A review of the book, How to Think About Evolution and Other Bible-Science Controversies. Written for creationists, the book mainly addresses questions of speciation and change, and proposes that conflict between creationists and evolutionists is often due to failure of communication, and both sides should be regarded as engaged in honest attempts to discover truth. Published in Origins v. 7, n. 1.
A recent Gallup poll showed that about half the U.S. population believe in the creation of Adam and Eve as the first humans. University education tends to reduce belief in creation, suggesting a pattern of indoctrination during university education. Published in Origins v. 7, n. 1.
This study has shown that the majority of both graduate and undergraduate students favor the two-model approach for the teaching of origins. Published in Origins v. 6, n. 2.
Lack of academic freedom is claimed by students who want both creation and evolution taught in biology classes at Iowa State University, and is reflected in several Darwinian-based publications. Published in Origins v. 6, n. 2.
Creationists are using the courts to try to get creation theory included as a theory of origins alongside evolution, while evolutionists are using the courts to try to prevent this. Published in Origins v. 6, n. 1.
The freedom to consider any idea, regardless of its source, is an important basis of academic freedom and the search for truth. This principle should be applied to teaching about origins in the public schools. Published in Origins v. 5, n. 2.
The Smithsonian Institution is being sued for promoting humanistic religion in the form of evolution. The court has ruled in favor of the Smithsonian, and the suit is unlikely to win on appeal. Published in Origins v. 5, n. 2.
This book is one of the few recent attempts to present both sides in a logical, understanding manner so the reader can be informed on the issues, regardless of the position for which he opts. Published in Origins v. 5, n. 2.
Review of the book, The Creation-Evolution Controversy. This may be the best comprehensive treatment of scientific creationism that has become available prior to mid-1977. Published in Origins v. 5, n. 2.
Court rulings against teaching creationism in the public schools have led some creationists to challenge the use of textbooks to promote the theory of evolution. Other creationists are preparing materials that could be used to present both creation and evolution in the public schools. Published in Origins v. 4, n. 2.
A review of the book, The Two-taled Dinosaur. Dinosaurs, and other fossils, can be interpreted in more than one way. Published in Origins v. 4, n. 2.
The book, Biology: A Search for Order in Complexity, has been adopted as a textbook in several schools, to which some parents, and evolutionists in general, have objected strongly on the basis that it teaches a religious view of origins. The matter is being fought out in the courts. Published in Origins v. 4, n. 1.
A review of the book, Scientific Creationism (Public School Edition). A science textbook with creationist sympathies would be a valuable contribution. This book, although many will find it useful, comes short of the goal. Published in Origins v. 4, n. 1.
A review of the book, How Life Began. The view presented is a kind of theistic evolution. Published in Origins v. 3, n. 2.
The State of California has adopted a policy of including varous theories of human origins, including creationism, in public school classes in social science. Published in Origins v. 3, n. 1.
The courts have struck down a law passed by the state of Tennessee requiring that creation be taught when evolution is taught. Published in Origins v. 2, n. 2.
The state of California has voted to place creation in the social studies class, but no book has been approved with creation in it. Published in Origins v. 2, n. 2.
The various lines of argumentation which have been presented in recent years by those who have been promoting the teaching of either the general theory of evolution or creation in public schools reveal some significant inconsistencies. Published in Origins v. 2, n. 1.
A survey of citizens in the Cupertino Union School District, California, showed that a strong majority favored inclusion of creation in the curriculum. Officials ruled against including the origin of life in science classes, but there is some possibility of including it in courses on social studies. Published in Origins v. 2, n. 1.
The state of Tennessee had a law banning teaching of origins that denied the biblical story of creation. This law was repealed by the state legislature in about 1967, but was soon replaced with another bill requiring equal time for creation. This bill still awaits final action. Published in Origins v. 1, n. 2.
