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Evolution Korea

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

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

1. Evolution and Religion

A South Korean creationist group has convinced textbook publishers to eliminate evidence of evolution from high school science texts. The Society for Textbook Revise, an independent offshoot from the Korea Association for Creation Research that wants to rid biology textbooks of "atheist materialism," was behind the decision. The STR asserts that such materialism creates negative images to students, causing them to be skeptical.

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 all over the country who formed an organization called Evolution Korea to organize an anti-textbook petition.

Some scientists are worried that the STR will spread to other parts around the world, where creationism has been increasing. The letter to Nature warned that the anti-evolution movement could intensify pressure for revisions to textbooks in other countries, especially those with large Christian and Muslim populations.

South Korea has a particularly powerful cultural backdrop for the debate about evolution. 26 percent of South Koreans belong to of a religious group, with the majority practicing Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo, a philosophy based upon Confucian principles, which emphasizes social harmony, individual self-cultivation, and self-respect. Ch'ondogyo believes that humans are one with Hanulnim the God of the Sun, and that 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 who have a religious background to be more reluctant to learn about evolution as compared to those who do not. The underlying causes are not obvious. One explanation is that students with religious backgrounds tend to be as knowledgeable about scientific theories and concepts and are therefore more vulnerable to the influence of creationists. Another factor could be that students with a religious background may view evolution as a belief system that is not a religion, which makes them feel uncomfortable.

2. Evolution and Science

In recent years, campaigns against evolution in schools have caused concern within the scientific community. A 2009 survey revealed that more than 40 percent of Americans believe that biological evolution is not true and that a belief in it could be in conflict with their convictions about religion. Many scientists believe that, despite the success of creationism the best method to stop this movement is to educate the public on the evidence supporting evolution.

???? ??? ??? are required to educate their students about science and the theory of evolution. They also need to educate the public on the process of scientific research and the way in which knowledge is confirmed. They must also explain how scientific theories are frequently challenged and changed. However, misinformation about the nature and purpose of scientific research can lead to a negative view of evolution.

For example, some people may confuse the word "theory" with the common meaning of the word - a hunch or a guess. In the realm of science theories are thoroughly tested and verified using empirical evidence. A theory that is repeatedly tested and observed is then a scientific principle.

The debate about evolutionary theory is a good opportunity to discuss the significance of the scientific method and its limitations. It is important to realize that science is not able to answer questions about the purpose or meaning of life but only provides a mechanism that allows living things to develop and adapt.

Furthermore, a comprehensive education must include exposure to the vast majority of scientific fields including evolutionary biology. This is crucial because the jobs that people have and the decisions they make require understanding of how science works.

The vast majority of scientists around the world accept that humans have evolved over 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 believe that there is a broad agreement among scientists about human evolution. People with a higher level of religious belief but less knowledge of science tend to disagree more. It is crucial that educators emphasize the importance of understanding this consensus, to enable people to make informed decisions regarding health care, energy usage and other issues of policy.

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 explanation models and tools adapted from those used by evolutionary theorists, and they reach back into human prehistory to find out the genesis of our capacity for culture.

This method also acknowledges that there are some differences between cultural and biological traits. While biological traits are typically acquired in one go (in sexual species, at fertilization) however, cultural traits can be acquired over a long period of time. The acquisition of one cultural characteristic can affect the growth and development of another.

In Korea the emergence of Western styles in the latter part of the nineteenth and early twentieth centuries was the result 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 quit Korea in the 1930s, a few of these trends 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 political and economic power. Despite the current global financial crisis, the economy of Korea has been growing steadily over the past decade and is poised to maintain its steady growth in the coming years.

However, the current government is facing a variety of challenges. The government's inability to formulate an effective strategy to tackle the current economic crisis is among the biggest obstacles. The crisis has exposed weaknesses in the country's policies and its reliance on foreign investment and exports, which may not last.

Since the financial crisis has destroyed the confidence of investors, the government must review its economic strategy and find alternatives to boost domestic demand. To ensure a stable financial climate, the government will have to overhaul its incentive and monitoring systems, as well as discipline and monitoring. This chapter presents several scenarios on how the Korean economy could grow in a post-crisis environment.

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 mindful of the religious diversity in their classrooms and create a learning environment where students with both secular and religious beliefs are comfortable. Moreover, teachers need to understand common misconceptions about evolution and how to confront these in their classrooms. Additionally, teachers should have access to a range of resources that are available to teach 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 range of sectors to discuss the best methods for teaching evolution. Participants included representatives from scientific societies as well as educational research, government funding agency officials and curriculum designers. The convergence of diverse participants helped to identify some common guidelines that will form the basis for future actions.

One important recommendation is that the subject of evolution should be incorporated in all science curricula at any level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences with a progression that is 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 into the science curriculum.

A number of studies have demonstrated that a more thorough teaching of evolution is linked to more knowledge and belief in evolution. It is difficult to determine the causal effects of evolution in the classroom since school curricula don't change randomly and are affected by the timing of 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 as well as individual-level variations in teacher beliefs about evolutionary theory.

Another important result is that teachers who are more comfortable teaching evolution report having less intrapersonal barriers to doing so. This is consistent with the idea that a more experienced faculty is less likely to avoid discussing evolution topics in the classroom. Additionally, they could be more likely to employ strategies like an approach to reconciliation that is known to increase the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al., 2020).

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