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.
Review of the article, Biologists, Help! An appeal by a secular scholar for evolutionists to explain why so many fundamental suppositions of evolutionary theory are so poorly supported by the data. Published in Origins v. 5, n. 2.
A review of the book, Puncuated Equilibria: The Tempo and Mode of Evolution Reconsidered. The new theory of punctuated equilibria acknowledges the gaps in the fossil record used by creationists as evidence against evolution, and explains them as due to the nature of the speciation process. However, the new theory applies only to gaps between species, and does not help with the problem of gaps between higher taxa. Published in Origins v. 5, n. 1.
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.
A review of the book, Variation and Fixity in Nature. The nature of created kinds (baramins) is discussed and evaluated. Published in Origins v. 4, n. 2.
The claim that evolution is a "principle of science" is refuted by its lack of prediction, its status as unfalsifiable, and the logical circularity of some of its most important claims. Published in Origins v. 4, n. 1.
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.
The Third National Creation Science Conference offered much excellent material, but the creationist movement must set and follow the highest scientific standards and screen out questionable or needlessly controversial material if it is to gain the attention and full respect of sympathetic non-creationists. Published in Origins v. 3, n. 2.
A review of the book, How Life Began. The view presented is a kind of theistic evolution. Published in Origins v. 3, n. 2.
Several scientists have acknowledged that the evidence for evolution is deficient, and new approaches and information are needed. Published in Origins v. 3, n. 1.
Evolution is not primarily a scientific theory, but a comprehensive metaphysical world view that implicitly and explicitly has frightening implications in all of the most important categories of human existence. Published in Origins v. 3, n. 1.
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.
