Have a look at the video at the following site: http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/index.html. Is there any design-theoretic significance that on a logarithmic size-scale, we’re close to the middle of the known physical universe? Regardless of the answer to this question or whether there even is an answer, you’re in for a treat if you haven’t seen such Read More…
The only reason for raising such questions before state education authorities is not to deepen the scientific understanding of teenagers but rather to sow deliberate confusion.
Scientific criticism of evolution should not be muted for fear of being labeled a creationist.
The key is to understand that the nature-supernature distinction poses a false dilemma. There is a third option.
Check out the following stories at MSNBC and World Magazine: go here and here respectively.
Which statements reflect your views on the origin of human beings? 1. We evolved from less advanced life forms over millions of years, and God did not directly guide this process. 2. We evolved from less advanced life forms over millions of years, but God guided this process. 3. God created us in our present Read More…
In the eye of the Brazilian Darwinian hurricane
DOBBS: New York, Kansas, and several other states are considering controversial proposals that would change the way our children learn about the creation of human beings, the earth and our universe. A relatively new theory, called intelligent design, suggests that Darwin’s theory of evolution can’t explain the existence of every life form on earth. Those Read More…
NSTA strongly supports the position that evolution is a major unifying concept in science and should be included in the K-12 science education frameworks and curricula.
Check out Roger Kimball’s essay in The New Criterion titled “Retaking the University: A Battle Plan” (go here). Here is an excerpt:
The cardinal rule: I make up the rules as I go along.