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Public Opinions Regarding Creation and Evolution–by Jerry R. Bergman
A recent Gallup poll showed that about half the U.S. population believe in the creation of Adam and Eve as the first humans. University education tends to reduce belief in creation, suggesting a pattern of indoctrination during university education. Published in Origins v. 7, n. 1.
The Attitude of University Students Toward the Teaching of Creation and Evolution in the Schools–by Jerry R. Bergman
This study has shown that the majority of both graduate and undergraduate students favor the two-model approach for the teaching of origins. Published in Origins v. 6, n. 2.
A Matter of Fairness–by Ariel A. Roth
The various lines of argumentation which have been presented in recent years by those who have been promoting the teaching of either the general theory of evolution or creation in public schools reveal some significant inconsistencies. Published in Origins v. 2, n. 1.
Integrating Faith and Learning in the Teaching of Biology–by Earl M. J. Aagaard
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.
Presenting Evolution and Creation: How? (Part 1)–by Leonard R. Brand, Cindy Tutsch
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?
Integrating Faith and Learning in the Teaching of Physics–by Benjamin L. Clausen
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.
Our Creator - The Master Engineer–by Laurel Dovich
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?
A Christian Approach to Biology–by L. James Gibson
The philosophical context in which biology is presented can make an important difference in its meaning for the student. The philosophical worldview of the biblical Christian is quite different from that of the non-Christian; thus, the biology teacher may have a profound influence on the development of worldview by the student.
A Biblical Approach to Geology–by Elaine Graham Kennedy
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.
Issues of Origins in Zoology and Genetics: A Look at the Evidence–by Marcia Oliveira de Paula
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.
God and Calculus–by Norie Grace Rivera-Poblete
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.
Integrating Christian Values and Learning in the Teaching of Mathematics–by Elizabeth Mendoza Role
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?
God in Nature: Revelations of the Divine Mathematician–by Avery J. Thompson
Any credence given to the study of mathematics must recognize that God is the original mathematician. And though, through the ages, humankind has experimented to be able to draw conclusion in the areas of mathematics, God's laws are error-free and constant. His everlasting watch-care in the "natural" cyclic phenomena of this earth daily prove His mathematical supremacy. Galileo is remembered for having acknowledged that "mathematics is the language that God used to create the universe."
Environmental Education: Teaching Stewardship to College Students–by Bryan Ness
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.
Habitat Responsibility: Teaching Stewardship through Chemistry–by Gloria A. Wright
It must be emphasized that Chemistry, like any other area of scientific knowledge, is neither good nor bad, but like everything else that was marred by the entrance of sin, man's ability to manipulate his environment has led to misuse. Instead of giving in to technicism, where technology sets the agenda for life on planet Earth, the ethics of the Bible should be the basis on which we make decisions on the value of life and on the conduct of life.
How Do We Know What is True?–by Leonard R. Brand
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.
The Importance of Intelligent Design Theory for Adventist Science Education–by Earl M. J. Aagaard
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.
The Bible and the Philosophy of Science–by John T. Baldwin
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.
Curriculum and Faith in Tension–by C. Garland Dulan
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.
When Faith and Knowledge Clash–by H. Thomas Goodwin
How should we, as Adventist educators, relate to such dissonance between Christian belief and secular knowledge?
Science and Religion: Interpreting the Data–by Elaine Graham Kennedy
What is thought to be knowledge or information can usually be divided into two separate concepts: data and interpretation. Since data is subject to alternative interpretations, researchers must carefully distinguish between the information that constitutes the collected data and the "information" derived from the data that is presented as evidence in support of an hypothesis.
God, Nature and Learning: An Integrational Approach–by John W. Taylor
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.
A Biblical-Christian Approach to Teaching Philosophy of Science: A Proposal–by Susan Thomas
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?
A Conversation Starter–by Melissa Price
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.
Son of Panda–by Timothy G. Standish
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.
Teaching About Scientific Origins: Taking Account of Creationism–by Lee Davidson
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.
New and Improved?–by L. James Gibson, Harold G. Coffin, Robert H. Brown
This is a review of the book Origin by Design. Published in Origins n. 59.
Inherit the Wind: Myth vs Reality–by Joe Francis
A review of the book Monkey Business: The True Story of the Scopes Trial. Published in Origins n. 59.
Teach the Controversy–by Henry A. Zuill
A review of the book, Darwinism, Design and Public Education. Published in Origins, n. 57.
A Creationist Book for Public Schools–by L. James Gibson
A review of the book, Of Pandas and People: The Central Question of BIological Origins. Published in Origins v. 19, n. 1.
An Argument About Science–by L. James Gibson
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.
The U.S. Supreme Court Rules Against Creation-Science–by Katherine Ching
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.
