God, Nature and Learning: An Integrational Approach
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.
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.
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.
Science has produced many wonders of technology and is probably the best place to start in the quest for understanding the physical world. However, it is limited in its scope, and is a bad place to end the quest. There is a realm of reality beyond the reach of science, and this realm is perhaps more important than the physical realm. Published in Origins v. 14, n. 1.
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.
Holding two mutually contradictory opinions at once is called "doublethink." This is not the way to find truth, and should be abandoned by all. Published in Origins v. 13, 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.
Scientific inquiry may explore immediate results as in an experiment, or a historical event that cannot be replicated experimentally. Experiments offer greater confidence than attempts to study historical questions, and it is not true that evolution is as much a fact as gravity. Published in Origins v. 13, n. 1.
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.
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.
Some prominent scientists had educators have declared that creation has failed the test of science and has to be discarded. However, ideas that have been discarded are sometimes found to be true. Creation should not be discarded, because there is no better explanation for design in nature and the origin of life. Published in Origins v. 12, n. 1.
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.
A review of the book, Betrayers of the Truth: Fraud and Deceit in the Halls of Science. Many scientists, famous and otherwise, have failed to live up to the highest ideals of good science, in some cases acting fraudulently and deceitfully. Published in Origins v. 11, n. 2.
Observers may be led astray by superficial examination of apparent patterns. Two examples are given: the 20-year cycle of U.S. presidents dying in office, and N-rays. Published in Origins v. 11, n. 1.