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Evolution Korea The financial crisis that hit Asia prompted a major reappraisal the old system of government and business alliances, and public management of risk. In Korea this meant a change in the model of development. In a controversial move, South Korea's government has requested textbook publishers to ignore requests to eliminate examples of evolution from science textbooks for high school students. This includes the evidence of the evolution of horses and of the Avian an ancestor Archaeopteryx. 1. Evolution and Religion A South Korean creationist group has persuaded 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 that such materialistic views create a negative image for students and leads to their eventual denial of faith. Scientists from all over the world expressed concerns when the STR campaign was featured in the news. In a letter addressed to the editor of Nature, evolutionary biologist Jae Choe at Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was backed by colleagues around 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 will be spread to other regions of the world, where creationism is on the rise. The letter to Nature warned of the anti-evolutionist campaign putting pressure on textbook revisions, specifically in countries with large Christian and Muslim populations. South Korea has a particularly significant cultural context for the debate about evolution. 26 percent of the country's citizens belong to an organized religion, and most adhere to Christianity or Buddhism. In addition, many Koreans adhere to Ch'ondogyo, a philosophy that is based on Confucian principles that emphasizes social harmony and personal self-cultivation. Ch'ondogyo teaches the human being is one with Hanulnim, the God of Sun and that the heavenly blessings can be achieved through the good works of one's. All of this has created fertile ground for the spread of creationism. Several studies have shown that students who have religion-based backgrounds tend to feel more uncomfortable when learning about evolution than those who are not religious. The reasons behind this aren't obvious. Students who have a religious background may not be as familiar with scientific theories, making them more susceptible to the creationists and their influence. Another factor could be that students who have religious backgrounds might view evolution as a belief system that is not a religion, which makes them less comfortable. 2. Evolution and Science In recent times, scientists have been concerned about the anti-evolution agenda in schools. A 2009 survey revealed nearly 40% of Americans believed that biological evolution was a myth and that it would conflict their religious beliefs. Many scientists believe that, despite the popularity of creationism the best way to combat this movement is to educate the public on the evidence supporting evolution. 에볼루션 게이밍 are responsible to teach their students science, which includes the theory of evolution. They must also inform people about the scientific process, and how scientific knowledge is gathered and validated. They must also clarify that scientific theories are often challenged and reformulated. However, misconceptions about nature and purpose of research can lead to anti-evolution beliefs. For instance, many people confuse the term “theory” with the everyday meaning of the word – a guess or a guess. In science, however, a theory is thoroughly tested and verified using evidence. A theory that is repeatedly tested and observed becomes a scientific principle. The debate over the theory of evolution is a wonderful opportunity to discuss both the importance of scientific method and its limitations. It is important for people to recognize that science is unable to answer questions regarding the purpose or meaning of life but it is merely a means by which living things can grow and change. Moreover, a well-rounded education must include exposure to the vast majority of scientific fields, including evolutionary biology. This is particularly important because the jobs that people hold and the choices they make require understanding of how science works. The majority of scientists across the world agree that humans have evolved over time. A recent study that predicted adults' opinions of the consensus on this issue found that those with higher levels of education and science knowledge were more likely to believe there is a general consensus among scientists on the subject of human evolution. The people who have more religious beliefs but less science knowledge tend to be more divided. It is critical that educators insist on understanding the consensus on this issue to ensure that people have a solid foundation for making informed choices about their health care, energy usage, and other policy issues. 3. Evolution and Culture Cultural evolution is a close cousin of the mainstream evolutionary theory. It focuses on the ways that humans and other species learn from one another. Researchers in this field employ explanation models and tools adapted from those used by evolutionary theorists, and they go back to human prehistory to find out the origins of our capacity for culture. This approach also acknowledges the distinction between cultural and biological traits. While biological traits are largely inherited all at once (in sexual species, at fertilization), cultural traits can be acquired over a long period of time. As a result, 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 and early 20th century was the result of a variety of events. One of the most important was the arrival in Korea of Japanese occupation forces that introduced Western hairstyles and clothing. When Japan left Korea in the 1930s some of these trends began to change. By the end of World War II, Korea was once more united but this time under the rule of the Choson dynasty. Today, Korea is an economic and political power. Despite the current global financial crisis, the economy of Korea has grown steadily in the last decade and is expected to continue its healthy growth in the near future. The current government is facing a variety of challenges. The inability of the government to develop a coherent strategy to deal with the current economic crisis is one of the biggest challenges. The crisis has exposed the weaknesses of the country's economic policies, mainly its overreliance on foreign investment and exports which might not be sustainable over the long term. The crisis has shaken the confidence of investors. In the aftermath, the government must rethink its strategy and find ways to increase domestic demand. To ensure a stable financial climate, the government will have to overhaul its incentive, monitoring and discipline systems. This chapter offers a variety of scenarios on how the Korean economy could grow in a post-crisis environment. 4. Evolution and Education The biggest challenge for evolution educators is how to present evolutionary concepts in ways that are appropriate for students at various levels of development and ages. For instance, teachers need to be sensitive to the diversity of religions in their classrooms and create an environment that students who have secular and religious views are comfortable with learning about evolution. Teachers must also recognize common misconceptions about evolution and how to confront them in their classrooms. Teachers must also have easy access to the various resources that can be used to teach evolution. In this regard, the Thinking Evolutionarily Convocation played an important role in bringing evolutionary researchers and educators from various sectors to discuss best methods of teaching about Evolution. Attendees included representatives of scientific societies as well as educational researchers, officials of government funding agencies and curriculum designers. The convergence of diverse stakeholders helped identify some common guidelines that will form the foundation for future actions. One important recommendation is that the study of evolution should be included in all science curricula at every level. National Science Education Standards (NRC) that call for the integration of evolution across all life sciences with the developmentally appropriate, are a method to achieve this goal. Additionally, a new publication from the NRC offers guidance to schools on how to integrate evolution into their life science curriculum. Multiple studies have proven that a more comprehensive explanation of evolution can lead to greater student understanding and belief in evolution. However the estimation of causal effects in the classroom is challenging because school curriculums are not randomly assigned 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 problem I employ a longitudinal data set which lets me control for fixed state and year effects and the individual-level variation in teacher beliefs about changes in the curriculum. Teachers who are more comfortable teaching evolution also have fewer internal barriers. This is consistent with the hypothesis that a faculty with more confidence is less likely to avoid tackling evolution subjects in the classroom. They also might be more likely employ 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).