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Evolution Korea

The financial crisis that struck Asia forced a major reappraisal of the old model of government-business alliances and public management of private risks. In Korea, this meant a shift in the model of development.

In a controversial move South Korea's government has requested textbook publishers not to comply with calls to remove examples of evolution from high school science books. This includes the evidence supporting the evolution of horses and the bird ancestral Archaeopteryx.

1. Evolution and Religion

A creationist group from South Korea has successfully convinced textbook publishers to exclude evidence of evolution from high school science texts. 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 move. The STR asserts that such materialism creates a negative image for students, making them abandon their faith.

Scientists from all over the world expressed concern when the STR campaign gained attention. In a letter addressed to the editor of Nature the evolutionary biologist Jae Choe from Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was supported by colleagues from across the country, who formed an organization called Evolution Korea to organize a petition against the textbook changes.

Some researchers are concerned that the STR could spread to other parts around the globe, including areas where creationism has been on the rise. The letter to Nature warned that the anti-evolutionist movement will increase pressure for textbook revisions in other countries, notably those with strong Christian and Muslim populations.

The South Korean culture is especially strong in the debate on evolution. 26 percent of South Koreans are part of a religion, with the majority practicing Christianity or Buddhism. Additionally, ???? ???? of Koreans adhere to Ch'ondogyo, a philosophy founded on Confucian principles that emphasizes social harmony and personal self-cultivation. Ch'ondogyo teaches that human beings are in a relationship with Hanulnim, the God of the Sun, and that heaven-bound blessings are possible through good works.

All of this has provided fertile ground for the spread of creationism. Multiple studies have shown students with a religious background to be more uncomfortable learning about evolution than those who do not. However, the root causes of this phenomenon are not clear. Students who have a religious background may not be as familiar with scientific theories, which makes them more vulnerable to creationists and their influence. Another factor could be that students with a religious background may view evolution as a concept that is agnostic, making them feel uncomfortable.

2. Evolution and Science

In recent years scientists have been concerned about anti-evolution efforts in schools. A 2009 survey revealed that over 40% of Americans believe that biological evolution is a lie and that believing in it would conflict with their faith-based beliefs. Despite the fact that creationism has been a huge success in some states, many scientists feel that the best way to stop this trend is not to be actively involved in with it, but rather inform the public about the evidence supporting evolution.

Scientists are accountable to instruct their students in science, which includes the theory of evolution. They also need to inform the public about the research process and the way in which knowledge is validated. They should also explain that scientific theories are frequently challenged and revised. However, misconceptions about nature and purpose of research can lead to anti-evolution beliefs.

For instance, many people confuse the term "theory" with the everyday meaning of the word - a hunch or guess. In the field of science, however, the hypothesis is tested thoroughly and empirical evidence is used to verify it. A theory that is tested and observed repeatedly becomes a scientific principal.

The debate over evolutionary theory is an excellent occasion to discuss the importance of the scientific method and its limitations. It is crucial to be aware that science cannot answer questions about the purpose of life or meaning, but instead provides a mechanism for living things to evolve and adapt.

Moreover, a well-rounded education should cover the vast majority of scientific fields including evolutionary biology. This is particularly important because the jobs people are employed in and the decisions they make require understanding of how science works.

The vast majority scientists in the world agree that humans have evolved through time. In a recent study that predicted adults' views of the consensus around this issue, those with higher levels education and knowledge of science were found to be more likely to believe there is a wide agreement among scientists regarding human evolution. The people with more religious beliefs and have less knowledge of science tend to be more skeptical. It is crucial that educators emphasize the importance of gaining an understanding of this consensus, to enable people to make informed decisions regarding the use of energy, health care and other issues of policy.

3. Evolution and Culture

Cultural evolution is a close cousin of the mainstream evolutionary theory. It explores how organisms like humans learn from one another. Researchers in this field use explanatory tools and investigative models derived from evolutionary theorists and reach back to human prehistory to discover the origins of culture.

This approach also recognizes that there are some differences between biological and cultural characteristics. While biological traits are generally acquired at once (in sexual species, at fertilization), cultural traits can be acquired over a protracted period of time. In the end, 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 century was the result of a complex sequence of events. One of the most significant was the arrival of Japanese occupation forces who introduced Western clothing styles and hairstyles to Korean society.

When Japan departed Korea in the 1930s, a few of these trends began change. By the end of World War II, Korea was once more united, this time 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 anticipated to continue to grow in the coming years.

The current government faces numerous challenges. One of the most significant is its inability to develop a coherent policy to deal with the economic crisis. The crisis has exposed weaknesses in the country's policies, especially its over-reliance on exports and foreign investment, which may not last.

Since the financial crisis has destroyed the confidence of investors, the government needs to rethink its economic strategy and come up with alternatives to boost domestic demand. To ensure a stable economic climate, the government will have to overhaul its incentive system, monitoring and discipline. ??? ???? offers a number of scenarios of how the Korean economy might develop in the post-crisis period.

4. Evolution and Education

The challenge for educators of evolution lies in how to teach evolutionary concepts that are appropriate for various levels of development and ages. Teachers should, for instance, be sensitive to the diversity of religions in their classrooms and create a welcoming environment where students from both secular and religious beliefs feel comfortable. Moreover, teachers need to understand common misconceptions about evolution, and how to address these in their classrooms. Teachers must also have quick access to the numerous resources to teach evolution.

In this context the Thinking Evolutionarily Convocation was a crucial step in bringing together 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 as well as curriculum developers. The convergence of these diverse stakeholders helped to identify a shared set of recommendations that will be the foundation for future actions.

One important recommendation is that the subject of evolution should be incorporated in all science curricula at every level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences, with the developmentally appropriate, are a good way to accomplish this goal. A new publication from the NRC offers guidance for schools on how to integrate evolution into the 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 concept of evolution. It is difficult to estimate the causal effects of evolution in the classroom because school curricula don't change on a regular basis and are dependent on the timing of state boards of education and gubernatorial elections. To overcome this issue I utilize a longitudinal data set which lets me control for year and state fixed effects as well as individual-level variations in the beliefs of teachers about evolution.

Teachers who are more comfortable teaching evolution also report fewer internal barriers. This is in line with the idea that more experienced faculty are less likely to avoid questions about evolution in the classroom, and could be more inclined to employ strategies like a reconciliatory method known to increase the students' understanding of evolution.

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