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Evolution Korea The economic crisis that swept Asia caused a significant rethinking of the old model of government-business alliances and the management by the public of private risks. In Korea this required a change in the development model. In a controversial move, the South Korean government has requested textbook publishers to ignore requests to remove examples of evolution in high school science textbooks. This includes evidence for the evolution of horses and the avian ancestral Archaeopteryx. 1. 에볼루션 바카라 무료 and Religion A creationist group from South Korea has successfully convinced textbook publishers to remove evidence of evolution from science textbooks for high school students. The Society for Textbook Revise, an independent offshoot from the Korea Association for Creation Research that aims to cleanse biology textbooks of “atheist materialism,” was behind the decision. The STR claims that such materialism creates a negative image for students, leading them to be skeptical. When the STR's ad campaign made the news, scientists across the world expressed worry. Jae Choe, 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 set up a group called Evolution Korea to organize a petition to protest the changes to the textbooks. Some researchers are concerned that the STR will be spread to other regions of the globe, where creationism is growing. The letter to Nature warned that the anti-evolution movement could increase pressure for textbook revisions in other countries, especially those with large Christian and Muslim populations. South Korea has a particularly powerful cultural backdrop for the evolution debate. Twenty-six percent of the country's residents belong to an organized religion and the majority adhere to Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo, a philosophy based upon Confucian principles that emphasizes 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 heavenly blessings are achievable by doing good deeds. All of this has created a fertile ground. Numerous studies have found that students with religious backgrounds to be more hesitant to learn about evolution as compared to those who do not. The underlying causes are not evident. One explanation is that students with a religious background tend not to be as familiar with scientific concepts and theories and are therefore more susceptible to the influence of creationists. Another possible factor is that students who have religious backgrounds are more likely to view evolution as a religious concept which could make them less at ease with the idea. 2. Evolution and Science In recent times, the scientific community has been concerned about anti-evolution efforts in schools. A 2009 survey revealed that over 40% of Americans believe that biological evolution is a lie and that a belief in it would conflict with their faith-based beliefs. Many scientists believe that, despite the fact that creationism has been successful, the best way to combat this movement is to educate the public on the evidence for evolution. Scientists have a responsibility to educate their students about science and the theory of evolution. They must also educate the public on the process of scientific research and how knowledge is validated. They should also explain that theories of science are often challenged and re-examined. However, misconceptions about the nature and purpose of scientific research can fuel anti-evolution views. Some people interpret the term “theory” as a hunch or guess. In the field of science, however, a hypothesis is rigorously tested and empirical evidence is used to prove it. A theory that is repeatedly tested and observed is then a scientific principle. The debate about evolutionary theory is an excellent opportunity to discuss the importance of the scientific method and its limitations. It is crucial to be aware that science cannot provide answers to questions about life's purpose or meaning, but rather offers a way for living things to evolve and change. A well-rounded education should also include exposure to the major fields of science including evolutionary biology. This is important because many jobs and decisions require that people know the way science operates. The vast majority of scientists around the world agree that humans have evolved through time. In a recent study that predicted the views of adults on the consensus on this topic people with higher levels of education and knowledge of science were found to be more likely believe that there is a broad agreement among scientists about human evolution. The people with more religious beliefs and have less science knowledge tend to be more skeptical. It is critical that educators insist on knowing the consensus on this issue to ensure that individuals have a solid foundation for making informed choices about their health care, energy use and other issues of policy. 3. Evolution and Culture A close relative to mainstream evolutionary theory, cultural evolution focuses on the various ways that humans and other species learn from and with each other. Researchers in this field use elaborate tools and investigative models adapted from evolutionary theorists and reach back to human prehistory to discover the origins of culture. This approach also recognizes the difference between biological and cultural traits. While biological traits are largely acquired in one go (in sexual species, after fertilization) however, cultural traits can be acquired over a protracted period of time. In the end, the acquisition of one characteristic can affect the development of another. In Korea For instance, the adoption of Western fashion elements in the latter part of the 19th and early 20th centuries was the result of a complicated sequence of events. One of the most significant was the arrival in Korea of Japanese occupation forces, who introduced Western clothing and hairstyles. When Japan left Korea in the 1930s some of these changes began to reverse. At the close of World War II, Korea was once again united, this time 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 grown steadily in the past decade and is poised to continue its healthy growth in the future. However, the current administration has many challenges to face. One of the most significant is the inability to come up with a consistent policy to tackle the economic crisis. The crisis has exposed the weaknesses in the country's policies and its reliance on foreign investment and exports which could not last. The crisis has shaken the confidence of investors, the government has to rethink its economic strategy and look for alternatives to boost domestic demand. To ensure a stable economic climate the government needs to reform its incentive, monitoring and discipline systems. This chapter offers a number of scenarios of how the Korean economy could grow after the crisis. 4. Evolution and Education A fundamental challenge for evolution educators is how to teach evolutionary concepts in ways that are appropriate for students of different age groups and developmental stages. 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. Additionally, teachers must recognize the most common misconceptions about evolution and how to confront these in their classrooms. Teachers must also have quick access to the various resources that can be used to teach evolution. In this regard, the Thinking Evolutionarily Convocation had a key role in bringing together evolutionary researchers and educators from various sectors to discuss best methods of teaching Evolution. Participants included representatives from scientific societies, educational research, government funding agency officials and curriculum developers. The convergence of these diverse parties led to the identification of a common set of recommendations that will be the basis for future actions. It is crucial to include evolution in all science curricula, at every level. To achieve this goal it is recommended that the National Science Education Standards (NRC) call for evolution to be taught in a seamless way across the life sciences using a sequence of ideas that are developmentally appropriate. A new publication from NRC provides guidance for schools on how to integrate evolution in the life science curriculum. A number of studies have demonstrated that a more thorough and comprehensive understanding of evolution is associated with more knowledge and belief in evolution. However, estimating causal effects in the classroom is a challenge because school curriculums are not assigned randomly and change over time as a result of the predetermined timing of gubernatorial elections and state board of education appointments. To overcome this problem, I use a longitudinal data set which lets me control for year and state fixed effects and individual-level variation in teacher beliefs about the evolution of their curriculum. Teachers who are more comfortable teaching evolution also report fewer internal barriers. This is in line with the idea that a more experienced faculty is less likely to avoid tackling evolution topics in the classroom. Additionally, they could be more likely to use strategies such as the reconciliatory approach that has been proven to increase the acceptance of undergraduate students of evolution (Harms and Reiss 2019; Tolman et al., 2020).