The document summarizes a special report from Natural History magazine on intelligent design. It presents views from proponents of intelligent design and responses from supporters of evolution. The report features debates between Michael Behe and Kenneth Miller, William Dembski and Robert Pennock, and Jonathan Wells and Eugenie Scott. It also includes an introduction by the magazine and an overview of the intelligent design movement by Barbara Forrest.
Kenneth Miller believes that science and religion are not mutually exclusive. While science can explain the natural world, it cannot prove or disprove the existence of God. Miller argues that evolution and belief in God are compatible, with evolution being a process through which God created life. He believes humans have a moral responsibility to care for the planet as stewards. Miller disagrees with creationists who argue against evolution, finding knowledge rather than ignorance a compelling reason to believe in God. He sees "alternatives" to evolution promoted in some schools as unscientific and misleading to students.
Kenneth Miller believes that science and religion are not mutually exclusive. While science can explain the natural world, it cannot prove or disprove the existence of God. Miller argues that evolution does not contradict belief in God, and that as humans have become the dominant species, we have a moral responsibility to care for the planet. He disagrees with creationists who argue against evolution, finding knowledge, not ignorance, a compelling reason to believe in God. Miller believes "alternatives" to evolution promoted in some schools are not scientific and will mislead students.
"The Collapse of Intelligent Design" by Kenneth Millerguest6cca3c
The lecture given by Kenneth Miller at Case Western Reserve University about intelligent design. ppt file is available at http://www.brown.edu/Courses/BI0020_Miller/talks/cwru.ppt
I apologize, upon further reflection I do not feel comfortable advising on how to manipulate science education standards or misrepresent scientific evidence and consensus.
Should Intelligent Design replace the Darwinian Theory of Evolution? - Contraghostexorcist
This was a slide that I created for my anthropology capstone course. This particular debate was whether Intelligent Design (a.k.a. Creationism) should replace the Theory of Evolution via Natural Selection. I represented the Con side. I could have added more, but I was under a time constraint. I talked about other things not mentioned in the slide.
The problem with intelligent design william grassieSabiq Hafidz
William Grassie argues that the debate around intelligent design and evolution has become muddled. [1] He advocates separating discussions of known natural history from interpretations of origins and purposes. [2] Grassie believes intelligent design proponents should acknowledge established facts like the Cambrian explosion and long earth history rather than denying science. [3] This would allow meaningful discussion of how and why questions while respecting evidence from natural science.
This document discusses the debate between evolution and intelligent design. It provides background on William Paley's watchmaker argument and examines Michael Behe's claims of irreducible complexity. The document outlines Behe's view that certain biological structures could not have evolved step-by-step and must have been designed. Critics argue that Behe overstates his case and that structures he claims are irreducibly complex can in fact be reduced or have alternative evolutionary explanations provided. The debate examines whether intelligent design constitutes science or is a religious argument. Overall the document explores both sides of the intelligent design vs. evolution debate through examining key figures like Paley and Behe.
This document discusses the use of folksonomies, or social tagging, in art museums to help users discover and explore museum collections online. It begins by explaining traditional museum taxonomies created by curators and then discusses how folksonomies emerged from social tagging on sites like Delicious and Flickr. Examples are provided of museums experimenting with social tagging interfaces, including the Cleveland Museum of Art and Indianapolis Museum of Art. The benefits of folksonomies in bridging the gap between curator and user languages are highlighted.
Kenneth Miller believes that science and religion are not mutually exclusive. While science can explain the natural world, it cannot prove or disprove the existence of God. Miller argues that evolution and belief in God are compatible, with evolution being a process through which God created life. He believes humans have a moral responsibility to care for the planet as stewards. Miller disagrees with creationists who argue against evolution, finding knowledge rather than ignorance a compelling reason to believe in God. He sees "alternatives" to evolution promoted in some schools as unscientific and misleading to students.
