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Evolution Korea The economic crisis which swept Asia prompted a major reappraisal the old system of government and business alliances, as well as public management of risks. In Korea this meant a shift in the development paradigm. In a controversial decision, the South Korean government has asked textbook publishers to ignore requests for the removal of examples of evolution from high school science textbooks. This includes evidence of the evolution of horses as well as the avian ancestor Archaeopteryx. 1. Evolution and Religion A group of creationists in South Korea has successfully convinced textbook publishers to remove evidence of evolution from high school science texts. The Society for Textbook Revise, an independent branch of 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 views create a negative image for students and can lead to their eventual loss of faith. Scientists around the globe expressed concern when the STR campaign gained attention. Jae Choe, an evolutionary biologist at Ewha Womans University, Seoul, complained in an open letter to Nature's editor that South Korea had succumbed to religious prejudice. His colleagues backed him from all over the country who gathered into a group named Evolution Korea to organize an anti-textbook petition. Some scientists are worried that the STR will spread to other parts around the globe, where creationism has been on the rise. The letter to Nature warned of the anti-evolution campaign increasing pressure on textbook revisions, particularly in countries with large Christian and Muslim population. South Korea has a particularly powerful cultural backdrop for the debate about evolution. 26 percent of South Koreans are members of a religious community with the majority of them practicing Christianity or Buddhism. Many Koreans also follow Ch'ondogyo, the philosophy based on Confucian principles that emphasizes harmony in the social, personal self-cultivation, and self-respect. Ch'ondogyo believes that humans are one with Hanulnim the God of the Sun, and that heaven-bound blessings can be derived through the good deeds of a person. All of this has created a fertile ground. Several studies have shown that students with religious backgrounds tend to be more uncomfortable about learning evolution than those who do not have a religious background. The underlying causes are not clear. One possible explanation is that students who have a religious background tend not to be as well-versed in scientific concepts and theories and are therefore more susceptible to the influence of creationists. Another reason could be that students with religious backgrounds are more likely to see evolution as a religious concept and therefore less comfortable with it. 2. Evolution and Science In recent years, scientists have been concerned about anti-evolution efforts in schools. A 2009 survey revealed that nearly 40% of Americans believe that biological evolution is a lie, and that a belief in it could be in conflict with their convictions about religion. Despite the popularity of creationism in certain states, many scientists feel that the best way to counter this movement is not to engage it, but rather to educate people about the evidence for evolution. Scientists are responsible to instruct their students in science that includes the theory of evolution. They also need to educate the public on the research process and the way in which knowledge is verified. They must also explain that scientific theories are often challenged and revised. However, misconceptions regarding the nature of scientific research frequently fuel anti-evolution beliefs. For example, some people confuse the term “theory” with the normal meaning of the word – a guess or a guess. In science, however the hypothesis is tested thoroughly and empirical evidence is used to prove it. A theory that is repeatedly tested and observed becomes a scientific principle. The debate about the theory of evolution is a wonderful occasion to discuss both the importance of scientific methodology and its limitations. It is essential to be aware that science does not provide answers to questions about life's purpose or meaning, but rather allows living things to develop and change. A well-rounded education should include exposure to all the major scientific fields, including evolutionary biology. This is crucial because the jobs people are employed in and the choices they make require knowledge of how science works. The vast majority scientists in the world believe that humans have evolved through time. A recent study that predicted adults' opinions of the consensus on this issue found that those with higher levels of education and knowledge of science were more likely to believe there is a broad agreement between scientists regarding human evolution. The people with more religious faith and less knowledge of science tend to be more skeptical. It is critical that educators emphasize the importance of understanding the consensus on this issue to ensure that individuals have a solid basis for making informed choices about their health care, energy usage, and other policy issues. 3. Evolution and Culture A close relative to the mainstream evolutionary theory, cultural evolution studies the numerous ways humans—and other organisms—learn from and with one another. Researchers in this area use explanatory tools and investigative models derived from evolutionary theorists. They also go back to human prehistory to find the origins of culture. This approach also acknowledges that there are some differences between the characteristics of culture and biological. Cultural traits can be acquired gradually while biological traits are typically acquired simultaneously (in sexual species at fertilization). This means that the acquisition of one cultural trait can influence the development of another. In Korea for instance the introduction of Western fashion elements in the latter half of the 19th century and early 20th century 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 hairstyles and clothes. Then, when Japan left Korea in the 1930s, some of these trends began to reverse. At the end of World War II, Korea was once again united but this time under Choson dynasty rule. Today, Korea is an economic and political power. Despite the recent financial crisis the economy of Korea has been growing steadily over the past decade. It is expected to keep this trend going in the coming years. However, the current administration has many challenges to face. One of the biggest is the inability to come up with a consistent policy to address the economic crisis. The crisis has revealed the shortcomings of the country's economic policies, particularly its dependence on foreign investment and exports that may not be sustainable in the long run. The financial crisis has shaken the confidence of investors. In the aftermath, the government has to rethink its strategy and find other ways to increase domestic demand. To ensure a stable economic climate the government needs reform its incentive, monitoring and discipline systems. This chapter provides a variety of scenarios of how the Korean economy could develop in the post-crisis period. 4. Evolution and Education The biggest challenge for evolution educators is how to present evolutionary concepts in a manner that is appropriate for students of various levels of development and ages. Teachers need to, for instance be aware of the religious diversity in their classrooms and create an environment where students of both religious and secular beliefs are comfortable. Teachers must also be able recognize common misconceptions about evolution and know how to address them in the classroom. Teachers must also have access to a range of resources available for teaching evolution and be able to find them quickly. In this regard, the Thinking Evolutionarily Convocation was an important step in bringing together evolutionary scientists and educators from a range of disciplines to discuss best practices for teaching about evolution. Participants included representatives from scientific societies, educational researchers, government funding agency officials and curriculum designers. The convergence of these diverse groups led to the identification of a common set of recommendations that will serve as the basis for future actions. 에볼루션 룰렛 is crucial to include evolution in all science curricula, at every level. To achieve this goal 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. Additionally, a new publication from the NRC provides guidance to schools on how to integrate evolution into the science curriculum. Multiple studies have shown that a more thorough explanation of evolution can lead to greater student understanding and belief in evolution. However, estimating the causal impact of teaching in the classroom is a challenge given that school curricula are not randomly assigned and evolve over time because of the predetermined timing of gubernatorial elections and state board of education appointments. To overcome this problem I employ a longitudinal data set that allows me to control for year and state fixed effects and individual-level variation in teacher beliefs regarding evolution. Another important result is that teachers who are more comfortable teaching evolution report having fewer intrapersonal barriers to doing so. This is in line with the idea that a more experienced faculty is less likely to avoid evolution subjects in the classroom. They also might be more likely employ strategies like a reconciliatory approach known to increase undergraduate student acceptance of evolution (Harms and Reiss 2019; Tolman et al. 2020).