Now is the time to tremble at the words of the God of Israel, particularly in the creation and flood narratives, and not to tremble at the words of Darwin, whose theory is in crisis.

A structural study of Genesis chapters 2 and 3 reveals the presence of a chiasm in the narrative and strongly suggests the unity of the story as argued by scholars.

A review of the book, The Creationists: The Evolution of Scientific Creationism. An extremely useful work which goes a long way toward dispelling many of the commonly accepted myths about creationists. Published in Origins v. 21, n. 2.

The catastrophic burial of plant debris and its subsequent change to coal is not accepted by most coal geologists. However, the dominant "peat bog" theory presents problems that have remained unanswered for more than a hundred years. A Flood model for the formation of coal answers some of these problems and provides a scientifically reasonable explanation for the origin of the vast quantities of coal that exist worldwide.

For theistic evolution, a long history of death preceded the appearance of Adam, implying that death is not connected to Adam's sin. The purpose of the dissertation is to discover how this latter notion impacts evangelical theology with respect to the atonement and other areas in terms of possible theological implications.

What is thought to be knowledge or information can usually be divided into two separate concepts: data and interpretation. Since data is subject to alternative interpretations, researchers must carefully distinguish between the information that constitutes the collected data and the "information" derived from the data that is presented as evidence in support of an hypothesis.

This paper focuses on how values integration can be done in a mathematics classroom. Specifically, it aims to answer the following questions: 1) What are the moral, social, and spiritual values that can be integrated in mathematics teaching from an Adventist perspective? 2) How can mathematics be made interesting and relevant?

The philosophical context in which biology is presented can make an important difference in its meaning for the student. The philosophical worldview of the biblical Christian is quite different from that of the non-Christian; thus, the biology teacher may have a profound influence on the development of worldview by the student.

This paper proposes that mutation and natural selection can produce biological change, but are not sufficient to explain the origins of biodiversity and complexity. Instead, the authors argue that genetic complexity is the result of intelligent design, and was at a maximum when life on Earth first came into being. Published in Origins v. 20, n. 2.

It is unwarranted to assume a priori, as in the past that all upright petrified trees had grown in the place where they are now found. The transport of trees and their deposition in an erect stance is not as unlikely or as rare as might be expected. Upright fossil trees within the geological column are compatible with a Flood model. Actually, when all factors are considered, a catastrophe involving water and many floating trees is a more satisfactory explanation for their origin.

The current scientific picture of the origin of the Universe seems at odds with the Genesis account. Is this a serious problem for those who believe the latter to be reliable? Are there ways to harmonize the two? Or should we be looking for alternatives to the so-called Standard Model for the origin of the Universe? Published in Origins v. 19, n. 1.

A recent survey shows about 9% of the population accepts the viewpoint of naturalistic evolution, about 40% accept divinely guided evolution, about 47% accept a recent creation of humans, and about 4% registered they don't know. These results are nearly the same as a similar survey taken three years before. Published in Origins v. 18, n. 2.

Assumptions may eventually become so widely accepted they are no longer recognized as assumptions but take the status of truth. Two examples that relate to origins are assumptions of abiogeneis and long ages. These points should not be assumed but tested if one wants to discover truth. Published in Origins v. 18, n. 1.

In this essay I have attempted to outline the world as it is, reality as it is perceived through the lens of science and scripture in terms of the concepts of order and chance.

The purpose of this paper to compare and contrast scientific and religious paradigms and their communities. Similarities include the fact that it is possible to analyze both in terms of the formal components of a paradigm, that a community is essential to both traditions, and that the intersubjective testing and universality, along with data and experience, are important for "rational objectivity" in both communities.

One day a minister said to me, "There seems to be a contradiction between chapters 1 and 2 of Genesis. Chapter 1 tells us that God created the animals first and then created man, but chapter 2 says that God created man before the animals. How do you ex plain this difficult problem?"

There is a need in Christian education for an integrational approach to the study of God and nature, and Christian educators should promote the integration of faith and learning.

The prepaternal data of Gen 5 and 11b were found to be artificial and unilaterally derivative; LXXA contained data which SP rearranged and the highly schematized MT later drew upon both LXXA and SP for its arrangement.

The creation accounts (Gen 1-2) coupled with the portrayal of disruption and divine judgment presented in Gen 3 have been described as of seminal character and determinative for a biblical theology of human sexuality.

The first two chapters of the Bible deal directly with the question of human sexuality. Not only is human sexuality presented as a basic fact of creation, but an elucidation of the nature of sexuality constitutes a central part of the Creation accounts.