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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 required a change in the development paradigm. In a controversial move, the South Korean government has requested textbooks publishers to ignore calls for removing examples of evolution from high school science textbooks. This includes the evidence for the evolution of horses and the bird 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 offshoot of the Korea Association for Creation Research that wants to rid biology textbooks of “atheist materialism,” was behind the decision. The STR claims that such materialism creates negative images to students, causing them to be skeptical. Scientists across the globe expressed concerns when the STR campaign was featured in the news. In a letter to the editor of Nature evolutionary biologist Jae Choe from Ewha Womans University in Seoul complained that South Korea had given in to religious prejudice. He was backed by colleagues from across the country, who formed an organization called Evolution Korea to organize a petition against the textbook changes. Some researchers are concerned that the STR campaign will be spread to other regions of the world where the belief in the prevalence of creationism is rising. The letter to Nature warned of the anti-evolutionist campaign putting pressure on textbook revisions, especially in countries with large Christian and Muslim populations. South Korea has a particularly strong cultural background for the debate about evolution. 26 percent of South Koreans are members of a religion with the majority of them practicing Christianity or Buddhism. Many Koreans also adhere to Ch'ondogyo, an ideology based on Confucian principles, which is a strong advocate of social harmony, individual self-cultivation, and self-respect. Ch'ondogyo teaches the human being is one with Hanulnim the God of Sun and that heavenly blessings are achievable through good works. All of this has made creationism fertile field. Several studies have shown that students who have religious backgrounds tend to be more uncomfortable about learning evolution than those without religion. However, the root causes of this phenomenon are not known. One reason is that students with religious backgrounds tend to be as knowledgeable about scientific concepts and theories and are therefore more vulnerable to the influence of creationists. Another factor could be that students who have a religious background may view evolution as a belief system that is atheistic, making them less comfortable. 2. Evolution and Science In recent years, anti-evolution programs in schools have caused concern in the scientific community. A 2009 survey revealed that over 40 percent of Americans believe that biological evolution is wrong and that believing in it would conflict with their convictions about religion. Many scientists believe that, despite the fact that creationism has been successful the best way to counter this belief is to educate the public on the evidence supporting evolution. Scientists are responsible to instruct their students in science that includes the theory of evolution. They also need to inform the general public about the process of science, and how scientific knowledge is collected and validated. They must also explain that scientific theories are frequently challenged and revised. However, misconceptions about the nature and purpose of scientific research can fuel anti-evolution views. For instance, some people confuse the term “theory” with the everyday meaning of the word, which is a hunch or a guess. In the field of science, however, a hypothesis is rigorously tested and empirical data is used to prove it. A theory that has survived repeated testing and observation is a scientific concept. The debate about evolution theory is an excellent opportunity to discuss both the importance of the scientific method and its limits. It is essential for people to recognize that science is unable to answer questions about the purpose or meaning of life but it is merely a means that allows living things to develop and adapt. A comprehensive education should include exposure to all major scientific fields including evolutionary biology. This is especially important since the jobs people are employed in and the choices they make require knowledge of how science works. The majority of scientists around world agree that humans have evolved over time. In a study that predicted the opinions of adults about the consensus on this subject those with higher levels of education and scientific knowledge were found to be more likely to believe there is a wide agreement among scientists regarding human evolution. Those with more religious faith but less knowledge of science tend to disagree more. It is crucial that educators insist on the importance of gaining an understanding of this consensus so that people can make informed decisions regarding the use of energy, health care and other issues of policy. 3. Evolution and Culture Cultural evolution is a cousin of mainstream evolutionary theory. It focuses on how humans and other organisms learn from one another. Researchers in this field use explanation models and tools that are adapted from the ones 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 biological and cultural traits. 에볼루션 코리아 can be acquired slowly, whereas biological traits are mostly inherited at the same time (in sexual species at fertilization). As a result, the acquisition of one characteristic can affect the development of another. In Korea for instance the introduction of Western fashion elements in the late 19th and early 20th century was a 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 clothes. When Japan left Korea in the 1930s, some of these trends began to reverse. At the end of World War II, Korea was once again united but this time under Choson dynasty rule. Today, Korea is an economic and political power. Despite the recent global financial crisis, the economy of Korea has been growing steadily over the past decade and is poised to maintain its steady growth in the future. However, the current government has many challenges to face. The inability of the government to come up with a coherent strategy to address the current economic crisis is one the biggest challenges. The crisis has exposed the shortcomings in the policies of the country particularly its dependence on exports and foreign investment that may not last. The crisis has shaken the confidence of investors, the government must rethink its economic strategy and look for alternatives to increase domestic demand. It must also revamp the incentive monitoring, monitoring, and discipline systems currently in place to ensure the stability of the financial system. This chapter presents several scenarios on how the Korean economy might develop post-crisis. 4. Evolution and Education The challenge for evolution educators is to teach evolutionary concepts that are appropriate for different ages and stages of development. For instance, teachers need to be sensitive to the religious diversity in their classrooms and create a setting where students with both secular and religious views feel comfortable learning evolution. Teachers must also understand the most common misconceptions about evolution and how to deal with them in their classrooms. Teachers should also have quick access to the various resources available to teach evolution. In this context, Thinking Evolutionarily Convocation had a key role in bringing evolutionary researchers and educators from various sectors to discuss the best methods of teaching about Evolution. Participants included representatives from scientific societies and educational researchers, as well as officials from government funding agencies as well as curriculum developers. The convergence of diverse stakeholders led to the development of a set of shared recommendations that will form the foundation for future actions. One of the most important recommendations is that the study of evolution should be integrated in every science curriculum at every level. To accomplish this, the National Science Education Standards (NRC) require that evolution be taught in an integrated manner across all life sciences with a progression of ideas that are developmentally appropriate. Additionally, a new publication from the NRC provides guidance to schools on how to integrate evolution into the life science curriculum. A number of studies have demonstrated that a more comprehensive teaching of evolution can lead to greater student knowledge and belief in the concept of evolution. It is difficult to quantify the causality of teaching in the classroom since school curricula don't change on a regular basis and are dependent on the timing of the state board of education and gubernatorial election. To overcome this limitation I use 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 about evolutionary theory. Another important finding is that teachers who are more comfortable with teaching evolution report having less personal barriers to teaching it. This is consistent with the hypothesis that a more experienced faculty is less likely to avoid tackling evolution subjects in the classroom. They also may be more likely to employ strategies, such as an approach to reconciliation that is known to increase undergraduate student acceptance of evolution (Harms and Reiss, 2019; Tolman et al., 2020).