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Evolution Korea
The financial crisis that hit Asia prompted a major reappraisal the old system of government and business alliances, as well the public management of risk. 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 removing examples of evolution from science texts for high school students. This includes the evidence for the evolution of horses and the avian ancestral Archaeopteryx.
1. Evolution and Religion
A South Korean creationist group has convinced textbook publishers to remove evidence of evolution from high-school science texts. 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 move. The STR claims such materialism portrays negative images to students, causing them to lose faith.
When the STR's campaign made the news, scientists around the world reacted with worry. In a letter to the editor of Nature the evolutionary biologist Jae Choe at Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. His colleagues backed him from around the country who formed a group called Evolution Korea to organize an anti-textbook petition.
Some researchers are concerned that the STR could 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 strong Christian and Muslim population.
South Korea has a particularly powerful cultural backdrop for the debate about evolution. 26 percent of South Koreans belong to of a religious group, with the majority practicing Christianity or Buddhism. Many Koreans also follow Ch'ondogyo, an ideology based on Confucian principles, which 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 can be achieved through good works.
All of this has made creationism a fertile ground. Several studies have shown that students with religious backgrounds tend to feel more uncomfortable when learning about evolution than those without religion. The causes behind this are not evident. Students who have a religious background may not be as knowledgeable about the theories of science, making them more vulnerable to creationists' influence. Another factor could be that students with a religious background may view evolution as a belief system that is not a religion, which makes them less comfortable.
2. Evolution and Science
In recent times, the scientific community has been concerned about the anti-evolution agenda in schools. 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. Despite the success of creationism in some states, many scientists believe that the best strategy to combat this inclination is not to engage with it, but rather educate the public on the evidence that supports evolution.
Scientists are accountable to instruct their students in science, which includes the theory of evolution. They also need to inform the public about the process of scientific research and the way in which knowledge is validated. They should also explain that scientific theories are often challenged and re-examined. However, misconceptions about the nature and purpose of research can lead to anti-evolution beliefs.
Some people interpret the term "theory" as a hunch, or a guess. In the field of science, however, the hypothesis is tested thoroughly and empirical data is used to confirm it. A theory that has survived repeated testing and observations becomes a scientific concept.
The debate about the evolutionary theory provides a great opportunity to discuss the significance of the scientific method and its limitations. It is important that people understand that science cannot answer questions about life's purpose or meaning, but rather provides a mechanism for living things here to evolve and evolve.
Moreover, a well-rounded education should cover all the major scientific fields, including evolutionary biology. This is essential because a variety of jobs and decisions require that individuals understand the way science operates.
The vast majority of scientists around the world believe that humans have evolved through time. A recent study that predicted adults' views of the consensus on this subject found that those with higher levels of education and scientific knowledge were more likely to believe there is a consensus among scientists on the subject of human evolution. Those who have more religious beliefs and have less science-based knowledge are more likely to disagree. It is important that educators emphasize the importance of gaining an understanding of this consensus so that people can make informed decisions about the use of energy, health care, and other policy matters.
3. Evolution and Culture
A close relative to the popular evolutionary theory, cultural evolution explores the many ways that humans and other species learn from and with each other. Researchers in this field employ explanation models and tools that are adapted from the ones used by evolutionary theorists, and they look back to human prehistory to discover the genesis of our capacity to learn about culture.
This method also acknowledges the distinction between traits that are cultural and biological. While biological traits are typically acquired in one go (in sexual species, during fertilization) however, cultural traits can be acquired over a long period of time. In the end, the emergence of one cultural trait can influence the development of another.
In Korea, the adoption of Western style elements in the latter part of the nineteenth and early twentieth centuries was the result an elaborate sequence of events. One of the most significant was the arrival of Japanese occupation forces who introduced Western clothing styles and hairstyles to Korean society.
When Japan left Korea in the 1930s, a portion of these trends began change. By the end of World War II, Korea had once again unified and was again under the rule of the Choson dynasty.
Today, Korea is an economic and political power. Despite the financial crisis of recent the economy of Korea has been growing at a steady pace over the past decade. It is expected to continue this growth in the near future.
The current administration is faced by a myriad of problems. The government's inability to formulate a coherent strategy to tackle the current economic crisis is one the biggest obstacles. The crisis has exposed the weaknesses of the country's economy policies, mainly its overreliance on foreign investment and exports, which may not be sustainable in the long run.
The crisis has shaken the confidence of investors, the government has to reconsider its economic strategy and come up with alternative ways to boost domestic demand. It also needs to revamp the incentive monitoring, control, and discipline systems that are currently in place to ensure a stable financial environment. This chapter provides a variety of scenarios of how the Korean economy could grow after the crisis.
4. Evolution and Education
One of the biggest challenges for evolution educators is how to teach evolutionary concepts in a manner that is appropriate for students at various ages and developmental stages. For example, teachers must be sensitive to the diversity of religions in their classrooms and create a space that students who have religious and secular beliefs are comfortable with learning about evolution. Teachers should be able to recognize common misconceptions regarding evolution and be able to correct them in the classroom. Finally, teachers must have access to a variety of resources for teaching evolution and be able locate them quickly.
In this context, the Thinking Evolutionarily Convocation was a crucial step towards bringing evolutionary scientists and educators from a variety of sectors to discuss the best methods for teaching about evolution. Participants included representatives from scientific societies and educational research organizations, as well as government funding agency officials and curriculum developers. The convergence of these diverse stakeholders helped to identify a shared set of recommendations that will be the basis for future actions.
A key recommendation is that the teaching of evolution should be included in all science curricula at any level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences, with a progression that is developmentally appropriate, are a method to achieve this goal. A new publication from NRC provides guidelines to schools about how to incorporate evolution into the life science curriculum.
Numerous studies have shown that a more comprehensive teaching of evolution is associated with more knowledge and belief in the concept of evolution. However, estimating causal effects in the classroom is challenging given that school curricula are not assigned randomly and change in time as a result of the predetermined timeframe of gubernatorial elections as well as appointments to the state board of education. To overcome this issue I employ a longitudinal dataset that allows me to control the fixed effects of state and years as well as individual-level variations in the beliefs of teachers about evolutionary theory.
Teachers who are more comfortable teaching evolution also have less internal barriers. This is in line with the idea that more confident faculty are less likely to avoid evolution-related topics in the classroom, and may be more inclined to use strategies such as the reconciliatory method that is known to boost the acceptance of undergraduate students of evolution.