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Evolution Korea The economic crisis that hit Asia caused a significant rethinking of the old system of government-business alliances and public management of private risks. In Korea, that meant a shift in the development paradigm. In a controversial move, the South Korean government has asked textbooks publishers to ignore calls for the removal of examples of evolution in science texts for high school students. This includes the evidence of the evolution of horses and the bird 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 decision was the result of a campaign by the Society for Textbook Revise (STR), an independent branch of the Korea Association for Creation Research, which wants to rid textbooks on biology of “atheist materialism.” The STR claims that such materialistic views create a negative image for students and can lead to their eventual loss of faith. Scientists from all over the world expressed worry when the STR campaign gained attention. In a letter 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 supported by colleagues around the country, who set up an organization called Evolution Korea to organize a petition against the changes to the textbooks. Some scientists are concerned about the possibility that the STR campaign will be spread to other parts of the globe where the spread of creationism is increasing. The letter to Nature warned of the anti-evolution movement putting more pressure on textbook revisions, particularly in countries with large Christian and Muslim populations. South Korea has a particularly significant cultural context for the debate on evolution. 26 percent of South Koreans belong to of a religious group with the majority of them practicing Christianity or Buddhism. In addition, a lot of Koreans adhere to the philosophy of Ch'ondogyo. It is founded on Confucian principles which emphasizes harmony in society and individual self-cultivation. Ch'ondogyo believes that humans are one with Hanulnim the God of the Sun, and that heavenly blessings can be derived through good works. All of this has provided fertile ground for the spread of creationism. Several studies have shown that students with religion-based backgrounds are more hesitant about learning about evolution than students without religion. The underlying reasons for this phenomenon are not clear. One possible explanation is that students with religious backgrounds tend to be as well-versed in scientific concepts and theories, which makes them more susceptible to the influence of creationists. Another reason could be that students who have religious backgrounds might view evolution as a concept that is not a religion, which makes them feel uncomfortable. 2. Evolution and Science In recent years scientists have been concerned about the anti-evolution agenda in schools. A survey conducted in 2009 revealed that nearly 40 percent of Americans believed that biological evolution was a myth and that it would be in conflict with their religious beliefs. Despite the success of creationism in certain states, many scientists feel that the best method to combat this inclination is not to be actively involved in with it, but rather inform people about the evidence that supports evolution. Scientists are accountable to instruct their students in science that includes the theory of evolution. They must also inform the public about the scientific process and how knowledge from science is gathered and validated. They should explain how theories of science are often challenged and revised. However, misunderstandings regarding the nature of research conducted by scientists often fuel anti-evolution beliefs. For instance, many people confuse the term “theory” with the normal meaning of the word – a guess or guess. However, in science, a theory is thoroughly tested and verified using evidence. A theory that is able to withstand repeated testing and observations becomes a scientific principle. The debate on evolution theory is a great chance to discuss the importance of scientific method and its limits. It is crucial for people to recognize that science is not able to answer questions about the meaning or meaning of life, but only provides a mechanism that allows living things to develop and adapt. A comprehensive education should include exposure to all major scientific fields including evolutionary biology. This is crucial 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 changed over time. A recent study that predicted adults' views of the consensus around this issue found that those with higher education levels and knowledge of science were more likely to believe there is a broad agreement among scientists about human evolution. People with a higher level of religious belief but less knowledge of science tend to be more divided. It is crucial that teachers insist on the importance of knowing the consensus on this issue, so that people are able to making informed choices about their health care, energy usage, and other policy issues. 3. Evolution and Culture A close cousin to mainstream evolutionary theory, the concept of cultural evolution focuses on the various ways humans—and other organisms—learn from and with each other. Researchers in this area use elaborate tools and investigative models derived from evolutionary theorists. They also go back to human prehistory to determine the origins of culture. This approach also acknowledges that there are differences between cultural and biological traits. Cultural traits are acquired slowly, whereas biological traits are usually acquired simultaneously (in the case of sexual species after fertilization). As a result, the emergence of one cultural characteristic can affect the development of another. In Korea, the adoption of Western styles in the latter part of the nineteenth and early twentieth century was the result of a complex sequence of events. One of the most significant was the arrival in Korea of Japanese occupation forces who introduced Western clothing and hairstyles. When Japan quit Korea in the 1930s, some of these trends began to change. By the end of World War II, Korea was once more united, this time under the rule of the Choson dynasty. Today, Korea is a vibrant economic and political power. Despite the recent financial crisis Korea's economy has been growing at a steady pace over the last decade. It is anticipated to continue to grow in the coming years. The current government is faced by a myriad of problems. The inability of the government to come up with an effective strategy to address the current economic crisis is one the biggest obstacles. The crisis has exposed the shortcomings in the policies of the country and its reliance on exports and foreign investment which could not last. The crisis has shaken the confidence of investors, the government needs to review its economic strategy and look for alternatives to increase domestic demand. To ensure a stable and stable financial environment the government will need to overhaul its incentive, monitoring and discipline systems. This chapter provides a number of scenarios for how the Korean economy might develop in a post-crisis world. 4. Evolution and Education One of the biggest challenges for evolution educators is how to present evolutionary concepts in a way that is suitable for students of various levels of development and ages. For example, teachers must be aware of the religious diversity of their classrooms and create a setting that students who have religious and secular beliefs feel comfortable learning evolution. Teachers should be able to recognize common misconceptions about evolution and be able to address them in the classroom. Teachers must also have easy access to the numerous resources 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 for teaching about Evolution. Attendees included representatives of scientific societies and educational researchers, as well as officials of government funding agencies as well as curriculum developers. The convergence of diverse stakeholders helped identify some common guidelines which will serve as the foundation for future actions. A key recommendation is that the study of evolution should be integrated in all science curricula at any level. To achieve this, the National Science Education Standards (NRC) call for evolution to be taught in an integrated manner across all life sciences with a progression of concepts that are developmental appropriate. A new publication from NRC offers guidance to schools about how to integrate evolution into the life science curriculum. Several studies have found that a more thorough and comprehensive understanding of evolution is linked to more knowledge and belief in the existence of evolution. However it is difficult to determine causal effects in the classroom is challenging due to the fact that school curriculums are not randomly assigned and change in time as a result of the predetermined timing of gubernatorial elections and appointments to the state board of education. To overcome this limitation I employ a longitudinal data set that allows me to account for fixed state and year effects as well as individual-level variations in teacher beliefs about the evolution of their curriculum. Another significant finding is that teachers who are more comfortable teaching evolution report having less intrapersonal barriers to doing so. This is in line with the idea that more experienced faculty are less likely to be hesitant about teaching about evolution in the classroom, and may be more inclined to use strategies such as the reconciliatory method known to increase undergraduate students' acceptance of evolution.