Darwin saw evolution as a slow and steady process with species gradually transforming into new species over long time. He thought that the fossil record should provide evidence for his theory. However, the needed evidence proved to be elusive.
The "Cambrian explosion" is a term used to describe the abrupt appearance in the fossil record of major animal phyla, without intermediate forms in lower layers. This pattern of abrupt appearance can be observed for many groups of organisms, including crinoids (sea lilies).
The abrupt appearance of trilobites in Cambrian strata and their absence in Precambrian sediments is a real feature of the rock record and not due to failure of preservation in Precambrian rocks.
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.
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.
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.
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.
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.
How should we, as Adventist educators, relate to such dissonance between Christian belief and secular knowledge?
A collection of short commentaries on scientific papers published in 2008, covering topics such as human skeletons on Palau, the bacterial flagellum, antiobiotic resistance, abrupt appearance of fossil bats, Cretaceous feathers, dinosaur respiration. Published in Origins, n. 62.
A review of the book, Darwin's Nemesis: Phillip Johnson and the Intelligent Design Movement. Published in Origins n. 61.
A review of the book Monkey Business: The True Story of the Scopes Trial. Published in Origins n. 59.
This is a review of the book Origin by Design. Published in Origins n. 59.
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?
A review of the book, Darwinism, Design and Public Education. Published in Origins, n. 57.
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.
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?
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.
