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Evolution Korea The economic crisis that swept Asia caused a significant rethinking of the old system of business-government alliances and the public management of private risks. In Korea, that meant a shift in the development paradigm. In a controversial decision, South Korea's government has requested textbook publishers to ignore requests to eliminate examples of evolution from science textbooks for high school students. This includes the evidence for the evolution of horses as well as the avian ancestor Archaeopteryx. 1. Evolution and Religion A creationist group in South Korea has successfully convinced textbook publishers to remove evidence of evolution in high school science textbooks. The decision 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 such materialistic views create a negative image for students and can lead to their eventual loss of faith. Scientists across the globe expressed concern when the STR campaign was featured in the news. In a letter addressed 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 supported by colleagues from around the country who formed a group called Evolution Korea to organize an anti-textbook petition. Some scientists are worried that the STR will spread to other parts around the world, where creationism has been on the rise. The letter to Nature warned that the anti-evolution movement could intensify pressure for revisions to textbooks in other countries, especially those with large Christian and Muslim populations. South Korea has a particularly strong cultural background for the debate about evolution. 26 percent of the country's residents belong to an organized religion and the majority of them practice Christianity or Buddhism. Many Koreans also follow Ch'ondogyo, an ideology based on Confucian principles that emphasizes social harmony, individual self-cultivation, and self-respect. Ch'ondogyo is a way of teaching that the human being is one with Hanulnim the God of Sun and that heavenly blessings are possible through good works. All of this has provided an ideal environment for the spread of creationism. Numerous studies have found that students who have religious backgrounds to be more uncomfortable learning about evolution as compared to those who do not. The causes behind this are not clear. One explanation is that students who have a religious background tend not to be as well-versed in scientific concepts and theories which makes them more vulnerable to the influence of creationists. Another reason could be that students who have a religious background are more likely to see evolution as an atheistic concept and therefore less at ease with the idea. 2. Evolution and Science In recent years, anti-evolution programs in schools have caused concern in the scientific community. A survey in 2009 revealed that 40% of Americans believed that biological evolution was a myth and that it would be in conflict with their religious beliefs. Despite the popularity of creationism in some states, many scientists believe that the best method to counter this movement is not to actively engage in with it, but rather educate people about the evidence for evolution. Scientists are accountable to teach their students science that includes the theory of evolution. They should also inform the public about the scientific process and how knowledge from science is gathered and confirmed. They must explain how theories of science are often challenged and revised. However, misperceptions about the nature of scientific research frequently create anti-evolution beliefs. For instance, some people may confuse the word “theory” with the everyday meaning of the word, which is a hunch or a guess. In the realm of science, a theory is rigorously tested and verified through empirical data. A theory that is repeatedly tested and observed becomes a scientific principle. The debate about evolutionary theory is a good opportunity to discuss the significance of the scientific method and its limitations. It is important that people understand that science does not provide answers to questions about life's purpose or meaning, but offers a way for living things to evolve and evolve. A comprehensive education should include exposure to the major fields of science including evolutionary biology. This is important because many jobs and decisions require that people understand how science operates. The majority of scientists around world accept that humans have evolved over time. In a recent study that predicted the opinions of adults about the consensus on this topic those with higher levels of education and scientific knowledge were found to be more likely to believe that there is a broad agreement among scientists about human evolution. The people with more religious beliefs and have less knowledge of science are more likely to disapprove. It is essential that teachers insist on the importance of understanding this consensus, so that people can make informed decisions regarding energy use, health care, and other policy matters. 3. Evolution and Culture A close cousin to the mainstream evolutionary theory, cultural evolution explores the many ways that humans and other species learn from and with one another. Researchers in this field use explanatory tools and investigative models derived from evolutionary theorists and go back to prehistoric times to discover the origins of culture. This method also acknowledges that there are differences between cultural and biological traits. Cultural traits can be acquired gradually, whereas biological traits are mostly inherited simultaneously (in the case of sexual species after fertilization). The acquisition of a cultural characteristic can affect the development and growth of a different. In Korea, the adoption 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 important was the arrival in Korea of Japanese occupation forces that introduced Western hairstyles and clothing. When Japan departed Korea in the 1930s, a portion of these trends began to revert. At the end of World War II, Korea was once again united and again under Choson dynasty rule. Today, Korea is a vibrant political and economic power. Despite the recent global financial crisis, the country's economy has been growing steadily over the past decade and is set to sustain its steady growth in the coming years. The current government is faced with a variety of challenges. The inability of the government to come up with a coherent strategy to tackle the current economic crisis is one of the biggest challenges. The crisis has exposed the shortcomings of the country's economic policies, including its excessive dependence on exports and foreign investment which might not be sustainable in the long run. The crisis has shaken confidence of investors. In the aftermath, the government has to reconsider its strategy and come up with ways to increase domestic demand. To ensure a stable financial climate the government will need reform its incentive and monitoring systems, as well as discipline and monitoring. This chapter presents several scenarios of how the Korean economy could develop in a post-crisis world. 4. Evolution and Education The challenge for evolution educators is how to teach evolutionary concepts that are appropriate for different ages and stages of development. For example, teachers must be aware of the diversity of religions in their classrooms and create a setting where students with religious and secular beliefs feel comfortable in learning about evolution. Teachers should also be able recognize common misconceptions regarding evolution and know how to address them in the classroom. Additionally, teachers should be able to access a range of resources available for teaching evolution and be able to locate them quickly. In this context the Thinking Evolutionarily Convocation was a crucial step in bringing evolutionary scientists and educators from a variety of disciplines to discuss best practices for teaching about evolution. Attendees included representatives of scientific societies and educational researchers, as well as government funding agency officials, and curriculum developers. The convergence of diverse stakeholders led to the development of the common recommendations that will serve as the basis for any future actions. It is essential to incorporate evolution in all science curricula, at every level. To accomplish this it is recommended that the National Science Education Standards (NRC) call for evolution to be taught in a unified manner across all sciences with a progression of concepts that are developmental appropriate. A new publication from NRC provides guidelines to schools about how to integrate evolution in the life science curriculum. Several studies have found that a more thorough and comprehensive understanding of evolution is linked to higher levels of student understanding and belief in the existence of evolution. However it is difficult to determine the causal impact of teaching in the classroom is challenging due to the fact that school curriculums are not assigned randomly and evolve over time because of the predetermined dates of gubernatorial election and state board of education appointments. To overcome this problem, I use a longitudinal data set that allows me to control for state and year fixed effects and the individual-level variation in teacher beliefs regarding evolution. Another important finding is that teachers who are more comfortable with teaching evolution report having less intrapersonal barriers to doing so. talks about it is consistent with the hypothesis that a more confident faculty is less likely to avoid discussing evolution topics in the classroom. Additionally, they could be more likely to employ strategies like an approach to reconciliation that is known to improve the acceptance of undergraduate students of evolution (Harms and Reiss, 2019; Tolman et al., 2020).