We need to develop ways to foster consciousness about the environment and a willingness to participate as good stewards of creation.

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.

Arguments that unexplained phenomena must be due to God's direct activity are called "god-of-the-gaps" arguments, and are regarded as bad arguments. However, if God is truly active in nature, we can expect to find some phenomena that truly point to God as a cause. Just because some appeals to God's direction action have been abandoned does not mean there are no such appeals that are valid. Published in Origins v. 21, n. 1.

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?

This paper proposes that mutation and natural selection can produce biological change, but are not sufficient to explain the origins of biodiversity and complexity. Instead, the authors argue that genetic complexity is the result of intelligent design, and was at a maximum when life on Earth first came into being. Published in Origins v. 20, n. 2.

A review of the book, Blueprints: Solving the Mystery of Evolution. The book presents a rather uninformed critical response to creationism. Published in Origins v. 20, n. 1.

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.

Assumptions may eventually become so widely accepted they are no longer recognized as assumptions but take the status of truth. Two examples that relate to origins are assumptions of abiogeneis and long ages. These points should not be assumed but tested if one wants to discover truth. Published in Origins v. 18, n. 1.

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.

In this essay I have attempted to outline the world as it is, reality as it is perceived through the lens of science and scripture in terms of the concepts of order and chance.

The perceived nature of science has changed from that of an ideal system for discovering truth to more of a more ordinary human effort to discover how nature works. Published in Origins v. 17, n. 2.

The purpose of this paper to compare and contrast scientific and religious paradigms and their communities. Similarities include the fact that it is possible to analyze both in terms of the formal components of a paradigm, that a community is essential to both traditions, and that the intersubjective testing and universality, along with data and experience, are important for "rational objectivity" in both communities.

Science strives to produce models of physical phenomena. Such models are useful, but usually simplifications of reality. Published in Origins v. 16, n. 2.

Dueling has a long and tragic history. Although dueling to death is largely abandoned, we still see unnecessary quarrels, including among scientists. Calm reflection and rational dialogue are much to be preferred. Published in Origins v. 16, n. 1.

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.

It is fashionable in some circles to doubt everything, but experiences with reality show us that truth does actually exist. The person who searches for truth is more likely to succeed than one who doubts everything. Published in Origins v. 16, n. 2.

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.

Cliches may convey little knowledge yet have much influence. Careful thought and study is much better than accepting unwarranted simplifications of reality. Published in Origins v. 14, n. 2.