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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 the management by the public of private risks. In Korea, this meant a shift in the model of development. In a controversial move South Korea's government has requested textbook publishers not to comply with calls to remove examples of evolution from high school science books. This includes the evidence of the evolution of horses as well as the Avian ancestor Archaeopteryx. 1. Evolution and Religion A creationist group from South Korea has successfully convinced textbook publishers to remove evidence of evolution from science textbooks for high school students. The Society for Textbook Revise, an independent branch of the Korea Association for Creation Research that wants to rid biology textbooks of “atheist materialism,” was behind the move. The STR claims that this kind of materialistic thinking creates a negative picture for students and can lead to their eventual denial of faith. Scientists from all over the world expressed concern when the STR campaign made headlines. In a letter addressed to the editor of Nature evolutionary biologist Jae Choe of Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was supported by colleagues from all over the country who gathered into an organization called Evolution Korea to organize an anti-textbook petition. Some scientists are worried that the STR could spread to other parts around the globe, including areas where creationism has been growing. The letter to Nature warned that the anti-evolutionist movement will push for textbook revisions in other countries, especially those with strong Christian and Muslim populations. South Korea has a particularly strong cultural background for the debate about evolution. 26 percent of South Koreans belong to of a religious group and the majority of them practice Christianity or Buddhism. Additionally, a large portion of Koreans adhere to Ch'ondogyo, a philosophy founded on Confucian principles that emphasizes harmony among people and individual self-cultivation. Ch'ondogyo believes that humans are one with Hanulnim the God of the Sun, and that the heavenly blessings can be obtained by doing good deeds. All of this has provided an ideal environment for the spread of creationism. A number of studies have demonstrated that students who have a religious background are more hesitant when learning about evolution than those who are not religious. The underlying causes of this phenomenon remain not known. Students who are religious might be less experienced with scientific theories, which makes them more susceptible to the creationists influence. Another reason could be that those with religious backgrounds may see evolution as a belief system that is not a religion, which makes them feel uncomfortable. 2. Evolution and Science In recent years, the scientific community has been concerned about the anti-evolution agenda in schools. A study conducted in 2009 found that more than 40 percent of Americans believe that biological evolution is wrong, and that a belief in it would be contrary to their faith-based beliefs. Despite the fact that creationism has been a huge success in some states, a lot of scientists believe that the best way to stop this trend is not to engage it, but to educate people about the evidence for evolution. Scientists are accountable to teach their students science that includes the theory of evolution. They should also educate the public on the process of scientific research and how knowledge is validated. They must explain how scientific theories are frequently challenged and changed. However, misconceptions about the nature and purpose of scientific research can lead to anti-evolution beliefs. Some people interpret the term “theory” as a guess or guess. In the realm of science theories are thoroughly tested and verified using evidence. A theory that is repeatedly tested and observed is then a scientific principle. The debate over the evolutionary theory provides a great opportunity to discuss the significance of the scientific method and its limitations. It is essential to be aware that science does not answer questions about the purpose of life or meaning, but rather allows living things to develop and adapt. Moreover, a well-rounded education should include exposure to all major fields of science that include evolutionary biology. This is important because many jobs and choices require individuals understand how science operates. The majority of scientists around the world believe that humans have evolved through time. A recent study predicting adults' views of the consensus on this subject found that those with higher education levels and science knowledge were more likely to believe there is a consensus among scientists about human evolution. Those who have more religious beliefs and have less science knowledge tend to be more skeptical. It is important that educators stress the importance of gaining an understanding of this consensus so that people can make informed choices about health care, energy usage and other policy issues. 3. evolutionkr.kr and Culture Cultural evolution is a close relative of mainstream evolutionary theory. It explores how humans and other organisms learn from each other. Researchers in this field employ elaborate tools and investigative models that are adapted from evolutionary theorists and reach back to human prehistory to determine the origins of culture. This method also acknowledges that there are some differences between cultural and biological traits. Cultural traits are acquired slowly, whereas biological traits are mostly inherited at the same time (in sexual species at fertilization). This means that the emergence of one cultural trait can influence the development of another. In Korea the emergence of Western styles in the late nineteenth and early 20th century was the result of a complex sequence of events. One of the most important was the appearance in Korea of Japanese occupation forces that introduced Western clothing and hairstyles. When Japan left Korea in the 1930s some of these trends began to reverse. By the end of World War II, Korea had once again unified, this time under the rule of the Choson dynasty. Today, Korea is an economic and political power. Despite the current global financial crisis, the country's economy has grown steadily in the past decade and is expected to continue its healthy growth in the future. The current administration is faced with many challenges. One of the biggest is its inability to find a coherent policy to deal with the economic crisis. The crisis has revealed the weaknesses of the country's economy policies, including its excessive dependence on foreign investment and exports that may not be sustainable over the long term. The crisis has shaken the confidence of investors, the government has to review its economic strategy and look for alternatives to increase domestic demand. To ensure a stable and stable financial environment, the government will have reform its incentive, monitoring and discipline systems. This chapter offers a variety of scenarios for how the Korean economy could develop in a post-crisis world. 4. Evolution and Education The challenge for educators of evolution lies in how to teach evolutionary concepts that are appropriate for various ages and stages of development. Teachers should, for instance be mindful of the religious diversity in their classrooms and create a welcoming environment where students from both religious and secular perspectives are at ease. Moreover, teachers need to be aware of common misconceptions about evolution, and how to address them in their classrooms. Additionally, teachers should be able to access a range of resources to teach evolution and be able to locate them quickly. 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 Evolution. Participants included representatives from scientific societies and educational researchers, as well as officials of government funding agencies as well as curriculum developers. The convergence of these diverse parties resulted in a consensus set of recommendations that will form the foundation for future actions. It is crucial to include evolution in all science curricula, at every level. National Science Education Standards (NRC), which call for the integration of evolution across all life sciences, with the developmentally appropriate, are a way to achieve this goal. Furthermore, a new publication from the NRC offers guidance for schools on how to integrate evolution into the life science curriculum. Numerous studies have shown that a more thorough and comprehensive understanding of evolution is linked to higher levels of student understanding and belief in the existence of evolution. It is difficult to estimate the causal effects of evolution in the classroom, since school curricula don't change on a regular basis and are influenced by the timing of state board of education and gubernatorial elections. To overcome this problem, i use a longitudinal dataset that allows me to control for the fixed effects of state and years as well as individual-level differences in the beliefs of teachers about evolutionary theory. Teachers who are more comfortable teaching evolution have less internal barriers. This is consistent with the hypothesis that a more confident faculty is less likely to avoid evolution topics in the classroom and may be more likely to use strategies such as a reconciliatory approach known to increase undergraduate student acceptance of evolution (Harms and Reiss, 2019; Tolman et al., 2020).