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Evolution Korea The financial crisis that hit Asia prompted a major reappraisal the old system of government and business alliances, and public management of risks. In Korea, this meant a shift in the model of development. In a controversial decision, the South Korean government has requested textbooks publishers to ignore calls to remove examples of evolution in high school science texts. This includes evidence of the evolution of horses and the avian an ancestor Archaeopteryx. 1. Evolution and Religion A creationist group in South Korea has successfully convinced textbook publishers to remove evidence of evolution in high school science textbooks. 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 an image of negativity for students, making them be skeptical. Scientists across the globe expressed concern when the STR campaign made headlines. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul wrote in an open letter to Nature's editor that South Korea had succumbed 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 changes to the textbooks. Researchers are worried that the STR campaign will spread to other regions of the world where the spread of creationism is increasing. The letter to Nature warned that the anti-evolution movement could push for textbook revisions in other countries, especially those with strong Christian and Muslim populations. South Korea's culture is particularly strong in the debate on evolution. 26 percent of South Koreans are part of a religious community and the majority of them practice Christianity or Buddhism. In addition, many Koreans adhere to the Ch'ondogyo philosophy, which is founded on Confucian principles that emphasizes harmony among people and personal self-cultivation. Ch'ondogyo believes that humans are one with Hanulnim, the God of the Sun, and that heavenly blessings can be derived by doing good deeds. All of this has created a fertile ground. Numerous studies have revealed that students who have religious backgrounds to be more hesitant to learn about evolution than those who don't. The underlying causes of this phenomenon remain not known. Students who are religious might be less knowledgeable about scientific theories, making them more susceptible to creationists and their influence. Another possible factor is that students who have religious beliefs are more likely to view evolution as an atheistic idea, which may make them less at ease with it. 2. Evolution and Science In recent years, campaigns against evolution in schools have caused concern among the scientific community. A survey conducted in 2009 revealed that nearly 40% of Americans believed that biological evolution was wrong and that it would be in conflict with their religious beliefs. Many scientists believe that despite the success of creationism the best way to counter this belief is to educate the public about the evidence that supports evolution. Scientists are accountable for teaching their students science, which includes the theory of evolution. They also need to educate the public on the research process and the way in which knowledge is validated. They should also explain how scientific theories are often challenged and changed. However, misinformation about the nature and purpose of scientific research can fuel anti-evolution views. Some people interpret the term “theory” as a hunch, or a guess. In the field of science, however, an hypothesis is rigorously tested and empirical data is used to confirm it. A theory that has survived repeated testing and observations becomes 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 crucial for people to recognize that science cannot answer questions about the meaning or meaning of life, it only serves as a mechanism that allows living things to develop and adapt. A well-rounded education must include exposure to all major fields of science including evolutionary biology. This is particularly important because the jobs that people have and the decisions they make require understanding of how science functions. The majority of scientists around the world agree that humans have evolved through time. A recent study that predicted adults' opinions of the consensus on this subject found that those with higher education levels and scientific knowledge were more likely to believe there is a broad agreement among scientists on the subject of human evolution. The people who have more religious beliefs but less science knowledge tend to disagree more. It is essential that educators emphasize the importance of knowing the consensus on this issue to ensure that individuals have a solid basis for making informed decisions regarding their health care, energy use and other policy issues. 3. Evolution and Culture A close cousin to mainstream evolutionary theory, cultural evolution focuses on the various ways that organisms, including humans, learn from and interact with one another. Researchers in this field employ explanation models and tools adapted from those used by evolutionary theorists, and they go back to human prehistory to determine the genesis of our capacity for culture. This method also acknowledges that there are differences between biological and cultural characteristics. While biological traits are typically inherited all at once (in sexual species, during fertilization), cultural traits can be acquired over a long period of time. The acquisition of one cultural characteristic can affect the development and growth of another. In Korea the introduction of Western style elements in the latter part of the nineteenth and early twentieth centuries was the result an intricate sequence of events. One of the most significant was the arrival of Japanese occupation forces who introduced Western hairstyles and clothing styles to Korean society. When Japan quit Korea in the 1930s some of these changes began to reverse. By the end 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 financial crisis the economy of Korea has been growing steadily over the last decade. It is expected to keep this trend going in the future. However, the current administration faces numerous challenges. One of the most serious is the inability to come up with a coherent policy to tackle the economic crisis. The crisis has revealed the weaknesses of the country's economy policies, mainly its overreliance on foreign investment and exports, which may not be sustainable over the long term. The crisis has shaken the confidence of investors. This means that the government has to rethink its strategy and find other ways to increase domestic demand. It will also have to revamp the incentive monitoring, control, and discipline systems currently in place to ensure an environment that is stable for the financial sector. This chapter provides a number of scenarios of how the Korean economy might develop post-crisis. 4. Evolution and Education The challenge for teachers of evolution lies in how to teach evolutionary concepts that are appropriate for different levels of development and ages. Teachers must, for example, be sensitive to the diversity of religions in their classrooms and create an environment where students from both religious and secular perspectives are comfortable. Moreover, teachers need to recognize common misconceptions about evolution and how to deal with these in their classrooms. Additionally, teachers should be able to access a range of resources that are available to teach evolution and be able to locate them quickly. In this regard, the Thinking Evolutionarily Convocation had a key role in bringing together evolutionary researchers and educators from various sectors to discuss the best practices for teaching Evolution. Participants included representatives from scientific societies, educational research, government funding agency officials and curriculum designers. The convergence of these diverse parties helped to identify a shared set of recommendations that will form the basis for future actions. It is crucial to include evolution in all science curricula at every level. To achieve this the National Science Education Standards (NRC) require that evolution be taught in a unified manner across all life sciences, with a progression of concepts that are developmental appropriate. A new publication from NRC provides guidance for schools on how to integrate evolution into the life science curriculum. 에볼루션 블랙잭 have shown that a more thorough teaching of evolution can lead to greater student knowledge and belief in evolution. It is difficult to determine the causality of teaching in the classroom since school curricula don't change randomly and are dependent on the timing of state boards of education and gubernatorial elections. To overcome this problem, i use an ongoing dataset that gives me control for state and years fixed effects as well as individual-level variations in the beliefs of teachers regarding evolutionary theory. Teachers who are more comfortable teaching evolution report fewer internal barriers. This is consistent with the idea that a more experienced faculty is less likely to avoid evolution topics in the classroom. Additionally, they may be more likely to employ strategies, such as a reconciliatory approach known to improve the acceptance of undergraduate students of evolution (Harms and Reiss 2019; Tolman et al., 2020).