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Evolution Korea The financial crisis that hit Asia led to a major rethinking of the traditional system of government, business alliances, as well as public management of risk. In Korea this meant a shift in the model of development. In a controversial decision, South Korea's government has requested textbook publishers to ignore requests to remove examples of evolution from high school science books. This includes the evidence supporting the evolution of horses as well as the bird ancestor Archaeopteryx. 1. Evolution and Religion A South Korean creationist group has convinced textbook publishers to eliminate 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 asserts that such materialism creates an image of negativity for students, causing them to lose faith. When the STR's campaign hit the news, scientists around the globe expressed worry. In a letter to the editor of Nature the evolutionary biologist Jae Choe of Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was backed up by colleagues from across the country, who formed an organization 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, including areas where creationism has been growing. The letter to Nature warned that the anti-evolutionist movement will intensify pressure for revisions to textbooks in other countries, especially those with strong Christian and Muslim populations. South Korea's culture is particularly strong in the debate on evolution. 26 percent of South Koreans are part of a religious community and the majority of them practice Christianity or Buddhism. In addition, many Koreans adhere to the Ch'ondogyo philosophy, which is founded on Confucian principles that emphasizes harmony among people and personal self-cultivation. Ch'ondogyo teaches that the human being is one with Hanulnim, the God of Sun and that heavenly blessings can be achieved by doing good deeds. All of this has provided an ideal environment for the spread of creationism. Numerous studies have revealed that students who have religion-based backgrounds tend to be more uncomfortable about learning about evolution than students who are not religious. The causes behind this are not evident. Students who have a religious background may not be as experienced with scientific theories, making them more susceptible to creationists influence. Another factor could be that students who have religious backgrounds may see evolution as an idea that is atheistic, making them feel uncomfortable. 2. Evolution and Science In recent times, the scientific community has been concerned about anti-evolution efforts in schools. A survey in 2009 revealed that 40 percent of Americans believed that biological evolution was a myth and that it would be in conflict with their religious beliefs. Many scientists believe that despite the fact that creationism has been successful the best method to stop this movement is to educate the public on the evidence that supports evolution. Scientists are responsible for teaching their students science that includes the theory of evolution. They must also inform the public about the science process and how knowledge is collected and confirmed. They should also clarify that scientific theories are often challenged and revised. However, 에볼루션 게이밍 about nature and purpose of research can fuel anti-evolution views. Some people confuse the word “theory” as a hunch or a guess. In science, however theories are thoroughly tested and verified using evidence. A theory that has survived repeated testing and observation is a scientific concept. The debate on evolution theory is an excellent chance to discuss the importance of scientific method and its limits. It is essential to realize that science is unable to answer questions regarding the purpose or meaning of life it only serves as a mechanism through which living organisms can develop and adapt. A well-rounded education must include exposure to all major scientific fields including evolutionary biology. This is particularly important because the jobs that people have and the decisions they make require understanding of how science functions. The majority of scientists around the world believe that humans have evolved over time. In a study that predicted adults' views of the consensus on this subject, those with higher levels education and scientific knowledge were found to be more likely to believe there is a wide consensus among scientists on the evolution of humans. The people with more religious faith and less science-based knowledge are more likely to disapprove. It is essential that teachers insist on the importance of gaining an understanding of this consensus so that people can make informed decisions about health care, energy usage and other issues of policy. 3. Evolution and Culture Cultural evolution is a cousin of the mainstream evolutionary theory. It explores the ways that humans and other species learn from each other. Researchers in this field employ explanatory models and investigative tools that are adapted from those employed by evolutionary theorists. they reach back into human prehistory to determine the origins of our capacity for culture. This approach also recognizes that there are some differences between biological and cultural characteristics. Cultural traits are acquired slowly while biological traits are typically acquired simultaneously (in sexual species at fertilization). As a result, the acquisition of one cultural trait may affect the development of another. In Korea, for example, the adoption of Western fashion elements in the late 19th century and early 20th centuries was the result of a complex series of events. One of the most important was the appearance in Korea of Japanese occupation forces, who introduced Western hairstyles and clothing. When Japan quit Korea in the 1930s some of these changes began to reverse. At the close of World War II, Korea was once more united but this time under the rule of the Choson dynasty. Today, Korea is a vibrant political and economic power. Despite the recent financial crisis the economy of Korea has been growing consistently over the last decade. It is expected to continue this growth in the coming years. The current government is confronted by a myriad of problems. The government's inability to formulate a coherent strategy to address the current economic crisis is one of the biggest obstacles. The crisis has exposed the shortcomings in the policies of the country, especially its over-reliance on exports and foreign investment that may not last. The crisis has shaken the confidence of investors. This means that the government has to reconsider its approach and find ways to increase domestic demand. It will also have to reform the incentive monitoring, monitoring, and discipline systems that are currently in place to create a stable financial environment. 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 teach evolutionary concepts in a manner that is appropriate for students at various ages and developmental stages. Teachers, for instance, must be aware of the religious diversity in their classrooms and create a space where students with both religious and secular views are comfortable with learning about evolution. Teachers should also be able to identify common misconceptions regarding evolution and know how to address them in the classroom. Finally, teachers must have access to a variety of resources to teach evolution and be able locate them quickly. In this context, Thinking Evolutionarily Convocation had a key role in bringing evolutionary researchers and educators from different sectors to discuss best practices for teaching about Evolution. Participants included representatives from scientific societies as well as educational research, government funding agency officials and curriculum designers. The convergence of different stakeholders led to the development of some common guidelines that will form the basis for any future actions. One of the most important recommendations is that the study of evolution should be incorporated in all science curricula at any level. To accomplish this the National Science Education Standards (NRC) call for evolution to be taught in a unified way across the life sciences using a sequence of concepts that are developmental appropriate. A new publication from the NRC offers guidelines to schools on how to integrate evolution into the science curriculum. Multiple studies have shown that a more complete presentation of evolution leads to a greater understanding of students and belief in the existence of evolution. However, estimating the causal effect of evolution in the classroom is a challenge given that school curricula are not assigned randomly and evolve over time as a result of the predetermined timeframe of gubernatorial elections as well as state board of education appointments. To overcome this limitation I employ a longitudinal data set that gives me control for the fixed effects of state and years as well as individual-level differences in the beliefs of teachers regarding evolutionary theory. Another important result is that teachers who are more comfortable with teaching evolution report having less personal barriers to doing so. This is in line with the hypothesis that faculty who are more confident are less likely to be hesitant about teaching about evolution in the classroom, and could be more inclined to employ strategies such as the reconciliatory method known to increase the acceptance of undergraduate students of evolution.