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How Do We Know What is True?

To understand how human beings acquire and evaluate knowledge, and how to determine what is true involves consideration of the relationships between data, interpretations, assumptions, and worldviews. All of these contribute to the scholarly search for truth, and none can be safely ignored.

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Curriculum and Faith in Tension

There is a great need for teachers to educate students for evaluation of ideas, problem solving, cultural sensitivity, and interpersonal skills. This educative process will introduce challenging issues and perspectives, some of which may clash with certain students’ personal beliefs. If teachers use appropriate teaching methodologies, these challenges will help their students to understand why there are different perspectives and equip them with the tools to use in evaluating them.

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Teaching About Scientific Origins: Taking Account of Creationism

A review of the book, Teaching About Scientific Origins. Provides science teachers with a strategy for teaching evolutionary science without creating too much resistance from students and parents. Published in Origins, n. 63.

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Son of Panda

A review of the book, The Design of Life: Discovering Signs of Intelligence in Biological Systems. High school biology text uncommitted to materialistic Darwinism. Published in Origins, n. 63.

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A Conversation Starter

A review of the book, Explore Evolution. This is written as a supplemental Classroom textbook exploring the controversies surrounding neo-Darwinism. Published in Origins, n. 63.

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When Faith and Knowledge Clash

How should we, as Adventist educators, relate to such dissonance between Christian belief and secular knowledge?

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The Godfather of Intelligent Design

A review of the book, Darwin's Nemesis: Phillip Johnson and the Intelligent Design Movement. Published in Origins n. 61.

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Inherit the Wind: Myth vs Reality

A review of the book Monkey Business: The True Story of the Scopes Trial. Published in Origins n. 59.

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New and Improved?

This is a review of the book Origin by Design. Published in Origins n. 59.

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Presenting Evolution and Creation: How? (Part 1)

The world is not divided into the good creationists and the bad evolutionists. Many scientists have never had opportunity to see reasonable alternatives to a materialistic evolutionary process. Many scientists, though convinced by the evidence for evolution, are unwilling to give up on God and/or are searching for some meaning in life. Do we want to draw these people to us or drive them away?

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Teach the Controversy

A review of the book, Darwinism, Design and Public Education. Published in Origins, n. 57.

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Integrating Faith and Learning in the Teaching of Biology

The Intelligent Design movement is crucially important for all Adventist educators, especially for those in science, in the integration of faith and learning in their classrooms.

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Our Creator - The Master Engineer

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?

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God and Calculus

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.

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The Importance of Intelligent Design Theory for Adventist Science Education

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.

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Integrating Faith and Learning in the Teaching of Physics

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.

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A Biblical Approach to Geology

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.

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Issues of Origins in Zoology and Genetics: A Look at the Evidence

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.

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A Biblical-Christian Approach to Teaching Philosophy of Science: A Proposal

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?

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The Bible and the Philosophy of Science

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.

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