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Evolution Korea The financial crisis that struck Asia caused a significant rethinking of the old system of business-government alliances and public management of private risks. In Korea, this meant a change in the model of development. In a controversial decision, South Korea's government has requested textbook publishers to ignore calls to eliminate examples of evolution from science textbooks for high school students. This includes the evidence for the evolution of horses and the avian ancestral Archaeopteryx. 1. Evolution and Religion A South Korean creationist group has pushed textbook publishers to remove evidence of evolution from high school science texts. The decision was the result of a campaign run by the Society for Textbook Revise (STR) which is an offshoot of the Korea Association for Creation Research, which wants to rid biology books of “atheist materialism.” The STR asserts that such materialism creates an image of negativity for students, leading them to be skeptical. Scientists from all over the world expressed worry when the STR campaign made headlines. 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 supported by colleagues from all over the country, who formed an organization called Evolution Korea to organize an anti-textbook petition. Some researchers are concerned that the STR could spread to other parts around the globe, including areas where the belief in creationism has been on the rise. The letter to Nature warned that the anti-evolution movement could push for textbook revisions in other countries, notably those with large Christian and Muslim population. South Korea's culture is particularly strong for the debate over evolution. 26 percent of South Koreans belong to of a religious community with the majority of them practicing Christianity or Buddhism. Additionally, a large portion of Koreans adhere to the philosophy of Ch'ondogyo. It is based on Confucian principles that emphasizes social harmony and personal self-cultivation. Ch'ondogyo teaches that the human being is one with Hanulnim, the God of Sun and that the heavenly blessings are achievable by doing good deeds. All of this has provided fertile ground for the spread of creationism. Numerous studies have revealed that students who have religious backgrounds tend to be more uncomfortable when learning about evolution than those without religion. The underlying causes of this phenomenon are not clear. Students who are religious may not be as familiar with scientific theories, making them more susceptible to creationists and their influence. Another factor could be that students who have a religious background may view evolution as a belief system that is not a religion, which makes them feel uncomfortable. 2. Evolution and Science In recent times, scientists have been concerned about anti-evolution initiatives in schools. A 2009 survey revealed nearly 40% of Americans believed that biological evolution was not true and that it would conflict their religious beliefs. Despite the popularity of creationism in some states, a lot of scientists believe that the best strategy to counter this movement is not to actively engage in with it, but rather educate people about the evidence for evolution. Scientists are required to instruct their students in science, including the theory of evolution. They should also educate the public on the research process and the way in which knowledge is validated. They must explain how theories of science are frequently challenged and modified. However, misconceptions about nature and purpose of research can lead to anti-evolution beliefs. For instance, many people are able to confuse the term “theory” with the everyday meaning of the word – a hunch or a guess. In science, however, the hypothesis is tested thoroughly and empirical data is used to verify it. A theory that survives repeated testing and observation becomes an established scientific principle. The debate about evolutionary theory is an excellent opportunity to discuss the significance of the scientific method and its limitations. It is important to realize that science is not able to answer questions about the meaning or meaning of life, but it is merely a means that allows living things to develop and adapt. A well-rounded education should cover all the major scientific fields including evolutionary biology. This is especially important since the jobs that people have and the choices they make require knowledge of how science works. The vast majority of scientists around the world accept that humans have changed over time. In a recent study that predicted adults' views of the consensus on this topic, those with higher levels education and scientific knowledge were found to be more likely believe there is a wide agreement among scientists about human evolution. People with more religious beliefs and less science knowledge are more likely to disagree. It is crucial that educators stress the importance of understanding this consensus, to enable people to make informed decisions about the use of energy, health care and other policy issues. 3. Evolution and Culture Cultural evolution is a cousin of the popular evolutionary theory. It explores the ways that humans and other species learn from one another. Researchers in this field employ explanation tools and models derived from evolutionary theorists and reach back to prehistoric times to find the origins of culture. This approach also recognizes the differences between the characteristics of culture and biological. While biological traits are generally acquired in one go (in sexual species, at fertilization) but cultural traits can be acquired over a protracted period of time. As a result, the emergence of one cultural trait may affect the development of another. In Korea the emergence of Western elements of style in the late nineteenth and early 20th century was the result of an elaborate sequence of events. One of the most significant was the arrival of Japanese occupation forces, who introduced Western clothing styles and hairstyles to Korean society. Then, when Japan left Korea in the 1930s, a portion of these trends began to change. By the end World War II, Korea was once more united and again under the Choson dynasty rule. Today, Korea is an economic and political power. Despite the current global financial crisis, the economy of Korea has been growing steadily over the past decade and is expected to continue its healthy growth in the near future. However, the current government faces numerous challenges. One of the most serious is the inability to come up with a coherent policy to deal with the economic crisis. The crisis has exposed the weaknesses in the country's policies and its reliance on exports and foreign investment that may not last. The crisis has shaken the confidence of investors, the government needs to rethink its economic strategy and come up with alternative ways to boost domestic demand. To ensure a stable and stable financial environment, the government will have to reform its incentive, monitoring and discipline systems. This chapter offers a number of scenarios of how the Korean economy might develop in the post-crisis era. 4. Evolution and Education One of the biggest challenges for educators of evolution is how to present evolutionary concepts in a way that is suitable for students of various ages and developmental stages. For example, teachers must be aware of the religious diversity in their classrooms and create a space where students with both secular and religious views feel comfortable in learning about evolution. Teachers should be able to recognize common misconceptions regarding evolution and know how to correct them in the classroom. 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 a variety of sectors to discuss the best methods of teaching about Evolution. Participants included representatives from scientific societies, educational research, officials from government funding agencies and curriculum designers. The convergence of various stakeholders helped identify the common recommendations that will form the basis for any future actions. It is crucial to include evolution in all science curricula, at every level. National Science Education Standards (NRC) which require the integration of evolution across all life sciences, with an educational progression that is developmental appropriate, are a good way to achieve this goal. A new publication from the NRC provides guidance to schools about how to integrate evolution into the life science curriculum. Several studies have found that a more thorough teaching of evolution is linked to greater student knowledge and belief in the concept of evolution. However it is difficult to determine the causal effect of evolution in the classroom is a challenge given that school curricula are not assigned randomly and evolve over time as a result of the predetermined timing of gubernatorial elections and appointments to the state board of education. To overcome this problem, I use an ongoing data set that allows me to account for state and year fixed effects and the individual-level variation in the beliefs of teachers about evolution. Another important result is that teachers who feel more comfortable teaching about evolution report having fewer personal barriers to doing so. This is in line with the hypothesis that a faculty with more confidence is less likely to avoid discussing evolution topics in the classroom and might be more likely employ strategies like the reconciliatory approach that has been proven to improve the acceptance of undergraduate students of evolution (Harms and Reiss 2019; Tolman et al., 2020).