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  • Дата на основаване юли 21, 1977
  • Сектори Ресторанти, Заведения
  • Публикувани работни места 0
  • Разгледано 53

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Nine Things That Your Parent Taught You About Evolution Korea

Evolution Korea

The economic crisis which swept Asia caused a major review of the traditional system of government, 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 to remove examples of evolution in high school science textbooks. This includes the evidence supporting 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. This was the result of a campaign run by the Society for Textbook Revise (STR) an independent affiliate of the Korea Association for Creation Research that aims to clear textbooks on biology of „atheist materialism.“ The STR claims that this kind of materialistic views create a negative image for students, and could lead to their eventual loss of faith.

When the STR’s campaign hit the news, scientists around the world expressed concern. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul, complained in a letter to Nature’s editor that South Korea had succumbed to religious prejudice. He was backed by colleagues around the country, who set up a group called Evolution Korea to organize a petition against the textbook changes.

Researchers are worried that the STR campaign could spread to other regions of the world where the prevalence of creationism is rising. The letter to Nature warned that the anti-evolution movement will increase pressure for textbook revisions in other countries, particularly those with strong Christian and Muslim populations.

South Korea has a particularly powerful cultural backdrop for the debate on evolution. 26 percent of South Koreans are members of a religious community, with the majority practicing Christianity or Buddhism. Many Koreans also follow Ch’ondogyo, the philosophy based on Confucian principles, which emphasizes social harmony, individual self-cultivation and self-respect. Ch’ondogyo teaches that human beings are in a relationship with Hanulnim, the God of the Sun, and that the heavenly blessings are possible by doing good deeds.

All of this has created an ideal environment for the spread of creationism. Numerous studies have revealed that students who have a religious background to be more hesitant to learn about evolution as compared to those who do not. The underlying causes of this phenomenon are not known. One reason is that students who have religious backgrounds tend to be as familiar with scientific theories and concepts and are therefore more vulnerable to the influence of creationists. Another factor could be that students with a religious background may view evolution as a belief system that is agnostic, making them feel uncomfortable.

2. Evolution and Science

In recent years, anti-evolution campaigns in schools have raised concerns among the scientific community. A survey conducted in 2009 revealed that nearly 40 percent of Americans believed that biological evolution was a myth and that it could 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 method to combat this inclination is not to engage with it, but rather inform people about the evidence that supports evolution.

Scientists have a duty to instruct their students in science including the theory of evolution. They should also educate the public on the process of scientific research and the way in which knowledge is validated. They should explain how scientific theories are frequently challenged and modified. However, misconceptions about the nature and purpose of research can lead to a negative view of evolution.

Many people mistake the term „theory“ as a hunch, or a guess. In science, however a hypothesis is rigorously tested and empirical evidence is used to confirm it. A theory that is repeatedly tested and observed becomes a scientific principle.

The debate about evolutionary theory is a good occasion to discuss the importance of the scientific method and its limitations. It is crucial to realize that science is not able to answer questions regarding the purpose or meaning of life, but only provides a mechanism through which living organisms can evolve and change.

A well-rounded education should cover all major fields of science that include evolutionary biology. This is especially important since the jobs that people hold and the choices they make require understanding of how science functions.

The vast majority of scientists across the world accept that humans have evolved over time. In a recent study, which predicted the opinions of adults about the consensus on this subject people with higher levels of education and scientific knowledge were found to be more likely believe that there is a broad agreement among scientists regarding the evolution of humans. Those who have more religious faith and less science-based knowledge are more likely to disapprove. It is crucial that teachers insist on the importance of understanding the consensus on this issue to ensure that individuals are able to making informed choices about their health care, energy use and other policy issues.

3. Evolution and Culture

A close relative to mainstream evolutionary theory, cultural evolution focuses on the various ways that organisms, including humans, learn from and interact with each other. Researchers in this field use explanatory tools and investigative models derived from evolutionary theorists and go back to the prehistoric human to determine the origins of culture.

This approach also recognizes the distinction between biological and cultural traits. Cultural traits can be acquired gradually, whereas biological traits are typically acquired simultaneously (in sexual species at fertilization). This means that the acquisition of one cultural trait can influence the development of another.

In Korea the introduction of Western styles in the late nineteenth and early twentieth century was the result of an intricate sequence of events. One of the most significant was the arrival of Japanese occupation forces who introduced Western hairstyles and clothing styles to Korean society.

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 and was again under the rule of the Choson dynasty.

Today, Korea is a vibrant economic and political power. Despite the current global financial crisis, the country’s economy has grown steadily in the past decade and is poised to sustain its steady growth in the near future.

The current administration is faced with a variety of challenges. One of the most significant is its inability to develop an effective strategy to address the economic crisis. The crisis has exposed weaknesses of the country’s policies, especially its over-reliance on exports and foreign investment, which may not last.

As the crisis has shattered the confidence of investors, the government needs to reconsider its economic strategy and look for alternatives to boost domestic demand. To ensure a stable economic climate the government will need to reform its incentive system, monitoring and discipline. This chapter offers a number of scenarios of how the Korean economy might develop in the post-crisis era.

4. Evolution and Education

The challenge for teachers of evolution is how to teach evolutionary concepts that are appropriate for different levels of development and ages. Teachers should, for instance be aware of the diversity of religions in their classrooms and create a welcoming environment where students from both secular and religious beliefs are comfortable. Teachers must also be aware of common misconceptions about evolution and how to address them in their classrooms. Teachers must also have quick access to the various resources available to teach evolution.

In this regard, the Thinking Evolutionarily Convocation played a significant role in bringing together evolutionary researchers and educators from a variety of sectors to discuss the best practices for teaching Evolution. Participants included representatives from scientific societies as well as educational research, officials from government funding agencies and curriculum designers. The convergence of these diverse stakeholders helped to identify a shared set of recommendations that will be the foundation for future actions.

It is essential to incorporate evolution in all science curricula, at every level. To achieve this the National Science Education Standards (NRC) require that evolution be taught in a unified way across the life sciences with a progression of concepts that are developmental appropriate. Furthermore, a new publication from the NRC offers guidance to schools on how to integrate evolution into the science curriculum.

Multiple studies have proven that a more complete presentation of evolution is linked to greater student understanding and belief in the concept of evolution. However it is difficult to determine the causal impact of teaching in the classroom is challenging because school curriculums are not randomly assigned and change over time because of the predetermined timeframe of gubernatorial elections as well as appointments to the state board of education. To overcome this issue I employ an ongoing data set that allows me to control for state and year fixed effects and the individual-level variation in teacher beliefs regarding the evolution of their curriculum.

Another significant finding is that teachers who are more comfortable teaching evolution report having fewer personal barriers to teaching it. This is in line with the notion that more experienced faculty are less likely to avoid teaching about evolution in the classroom, and could be more likely to employ strategies such as a reconciliatory approach known to increase undergraduate students’ acceptance of evolution.

„Проектиране и разработка на софтуерни платформи - кариерен център със система за проследяване реализацията на завършилите студенти и обща информационна мрежа на кариерните центрове по проект BG05M2ОP001-2.016-0022 „Модернизация на висшето образование по устойчиво използване на природните ресурси в България“, финансиран от Оперативна програма „Наука и образование за интелигентен растеж“, съфинансирана от Европейския съюз чрез Европейските структурни и инвестиционни фондове."

LTU Sofia

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