13 Things About Evolution Korea You May Never Have Known
Wiki Article
Evolution Korea
The economic crisis which swept Asia prompted a major reappraisal the traditional system of government, business alliances, as well the public management of risks. In Korea this meant a shift in the development model.
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 the evolution of horses as well as the bird ancestral Archaeopteryx.
1. Evolution and Religion
A creationist group from South Korea has successfully convinced textbook publishers to remove evidence of evolution in high school science textbooks. The move was a result of a campaign run by the Society for Textbook Revise (STR) an independent offshoot of the Korea Association for Creation Research that aims to clear textbooks on biology of "atheist materialism." The STR claims that such materialistic thinking creates a negative picture for students, and could lead to their eventual denial of faith.
Scientists across the globe expressed concern when the STR campaign gained attention. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul wrote in a letter to Nature's editor that South Korea had succumbed to religious prejudice. He was backed up by colleagues around the country, who formed a group called Evolution Korea to organize a petition to protest the changes to the textbooks.
Some researchers are concerned that the STR could spread to other parts around the globe, where creationism is growing. The letter to Nature warned of the anti-evolution movement putting more pressure on textbook revisions, particularly in countries with large Christian and Muslim population.
South Korea has a particularly powerful cultural backdrop for the evolution debate. 26 percent of South Koreans are members of a religious group and the majority of them practice Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo - a philosophy based upon Confucian principles that is a strong advocate of social harmony, individual self-cultivation and self-respect. Ch'ondogyo is a way of teaching that the human being is one with Hanulnim the God of Sun, and that divine blessings are achievable through the good works of one's.
All of this has created fertile ground for the spread of creationism. Numerous studies have revealed that students who have religious backgrounds to be more reluctant to learn about evolution than those who do not. The underlying causes are not obvious. One possible explanation is that students with religious beliefs tend to be as well-versed in scientific theories and concepts which makes them more susceptible to the influence of creationists. Another possibility is that students with a religious background are more likely to see evolution as an atheistic idea and therefore less at ease with it.
2. Evolution and Science
In recent years, anti-evolution programs in schools have raised concern in the scientific community. A 2009 survey revealed nearly 40 percent of Americans believed that biological evolution was not true and that it would be in conflict with their religious beliefs. Many scientists believe that despite the popularity of creationism, the best way to stop this movement is to educate the public on the evidence that supports evolution.
Scientists are responsible to instruct their students in science, which includes the theory of evolution. They must also inform the public about the research process and the way in which knowledge is verified. They must also explain that scientific theories are often challenged and re-examined. However, misconceptions about the nature of scientific research frequently cause people to believe that evolution is not real.
For instance, some people confuse the term "theory" with the normal meaning of the word - a guess or guess. In science, however, a hypothesis is rigorously tested and empirical evidence is used to confirm it. A theory that is repeatedly tested and observed becomes a scientific principal.
The debate over the theory of evolution is a wonderful chance to discuss the importance of scientific methodology and its limitations. It is crucial for people to recognize that science is unable to answer questions about the meaning or meaning of life but only provides a mechanism that allows living things to evolve and change.
A well-rounded education must include exposure to the major fields of science including evolutionary biology. This is important because many jobs and decisions require individuals understand how science works.
The vast majority of scientists around the world agree that humans have changed through time. In a recent study, which predicted adults' views of the consensus on this topic people 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. People with more religious beliefs and have less science-based knowledge are more likely to disagree. It is critical that educators insist on knowing the general consensus on this issue, so that people have a solid basis for making informed decisions about their health care, energy usage and other policy issues.
3. Evolution and Culture
A close relative to the mainstream evolutionary theory, the concept of cultural evolution explores the many ways that organisms, including humans, learn from and interact with one another. Researchers in this field utilize explanation models and tools that are adapted from those employed by evolutionary theorists, and they go back to human prehistory to find out the origins of our capacity for cultural understanding.
This approach also acknowledges the difference between cultural and biological traits. While biological traits are generally inherited all at once (in sexual species, after fertilization) but cultural traits can be acquired over a protracted period of time. The acquisition of one characteristic may affect the development and growth of a different.
In Korea For instance the introduction of Western fashion elements in the latter half of the 19th century and early 20th century was 에볼루션 사이트 a result of a complex series of events. One of the most important was the arrival in Korea of Japanese occupation forces that introduced Western hairstyles and clothes.
When Japan left Korea in the 1930s some of these trends began to reverse. By the end of World War II, Korea was once again united and was again under the rule of the Choson dynasty.
Today, Korea is an economic and political power. Despite the current global financial crisis, the economy of Korea has been growing steadily over the last decade and is set to continue its healthy growth in the near future.
The current government is faced by a myriad of problems. One of the most serious is its inability to develop an effective strategy to deal with the economic crisis. The crisis has revealed weaknesses in the country's policies and its reliance on foreign investment and exports which could not last.
As the crisis has shattered the confidence of investors, the government must review its economic strategy and look for alternatives to boost domestic demand. It also needs to overhaul the incentive, monitoring, and disciplining systems that are currently in place to ensure the stability of the financial system. This chapter provides a number of scenarios for how the Korean economy might develop post-crisis.
4. Evolution and Education
The challenge for educators of evolution is how to teach evolutionary concepts that are appropriate for different levels of development and ages. For example, teachers must be aware of the religious diversity in their classrooms and create a space where students with religious and secular beliefs feel comfortable learning evolution. Teachers should also be able to identify common misconceptions regarding evolution and be able to correct them in the classroom. Teachers must also have easy access to the many resources that can be used to teach evolution.
In this regard, the Thinking Evolutionarily Convocation was a crucial step in bringing together evolutionary scientists and educators from a variety of disciplines to discuss best practices for teaching evolution. Participants included representatives from scientific societies, educational research, government funding agency officials and curriculum designers. The convergence of various participants helped to identify a set of shared recommendations that will form the basis for future actions.
One of the most important recommendations is that the teaching of evolution should be included in every science curriculum at every level. National Science Education Standards (NRC), which call for the integration of evolution across all life sciences with the developmentally appropriate, are one way to achieve this goal. A new publication from the NRC provides guidance for schools on how to incorporate evolution into the life science curriculum.
Several studies have found that a more thorough teaching of evolution is linked to higher levels of student understanding and belief in the existence of evolution. It is difficult to quantify the causality of teaching in the classroom since school curricula don't change randomly and are dependent on the timing of the state board of education and the gubernatorial election. To overcome this issue, I use a longitudinal data set that allows me to control for state and year fixed effects as well as individual-level variations in teacher beliefs about the evolution of their curriculum.
Another important finding is that teachers who are more comfortable with teaching evolution report having less personal barriers to doing so. This is in line with the idea that more confident faculty are less likely to be hesitant about evolution-related topics in the classroom, and could be more likely to employ strategies such as the reconciliatory method that is known to boost undergraduate students' acceptance of evolution.