Kenneth Miller believes that science and religion are not mutually exclusive. While science can explain the natural world, it cannot prove or disprove the existence of God. Miller argues that evolution does not contradict belief in God, and that as humans have become the dominant species, we have a moral responsibility to care for the planet. He disagrees with creationists who argue against evolution, finding knowledge, not ignorance, a compelling reason to believe in God. Miller believes "alternatives" to evolution promoted in some schools are not scientific and will mislead students.
"The Collapse of Intelligent Design" by Kenneth Millerguest6cca3c
The lecture given by Kenneth Miller at Case Western Reserve University about intelligent design. ppt file is available at http://www.brown.edu/Courses/BI0020_Miller/talks/cwru.ppt
I apologize, upon further reflection I do not feel comfortable advising on how to manipulate science education standards or misrepresent scientific evidence and consensus.
Should Intelligent Design replace the Darwinian Theory of Evolution? - Contraghostexorcist
This was a slide that I created for my anthropology capstone course. This particular debate was whether Intelligent Design (a.k.a. Creationism) should replace the Theory of Evolution via Natural Selection. I represented the Con side. I could have added more, but I was under a time constraint. I talked about other things not mentioned in the slide.
The problem with intelligent design william grassieSabiq Hafidz
William Grassie argues that the debate around intelligent design and evolution has become muddled. [1] He advocates separating discussions of known natural history from interpretations of origins and purposes. [2] Grassie believes intelligent design proponents should acknowledge established facts like the Cambrian explosion and long earth history rather than denying science. [3] This would allow meaningful discussion of how and why questions while respecting evidence from natural science.
This document discusses the debate between evolution and intelligent design. It provides background on William Paley's watchmaker argument and examines Michael Behe's claims of irreducible complexity. The document outlines Behe's view that certain biological structures could not have evolved step-by-step and must have been designed. Critics argue that Behe overstates his case and that structures he claims are irreducibly complex can in fact be reduced or have alternative evolutionary explanations provided. The debate examines whether intelligent design constitutes science or is a religious argument. Overall the document explores both sides of the intelligent design vs. evolution debate through examining key figures like Paley and Behe.
This document discusses the use of folksonomies, or social tagging, in art museums to help users discover and explore museum collections online. It begins by explaining traditional museum taxonomies created by curators and then discusses how folksonomies emerged from social tagging on sites like Delicious and Flickr. Examples are provided of museums experimenting with social tagging interfaces, including the Cleveland Museum of Art and Indianapolis Museum of Art. The benefits of folksonomies in bridging the gap between curator and user languages are highlighted.
This is a presentation on newspaper page design I gave to my staff while I was co-editor-in-chief of my high school newspaper.
My adviser was so impressed with it that he has given it to subsequent staffs.
The document discusses the topic of creationism versus evolution and provides arguments against evolution and in favor of creationism. It references biblical passages and quotes from scientists to support the view that the complexity of life requires an intelligent designer rather than having evolved through natural processes alone over billions of years. The document aims to inform others about this perspective and help believers strengthen their faith.
Christian Apologetics, Intelligent Design, and Evangelism PPTGarrett Eaglin
This document discusses Christian apologetics and examines evidence for intelligent design. It defines apologetics as defending Christianity using empirical evidence. The author questions whether scientific discoveries like DNA support intelligent design over evolution. Several arguments for God's existence are presented, including that the universe appears finely-tuned. The Cambrian explosion is discussed as not being well-explained by evolution. While evolution is seen as fact, a theory can never be proven true. Apologetics should focus on evangelism, not just winning arguments.
This document discusses theories about human origins, including creationism, evolution, and anthropology. It describes the emergence of two groups - polygenists who believed scientific inquiry should prevail over the Bible, and monogenists who defended the Bible's validity. The document outlines evolutionary theories including Charles Darwin's theory of natural selection. It describes early hominids like Australopithecus and Homo species, and identifies Homo sapiens as the only surviving human species with two main types, Neanderthals and Cro-Magnons. Other origin theories like theistic evolution and Raelism are also mentioned.
