Claims that Christianity upheld the idea of a flat earth through the so-called "Dark Ages" until finally the light of science revealed the true sphericity of the world are fabrications of anti-Christian writers. The overwhelming majority of Medieval thinkers believed in a spherical earth. Such false stories have caused many to "retro-progress," with an increase in ignorance rather than in knowledge. Published in Origins v. 22, n. 1.
We need to develop ways to foster consciousness about the environment and a willingness to participate as good stewards of creation.
Both secularists and religionists have misused the fame of Darwin's name to bolster their claims. Darwin's true views on religion, although not completely known, were somewhat mixed, and it would be better not to invoke his name to support either side. Published in Origins v. 21, n. 2.
Readers are invited to submit their reactions to the articles in our journal. Please address contributions to: ORIGINS, Geoscience Research Institute, 11060 Campus St., Loma Linda, California 92350 USA.
Readers are invited to submit their reactions to the articles in our journal. Please address contributions to: ORIGINS, Geoscience Research Institute, 11060 Campus St., Loma Linda, California 92350 USA.
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.
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.
The effort by secular humanists to eliminate religion, particularly Christianity, from education, the media and the culture in general threaten to impoverish our future and jeopardize human freedom. Published in Origins v. 20, n. 2.
Early in the history of paleontology, a university professor with an interest in fossils was tricked into collecting fabricated objects as fossils and published a book illustrating these false productions. As a result, Johann Beringer was ridiculed unmercifully. This is not a good example to follow. We all make mistakes, and we should show compassion when we find errors in the work of others. Published in Origins v. 19 n.2.
A review of the book, Of Pandas and People: The Central Question of BIological Origins. Published in Origins v. 19, n. 1.
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, 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.
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 US Supreme Court ruled that the Louisiana law requiring schools to present evidence for creation whenever they studied evolution is unconstitutional because it requires a religious idea be taught in public schools. Published in Origins v. 14, n. 1.
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.
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.