Creation-Science and the Louisiana Balanced-Treatment Act–by Katherine Ching
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.
Louisiana Creationists Appeal to the U.S. Supreme Court–by Katherine Ching
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.
The Louisiana Balanced-Treatment Act–by Katherine Ching
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.
California Science Textbooks–by Katherine Ching
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.
Creation in the Public Schools–by Katherine Ching
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.
Arkansas Act 590–by Katherine Ching
Is the teaching of creation in science classes of public schools unconstitutional? This question has been put to the legal test in the State of Arkansas, one of the first states in recent times to pass a creation bill (Arkansas Act 590) into law. Published in Origins v. 8, n. 1.
Georgia House Bill 690–by Katherine Ching
A bill in the Georgia state legislature mandating the teaching of creation when evolution is taught was passed in both houses of the legislature but differences in the two versions prevented it being passed into law. Supporters hope to see it passed in the next session of the legislature. Published in Origins v. 7, n. 1.
A Methodological Manual–by Richard D. Tkachuck
A review of the book, How to Think About Evolution and Other Bible-Science Controversies. Written for creationists, the book mainly addresses questions of speciation and change, and proposes that conflict between creationists and evolutionists is often due to failure of communication, and both sides should be regarded as engaged in honest attempts to discover truth. Published in Origins v. 7, n. 1.
Creation in the Courts–by Katherine Ching
Creationists are using the courts to try to get creation theory included as a theory of origins alongside evolution, while evolutionists are using the courts to try to prevent this. Published in Origins v. 6, n. 1.
Publicity for Creation–by Katherine Ching
Lack of academic freedom is claimed by students who want both creation and evolution taught in biology classes at Iowa State University, and is reflected in several Darwinian-based publications. Published in Origins v. 6, n. 2.
Suing the Smithsonian–by Katherine Ching
The Smithsonian Institution is being sued for promoting humanistic religion in the form of evolution. The court has ruled in favor of the Smithsonian, and the suit is unlikely to win on appeal. Published in Origins v. 5, n. 2.
Biology Book Battles–by Katherine Ching
The book, Biology: A Search for Order in Complexity, has been adopted as a textbook in several schools, to which some parents, and evolutionists in general, have objected strongly on the basis that it teaches a religious view of origins. The matter is being fought out in the courts. Published in Origins v. 4, n. 1.
A Reference on Creationism–by Robert H. Brown
A review of the book, Scientific Creationism (Public School Edition). A science textbook with creationist sympathies would be a valuable contribution. This book, although many will find it useful, comes short of the goal. Published in Origins v. 4, n. 1.
Appeal for Equality–by Katherine Ching
Court rulings against teaching creationism in the public schools have led some creationists to challenge the use of textbooks to promote the theory of evolution. Other creationists are preparing materials that could be used to present both creation and evolution in the public schools. Published in Origins v. 4, n. 2.
An Update on the Teaching of Creation in California–by John R. Ford
The State of California has adopted a policy of including varous theories of human origins, including creationism, in public school classes in social science. Published in Origins v. 3, n. 1.
The Cupertino Story–by Katherine Ching
A survey of citizens in the Cupertino Union School District, California, showed that a strong majority favored inclusion of creation in the curriculum. Officials ruled against including the origin of life in science classes, but there is some possibility of including it in courses on social studies. Published in Origins v. 2, n. 1.
The Textbook Controversy in Tennessee–by Katherine Ching
The courts have struck down a law passed by the state of Tennessee requiring that creation be taught when evolution is taught. Published in Origins v. 2, n. 2.
Textbook Hearing in California–by Leonard R. Brand
The state of California has voted to place creation in the social studies class, but no book has been approved with creation in it. Published in Origins v. 2, n. 2.
California Science Textbook Controversy–by Bonnie L. Dwyer
EDITOR’S NOTE: Original pagination for this article was p 29-34.
The teaching of creation in science classrooms has become a hot political issue in California, involving the California Department of Education, the National Association of Biology Teachers, the National Academy of Sciences, and the creationist community. Published in Origins v. 1, n. 1.
The Teaching of Creation and Evolution in the State of Tennessee–by Katherine Ching
The state of Tennessee had a law banning teaching of origins that denied the biblical story of creation. This law was repealed by the state legislature in about 1967, but was soon replaced with another bill requiring equal time for creation. This bill still awaits final action. Published in Origins v. 1, n. 2.
Other Related Resources
Faith, Reason, and Earth History - 3rd Edition
Leonard Brand and Arthur Chadwick. 2016. Andrews University Press. ISNB-13: 978-1940980119
Short videos based on this book are available here.
- Ecology & Conservation
- Intelligent Design
- Other Sciences
- Faith and Science
- Origins Journal: Archive