of scenarios on how the Korean economy could develop in a post-crisis world. 4. Evolution and Education A fundamental challenge for educators of evolution is how to teach evolutionary concepts in ways that are appropriate for students of different levels of development and ages. For example, teachers must be aware of the religious diversity of their classrooms and create an environment where students with both religious and secular beliefs are comfortable with learning about evolution. 에볼루션 룰렛 should be able to recognize common misconceptions about evolution and know how to correct them in the classroom. Additionally, teachers should be able to access a range of resources that are available for teaching evolution and be able locate them quickly. In this context the Thinking Evolutionarily Convocation was a crucial step towards bringing evolutionary scientists and educators from a variety of disciplines to discuss best methods for teaching about evolution. Participants included representatives from scientific societies, educational research, government funding agency officials and 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 action. One important recommendation is that the teaching of evolution should be integrated in all science curricula at any level. To achieve this the National Science Education Standards (NRC) require that evolution be taught in a seamless manner across all life sciences, with a progression of concepts that are developmental appropriate. Furthermore, a new publication from the NRC offers guidance for schools on how to integrate evolution into the science curriculum. Several studies have found that a more thorough and comprehensive understanding of evolution is associated with more knowledge and belief in the existence of evolution. It is difficult to determine the causality of teaching in the classroom because school curricula do not change randomly and are influenced by the timing of the state board of education and gubernatorial election. To overcome this issue I use a longitudinal data set that gives me to control for state and years fixed effects and individual-level variations in teacher beliefs about evolutionary theory. Teachers who are more comfortable in teaching evolution have fewer internal barriers. This is in line with the hypothesis that more experienced faculty are less likely to avoid evolution-related topics in the classroom, and may be more inclined to employ strategies such as a reconciliatory approach which is used to increase the acceptance of undergraduate students of evolution.