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Evolution Korea The financial crisis that struck Asia required a major review of the old system of government-business alliances and the public management of private risks. In Korea this meant a change in the development paradigm. In a controversial decision the South Korean government has requested textbook publishers to ignore requests for removing examples of evolution in science texts for high school students. This includes evidence for the evolution of horses and the bird ancestral Archaeopteryx. 1. Evolution and Religion A creationist group from South Korea has successfully convinced textbook publishers to omit evidence of evolution in high school science textbooks. 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 such materialistic thinking creates a negative picture for students and leads to their eventual denial of faith. When the STR's ad campaign made the news, scientists across the world expressed alarm. In a letter addressed to the editor of Nature, evolutionary biologist Jae Choe of Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was backed by colleagues from across the country, who set up an organization called Evolution Korea to organize a petition against the changes to the textbooks. Some researchers are concerned that the STR could spread to other parts around the world, where creationism has been on the rise. The letter to Nature warned of the anti-evolution movement putting more pressure on textbook revisions, specifically in countries with large Christian and Muslim populations. South Korea has a particularly powerful cultural backdrop for the debate on evolution. Twenty-six percent of the country's citizens are members of a religious denomination and the majority adhere to Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the philosophy of Ch'ondogyo. It is based on Confucian principles that emphasizes social harmony and personal self-cultivation. Ch'ondogyo teaches that 에볼루션 슬롯게임 are one with Hanulnim the God of the Sun, and that heaven-bound blessings can be obtained by doing good deeds. All of this has made creationism a fertile ground. Numerous studies have found that students with religious backgrounds to be more uncomfortable learning about evolution as compared to those who do not. The underlying causes of this phenomenon remain unclear. Students with a religious background may be less experienced with scientific theories, which makes them more susceptible to the creationists influence. Another reason could be that students who have a religious background may view evolution as an idea that is not a religion, which makes them feel less comfortable. 2. Evolution and Science In recent years, campaigns against evolution in schools have caused concern among the scientific community. A 2009 survey revealed nearly 40 percent of Americans believed that biological evolution was wrong and that it would be in conflict with their religious beliefs. Despite the fact that creationism has been a huge success in some states, a lot of scientists feel that the best strategy to stop this trend is not to engage it, but rather 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 inform the general public about the science process, and how scientific knowledge is collected and validated. They must also explain how scientific theories are frequently challenged and changed. However, misperceptions regarding the nature of scientific research frequently cause people to believe that evolution is not real. For instance, some people are able to confuse the term “theory” with the common meaning of the word – a hunch or a guess. In the realm of science theories are thoroughly tested and verified using empirical data. A theory that is able to withstand repeated testing and observations becomes a scientific concept. The debate about evolution theory is an excellent chance to discuss the importance of the scientific method and its limits. It is essential to realize that science cannot answer questions about the meaning or meaning of life but it is merely a means that allows living things to grow and change. A well-rounded education should also include exposure to all major scientific fields including evolutionary biology. This is especially important since the jobs that people have and the decisions they make require knowledge of how science works. The majority of scientists across the world accept that humans have evolved over time. A recent study that predicted adults' views of the consensus on this issue found that those who had higher levels of education and science knowledge were more likely to believe there is a consensus between scientists regarding human evolution. Those with more religious faith but less science knowledge tend to be more divided. It is crucial that educators stress the importance of understanding this consensus, so that people can make informed choices about health care, energy usage and other policy issues. 3. Evolution and Culture A close cousin to the mainstream evolutionary theory, cultural evolution focuses on the various ways humans—and other organisms—learn from and with one another. Researchers in this field use elaborate tools and investigative models adapted from evolutionary theorists and go back to prehistoric times to determine the earliest sources of culture. This approach also recognizes the distinction between traits that are cultural and biological. While biological traits are typically acquired in one go (in sexual species, at fertilization) but cultural traits can be acquired over a protracted period of time. This means that the acquisition of one trait can influence the development of another. In Korea the emergence of Western styles in the late nineteenth and early twentieth centuries was the result an elaborate sequence of events. One of the most important was the arrival of Japanese occupation forces, who introduced Western hairstyles and clothing styles to Korean society. Then, when Japan departed Korea in the 1930s, a portion of these trends began to reverse. At the end of World War II, Korea was once again united but this time under the Choson dynasty rule. Today, Korea is an economic and political power. Despite the recent global financial crisis, the country's economy has been growing steadily over the past decade and is set to continue its healthy growth in the coming years. However, the current government has many challenges to face. The government's inability to formulate an effective strategy to address the current economic crisis is one of the biggest obstacles. The crisis has exposed shortcomings of the country's economic policies, mainly its overreliance on exports and foreign investment which might not be sustainable in the long run. Since the financial crisis has destroyed the confidence of investors, the government must rethink its economic strategy and find alternatives to increase domestic demand. To ensure a stable financial climate the government will need reform its incentive and monitoring systems, as well as discipline and monitoring. This chapter outlines several scenarios of how the Korean economy could develop after the crisis. 4. Evolution and Education A fundamental challenge for educators of evolution is how to present evolutionary concepts in a way that is suitable for students of different levels of development and ages. Teachers, for instance, must be aware of the diversity of religions in their classrooms and create a space that students who have religious and secular views feel comfortable learning evolution. Additionally, teachers must be aware of common misconceptions about evolution and how to confront these in their classrooms. Additionally, teachers should be able to access a range of resources for teaching evolution and be able to locate them quickly. In this regard the Thinking Evolutionarily Convocation was a crucial step towards bringing evolutionary scientists and educators from a variety of fields to discuss best methods for teaching evolution. Participants included representatives from scientific societies, educational research, government funding agency officials and curriculum developers. The convergence of diverse participants helped to identify the common recommendations which will serve as the basis for future actions. One of the most important recommendations is that the teaching of evolution should be incorporated in every science curriculum at every level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences with a progression that is developmentally appropriate, are one method to achieve this goal. Additionally, a new publication from the NRC provides guidance to schools on how to integrate evolution into the life science curriculum. Multiple studies have proven that a more thorough presentation of evolution leads to greater student understanding and belief in the concept of evolution. It is difficult to quantify causal effects in the classroom since school curricula do not change in a random manner and are influenced by the timing of state boards of education and gubernatorial elections. To overcome this problem, I use a longitudinal data set that allows me to account for state and year fixed effects as well as individual-level variations in teacher beliefs about changes in the curriculum. Another important finding is that teachers who are more comfortable teaching evolution report having fewer intrapersonal barriers to doing so. This is consistent with the hypothesis that a more experienced faculty is less likely to avoid evolution topics in the classroom. Additionally, they could be more likely to use strategies such as a reconciliatory approach known to increase undergraduate student acceptance of evolution (Harms and Reiss 2019; Tolman et al., 2020).