Adventist colleges have long promoted a wholistic education. For this reason they have been committed to combining liberal arts and ethics. Including environmental education in this curriculum can make a significant contribution to shaping the sensitivities of young Christians.

A review of the book, Portraits of Creation: Biblical and Scientific Perspectives on the World's Formation. This is a sophisticated criticism of creation science, and some of the points should be taken to heart by creationists. However, it fails to recognize the good quality of recent creationist literature. Published in Origins v. 18, n. 1.

A review of the book, The Origin of Species Revisited: The Theories of Evolution and of Abrupt Appearance. This is an attempt to meet the legal requirement that religion not be introduced into the science class by using the term "abrupt appearance" rather than a term implying a specific process such as creation or evolution. Published in Origins v. 17, n. 2.

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.

Disagreements among creationists can lead to better understanding and improvement in creation thinking, and should not be ignored or regarded as an embarrassment. Creationists learn the same way as everyone else, and disputations are expected in the search for truth. Published in Origins v. 15, n. 1.

Belief in creation is far more widespread than the impression given in the mass media, and is increasingly coming to the attention of the scholarly community. The Bible and naturalistic science are both regarded as authoritative sources, and it is unlikely the conflict between them will go away soon. Published in Origins v. 14, n. 2.

The state of Louisiana has passed a law requiring that when evolution is taught in schools, creation must receive equal treatment. This law has been appealed to the U.S. Supreme Court, with a ruling expected in a few months.

The Louisiana Balanced-Treatment Act, requiring that creation be taught whenever evolution is taught, was ruled unconsititutional by the Fifth Circuit Court of Appeals, and the matter has been appealed to the Supreme Court. Published in Origins v. 13, n. 1.

The practice of science does not depend on the beliefs a scientist has about origins. Creationists are able to conduct scientific research , and may even be aided by ideas that derive from the Bible. Conflicts may arise between science and religion, but this is an indication of the need for more study. Published in Origins v. 12, n. 2.

California has rejected the proposed science textbooks as devoting too little time to evolution, human reproduction, and environmental and ethical issues. Published in Origins v. 12, n. 2.

A review of the book, Abusing Science: The Case Against Creationism. The book gives responses to criticisms of evolutionary theory by creationists, and presents several criticisms of creation theory. Published in Origins v. 12, n. 2.

A collection of short commentaries on scientifc papers published in 1983-1985, covering topics such as amino acid dating, problems in evolutionary theory, God and the New Physics, Scientists Confront Creationism, transgenic mammals, philosophy of science, and In the Minds of Men. Published in Origins v. 12, n. 2.

The state of Louisiana passed a bill requiring that evidence for creation be presented with any classroom teaching of evolution. The bill has been challenged legally, and is now scheduled for action by the Fifth U.S. Circuit Court of Appeals. Published in Origins v. 12, n. 1.

Evolutionists commonly claim creation is unscientific and should be excluded from science. However, scientists study phenomena for which the mechanism is not known, science itself is not clearly defined, and evolutionists use science to try to disprove creation. These points suggest the agenda driving opposition to creation is more philosophical than scientific. Published in Origins v. 11, n. 2.

Evolutionists are fighting hard to prevent creationism from being taught in public schools, despite a significant amount of public skepticism about evolution. Published in Origins v. 11, n. 2.

Life is a property of precisely ordered biopolymers maintaining a non-equilibrium state. The ordering requires information, and this, with the chemical state of non-equilibrium, are conditions not available to natural processes, and point to the existence of a Creator. Published in Origins v. 11, n. 2.

A review of Chapters 3 and 4 in the book, Scientists Confront Creationism. Creationism is roundly criticized for poor arguments. Published in Origins v. 11, n. 2.

Creationism can be structured as a biblically-based religious doctrine, or as a method for exploring the world that is open to the possibility of creation. It would be inappropriate for religious creationism to be taught in public schools, but a scientific approach that considers the possibility of a creator need not be excluded. Published in Origins v. 8, n. 2.

Is the teaching of creation in science classes of public schools unconstitutional? This question has been put to the legal test in the State of Arkansas, one of the first states in recent times to pass a creation bill (Arkansas Act 590) into law. Published in Origins v. 8, n. 1.

Creationists who want to use the scientific method need to develop and test theories based on creation, and not to be satisfied merely to show that some phenomenon is designed. Published in Origins v. 7, n. 1.