Engineers have the distinguished legacy of following in their Creator's footsteps, thinking God's creative and analytical thoughts after Him. Should we not spend some time reflecting on the Master Engineer as we train engineers to work responsibly in this world?
Thirteen biological phenomena are discussed in conjunction with evolution, creationist theories of diversification, and the hypothesis that transposable elements may produce rapid change in species. Published in Origins n. 54.
A report of the 2000 meeting of the Geological Society of America in Reno, Nevada. Published in Origins n. 51.
Trilobites are complex, elaborately segmented forms with jointed appendages and swimmerets, antennae, compound eyes, and cephalized, or head-to-tail, nervous systems.
The purpose of this paper is to show how to use calculus in our relationship with God. I will employ parallelism and contrast to teach the values with the hope that through teaching calculus the teacher can bring his/her students closer to God.
Seventh-day Adventist schools and colleges were founded by a church concerned to provide an education that did not alienate its children from their Biblical beliefs and Christian worldview. I believe that Adventist educators must become evangelists for Biblical theism.
Historians of science have suggested that the Judea-Christian environment of western Europe and the belief in a monotheistic God were responsible for the development of modem science in that culture. Today students can still see that Christianity and physics are compatible and that similar assumptions underlie both.
Beginning with the authority and historicity of Scripture, this paper outlines the importance of the biblical texts that create guidelines and boundaries for interpretation of nature in general and in the classroom. Application of this approach as a means of bolstering faith in the Christian classroom is presented, followed by evidences from the rock record that seem to me to be consistent with the biblical account of a worldwide flood.
Zoology and genetics are required courses for biology majors. Both subjects are usually structured around the theme of the theory of evolution. A careful examination of the scientific basis of these disciplines shows that the evolutionary framework doesn't fit with a lot of their fundamental aspects, however. Some of these topics even constitute strong evidence in favor of intelligent design.
The integration of Bible and science is an uphill work that requires careful reading of both the Bible and of scientific data. Because no other natural science has traveled so great a distance down an anti-biblical road, no other science requires this corrective procedure more than biology.
How can a teacher present Christian values to students. Can a Philosophy of Science teacher reveal Christ in an enviromnent of academic pressure, secularism, and an indifference to the Christian worldview?
There has been a long and arduous search for a plausible evolutionary mechanism that would produce complex organized life. We shall look briefly at the past two centuries of this search.
The purpose of this paper is to identify and assess five elements of a Christian philosophy of science implied in the verse "worship Him who made the heaven and the earth, and sea, and the springs of waters" (Rev 14:7) which is so central to mainline Seventh-day Adventist theology.
How can we accommodate the paleontological record with Scripture? If our approach to science is as it should be, we can acknowledge that there are still many unanswered questions for all sides, and we should have no fear of deeper investigation in science the data are not all in.
Science/religion issues are important because they have to do with ultimate realities, such as whether a supreme being is above the creation and can supernaturally intervene with events such as miracles, an Incarnation, a resurrection, a new birth, or an Advent.
When Christian ethicists reach the same conclusions as Darwinists about our obligations to our fellow humans, it’s time to do some careful thinking. God created us, and He knows the evil of which we are capable. For this reason, He instructed us to treat all humans as worthy of equal dignity and respect.
This section focuses on South American fossil vertebrates, excluding marine fish. Extinct families will be emphasized here, as living families were considered in Part 1.
Could not God have used the process of natural selection to create living organisms? What evidence might one use to answer that question? Published in Origins v. 25, n. 2.
A collection of short commentaries on scientific papers published in 1998, covering topics such as boat-building by Homo erectus, biogeography of baobab trees, dispersal by hurricane, design in the genetic code, molecular machines, the problem of homology, peppered moths, lateral gene transfer, Antarctic fish hemoglobins, mammoth phylogeny, origin of life, diversity of Ordovician fossils, patterns of diversity in fossils, bryozoan carbonates, fossil insects and plants, fossil record of vertebrate tracks, body size in North American mammals, Precambrian sponges, Cambrian traces of dinoflagellates, fossil flowers, fossil bird taphonomy, decay of shrimps, catastrophic burial of dinosaurs, fossil whales, and Adam, death and sin. Published in Origins v. 25, n. 2.
A review of the book, Mere Creation: Science, Faith & Intelligent Design. Published in Origins v. 25, n. 2.
