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Evolution Korea

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

In a controversial decision the South Korean government has requested textbook publishers to ignore requests to remove examples of evolution from science texts for high school students. This includes the evidence supporting the evolution of horses as well as the avian an ancestor Archaeopteryx.

1. Evolution and Religion

A South Korean creationist group has convinced textbook publishers to remove evidence of evolution from high-school science texts. The decision was the result of a campaign run by the Society for Textbook Revise (STR), an independent branch of the Korea Association for Creation Research that aims to clear textbooks on biology of "atheist materialism." Get Source asserts that such materialism creates negative images to students, making them abandon their faith.

Recommended Looking at around the globe expressed concerns when the STR campaign was featured in the news. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul and wrote an open letter to Nature's editor that South Korea had succumbed to religious prejudice. He was backed up by colleagues around the country, who set up a group called Evolution Korea to organize a petition to protest the changes to the textbooks.

Some scientists are worried that the STR could expand to other parts of the globe, including areas where creationism is on the rise. The letter to Nature warned that the anti-evolutionist movement will intensify pressure for revisions to textbooks in other countries, notably those with large Christian and Muslim population.

South Korea has a particularly significant cultural context for the debate about evolution. Twenty-six percent of the country's citizens belong to a religious denomination and the majority adhere to Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the Ch'ondogyo philosophy, which is based on Confucian principles that emphasizes social harmony and individual self-cultivation. Ch'ondogyo teaches that human beings are one with Hanulnim, the God of the Sun, and that the heavenly blessings can be obtained through good works.

All of this has created fertile ground for the spread of creationism. Numerous studies have revealed that students with religious backgrounds to be more hesitant to learn about evolution as compared to those who do not. The causes behind this are not obvious. One explanation is that students with religious beliefs tend to be as knowledgeable about scientific theories and concepts and are therefore more vulnerable to the influence of creationists. Another reason could be that students who have religious backgrounds are more likely to view evolution as an atheistic idea and therefore less at ease with the idea.

2. Evolution and Science

In recent times, scientists have been concerned about anti-evolution initiatives in schools. A study conducted in 2009 found that over 40% of Americans believe that biological evolution is not true and that a belief in it could be in conflict with their convictions about religion. 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 be actively involved in it, but rather to inform the public about the evidence that supports evolution.

Scientists are responsible to instruct their students in science including the theory of evolution. They also need to inform the public about the research process and how knowledge is confirmed. They should explain how scientific theories are frequently challenged and changed. However, misconceptions regarding the nature of scientific research frequently cause people to believe that evolution is not real.

Some people interpret the term "theory" as a guess or a guess. In science, however the hypothesis is tested thoroughly and empirical data is used to confirm it. A theory that is repeatedly tested and observed becomes a scientific principal.

The debate over evolutionary theory is an excellent opportunity to discuss the significance of the scientific method and its limitations. It is crucial for people to recognize that science is unable to answer questions about the purpose or meaning of life it only serves as a mechanism through which living organisms can grow and change.

Moreover, a well-rounded education should include exposure to all major fields of science, including evolutionary biology. This is important because many jobs and decisions require that people understand the way science works.


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

3. Evolution and Culture

A close relative to the mainstream evolutionary theory, cultural evolution focuses on the various ways humans--and other organisms--learn from and interact with each other. Researchers in this field use elaborate tools and investigative models derived from evolutionary theorists and reach back to the prehistoric human to discover the origins of culture.

This approach also recognizes the differences between cultural and biological traits. Cultural traits are acquired slowly while biological traits are mostly inherited simultaneously (in sexual species at fertilization). The acquisition of a cultural characteristic may affect the growth and development of a different.

In Korea for instance the introduction of Western fashion elements in the late 19th and early 20th century was the result of a variety of events. One of the most significant was the arrival in Korea of Japanese occupation forces, who introduced Western hairstyles and clothes.

Then, when Japan left Korea in the 1930s, a few of these trends began to reverse. At the close of World War II, Korea had once again unified but this time under the rule of the Choson dynasty.

Today, Korea is an economic and political power. Despite the recent global financial crisis, the economy of Korea has been growing steadily over the past decade and is expected to maintain its steady growth in the coming years.

However, the current government is facing a variety of challenges. One of the most serious is its inability to develop a consistent policy to deal with the economic crisis. The crisis has exposed weaknesses of the country's economy policies, including its excessive dependence on exports and foreign investment which might not be sustainable over the long term.

The crisis has shaken the confidence of investors. This means that the government needs to reconsider its strategy and come up with ways to increase domestic demand. It must also revamp the incentive, monitoring, and disciplining systems in place to guarantee a stable financial environment. This chapter provides a variety of scenarios of how the Korean economy could develop after the crisis.

4. Evolution and Education

The biggest challenge for educators of evolution is how to present evolutionary concepts in a way that is suitable for students of various age groups and developmental stages. Teachers, for instance, must be aware of the religious diversity in their classrooms and create a space where students with both secular and religious views are comfortable with learning about evolution. Teachers must also be aware of common misconceptions about evolution, and how to deal with these in their classrooms. Additionally, teachers should be able to access a range of resources for teaching evolution and be able to locate them quickly.

In this context, Thinking Evolutionarily Convocation had a key role in bringing together evolutionary researchers and educators from a variety of sectors to discuss best methods of teaching Evolution. Participants included representatives from scientific societies, educational research, officials from government funding agencies and curriculum developers. The convergence of these diverse groups helped to identify a shared set of recommendations that will form the basis for future actions.

A key recommendation is that the study of evolution should be included in every science curriculum 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 achieve this goal. A new publication from the NRC provides guidance for schools on how to integrate evolution in the life science curriculum.

Numerous studies have demonstrated that a more complete presentation of evolution is linked to greater student understanding and belief in the concept of evolution. It is difficult to determine the causality of teaching in the classroom because the curriculum for schools do not change randomly and are affected by the timing of state boards of education and gubernatorial election. To overcome this issue I employ an ongoing data set that allows me to control for state and year fixed effects and individual-level variation in teacher beliefs regarding evolution.

Another important finding is that teachers who are more comfortable teaching evolution report having less personal barriers to teaching it. This is in line with the idea that more experienced faculty are less likely to be hesitant about teaching about evolution in the classroom, and could be more likely to employ strategies such as a reconciliatory approach which is used to increase the acceptance of undergraduate students of evolution.

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