grayjudo53

Evolution Korea The financial crisis that struck Asia required a major review of the old model of government-business alliances and the public management of private risks. In Korea, that required a change in the development paradigm. In a controversial move, South Korea's government has asked textbook publishers to ignore requests to eliminate examples of evolution from high school science books. This includes evidence for evolution of horses and of the Avian ancestor Archaeopteryx. 1. Evolution and Religion A creationist group from South Korea has successfully convinced textbook publishers to omit 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 claims that this kind of materialistic thinking creates a negative picture for students, and could lead to their eventual loss of faith. Scientists across the globe expressed concerns when the STR campaign made headlines. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul and wrote an email 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 changes to the textbooks. Some researchers are concerned that the STR could be spread to other regions of the globe, including areas where the belief in creationism has been growing. The letter to Nature warned that the anti-evolutionist movement will intensify pressure for revisions to textbooks in other countries, notably those with strong Christian and Muslim populations. South Korea has a particularly significant cultural context for the evolution debate. Twenty-six percent of the country's citizens are members of an organized religion and the majority of them practice Christianity or Buddhism. In addition, many Koreans adhere to the Ch'ondogyo philosophy, which is that 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 heaven-bound blessings can be derived by doing good deeds. All of this has created an ideal environment for the spread of creationism. Numerous studies have revealed that students with religious backgrounds tend to feel more uncomfortable when learning about evolution than those who do not have a religious background. However, the underlying causes of this phenomenon are not clear. Students who have a religious background may be less familiar with the theories of science, making them more vulnerable to creationists' influence. Another possibility is that students who have a religious background are more likely to see evolution as an atheistic concept and therefore less comfortable with it. 2. Evolution and Science In recent years, anti-evolution programs in schools have raised concern among the scientific community. A survey in 2009 revealed that 40 percent of Americans believed that biological evolution was a myth and that it would be in conflict with their religious beliefs. Many scientists believe that despite the success of creationism the best way to combat this movement is to educate the public about the evidence for evolution. Scientists have a duty to teach their students about science and the theory of evolution. They also need to inform the public about the process of science and how knowledge is gathered and validated. They should also explain how scientific theories are frequently challenged and modified. However, misconceptions about the nature and purpose of research can fuel anti-evolution views. For example, some people confuse the term “theory” with the common meaning of the word – a guess or a guess. In science, however, the hypothesis is tested thoroughly and empirical data is used to prove it. A theory that is tested and observed repeatedly is then a scientific principle. The debate about evolutionary theory is an excellent opportunity to discuss the significance of the scientific method and its limitations. It is essential 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. A well-rounded education should include exposure to all the major scientific fields that include evolutionary biology. This is especially important since the jobs people are employed in and the decisions they make require understanding of how science functions. 에볼루션 룰렛 of scientists around world accept that humans have changed over time. In a recent study, which predicted the opinions of adults about the consensus on this topic those with higher levels of education and science knowledge were found to be more likely to believe there is a wide agreement among scientists regarding human evolution. People with more religious beliefs and have less knowledge of science are more likely to disagree. It is critical that educators insist on understanding the general consensus on this issue to ensure that people have a solid basis for making informed decisions about their health care, energy use, and other policy issues. 3. Evolution and Culture A close cousin to mainstream evolutionary theory, cultural evolution explores the many ways humans—and other organisms—learn from and with each other. Researchers in this field employ elaborate models and tools that are adapted from those employed by evolutionary theorists. they reach back into human prehistory to determine the origins of our capacity to learn about culture. This method also acknowledges the distinction between biological and cultural traits. Cultural traits can be acquired slowly while biological traits are typically acquired simultaneously (in sexual species at fertilization). The acquisition of one characteristic can affect the development and growth of another. In Korea the introduction 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 important was the arrival of Japanese occupation forces who introduced Western hairstyles and styles of clothing to Korean society. When Japan left Korea in the 1930s, a few of these changes began to reverse. By the end of World War II, Korea had once again unified, this time under the rule of the Choson dynasty. Today, Korea is a vibrant political and economic power. Despite the recent global financial crisis, the country's economy has been growing steadily over the last decade and is expected to maintain its steady growth in the future. The current government is confronted by a myriad of problems. One of the biggest is the inability to come up with an effective strategy to address the economic crisis. The crisis has revealed the weaknesses of the country's economy policies, mainly its overreliance on exports and foreign investment which might not be sustainable in the long run. The financial crisis has shaken the confidence of investors. This means that the government has to reconsider its approach and find other ways to increase domestic demand. It must also reform the incentive, monitoring, and disciplining systems that are currently in place to create a stable financial environment. This chapter provides a number of scenarios for how the Korean economy might grow in a post-crisis environment. 4. Evolution and Education The challenge for evolution educators is to teach evolutionary concepts that are appropriate for various ages and stages of development. Teachers must, for example, be sensitive to the religious diversity in their classrooms and create an environment where students from both religious and secular beliefs are at ease. Teachers must also be able to identify common misconceptions about evolution and be able to address them in the classroom. Teachers must also have quick access to the numerous resources that can be used to teach evolution. In this context, Thinking Evolutionarily Convocation played a significant role in bringing evolutionary researchers and educators from various sectors to discuss best methods of teaching about Evolution. Participants included representatives from scientific societies, educational research, 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 basis for future action. One of the most important recommendations 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 the developmentally appropriate, are one way to achieve this goal. Additionally, a new publication from the NRC offers guidelines for schools on how to integrate evolution into the science curriculum. Numerous studies have demonstrated that a more complete presentation of evolution is linked to better understanding by students and belief in the concept of evolution. It is difficult to estimate the causality of teaching in the classroom because the curriculum for schools do not change on a regular basis and are dependent on the timing of state boards of education and gubernatorial elections. To overcome this issue, I use an ongoing data set that allows me to account for fixed state and year effects as well as individual-level variations in the beliefs of teachers about evolution. Teachers who are more comfortable teaching evolution also have less internal barriers. This is in line with the idea that more confident faculty are less likely to be hesitant about questions about evolution in the classroom. They may also be more inclined to use strategies such as a reconciliatory approach that is known to boost the acceptance of undergraduate students of evolution.