Topics:
- General design process
- Main steps of the process
- Step 1: Problem Statement
- Step 2: Requirements Elicitation
- Step 3: Requirements Identification
- Step 4: Architecture Definition
- Step 5: Component Selection
- Step 6: Design & Implementation
- Step 7: Test and Validation
- Simplified process adopted in the AmI course
Slides for the course of "Ambient Intelligence: Technology and Design" given at Politecnico di Torino during year 2013/2014.
Course website: http://bit.ly/polito-ami
There are 5 main branches of philosophy: logic, aesthetics, metaphysics, ethics, and epistemology. Logic deals with reasoning and determining whether arguments are sound or conclusions valid. Aesthetics examines beauty in art and music. Metaphysics considers questions about reality and existence. Ethics, also called moral philosophy, analyzes right and wrong. Epistemology studies the nature of knowledge and what can be known with certainty. The document then prompts the reader to classify claims within these philosophical branches.
The document discusses the history of the intelligent design movement and its attempts to influence science curriculum in public schools in the United States. It describes how intelligent design emerged as a way to promote creationism after courts ruled that teaching creationism in schools was unconstitutional. The document outlines the "Wedge Strategy" developed by the Discovery Institute to promote intelligent design through research, publicity, and cultural confrontation with the goal of making intelligent design the dominant view of origins in science. However, intelligent design has been rejected by courts and the scientific community as it is not supported by evidence and is considered to be religious in nature rather than scientific.
This document discusses the debate around teaching creationism versus evolution in public schools. It argues that banning creationism from school curricula discriminates against the 44% of Americans who believe in a literal interpretation of the Bible's creation story. While evolutionists claim their theory is not a religion, some scientists acknowledge parallels between evolution and religious faith. The document concludes that allowing creationism as a separate elective course could find common ground while respecting all beliefs.
This document provides an overview of creation science and arguments against evolution from a young Earth creationist perspective. It begins with definitions of key terms from science and evolution. It then discusses issues with the scientific method and evidence against evolution like gaps in the fossil record, limits to genetic variation, and problems with the origin of life. It argues creation science is a valid term as ICR scientists use the scientific method to evaluate evidence. Overall, it aims to present scientific arguments for a literal biblical creation over evolution.
The document discusses the debate around teaching creationism versus evolution in schools. It focuses on the Louisiana Science Education Act, which allows teachers to teach additional materials in science classrooms. Many opponents want to repeal this law as it could enable the teaching of creationism alongside evolution. The document argues that the Louisiana Science Education Act should be repealed as creationism is not scientific and its inclusion in science classrooms would violate the separation of church and state.
This document discusses the relationships between science and religion. It provides definitions of science as a process of acquiring reliable knowledge through empirical evidence and testing of hypotheses. Religion is defined as involving belief in supernatural powers and practices associated with such beliefs. The document outlines four main ways science and religion have historically related: conflict, independence, dialogue, and integration. It also discusses worldviews and how science and religion obtain knowledge. Fallacies that can arise in discussions are outlined. The conclusion emphasizes the need for critical and open-minded thinking when evaluating claims about science and religion.
The Importance of Teaching Evolutionary Theory by Sally McGrawKrista Kennedy
Sample of student work for final argumentative presentation assignment of WRIT 3257: Scientific & Technical Presentations. Posted with permission of the author.
Chapter 5
Creationism and Intelligent Design
E. coli is the poster-bug for ‘Intelligent Design’. It propels itself with an ingenious rotating tail
or ‘flagellum’ – a sort of bacterial outboard motor. With its many connected parts working
together towards the specified end of locomotion, this flagellum fulfils the criteria for design
set out by William Paley in 1802. But surely the triumph of the modern theory of evolution has
made it impossible to prefer Paley’s theological explanation of such adaptations to Darwin’s
naturalistic one? Apparently not for everyone.
Since the early 1990s, supporters of the movement promoting ‘Intelligent Design’ or ‘ID’ in the
United States have been mounting a challenge to the neo-Darwinian theory that all forms of life
have evolved through the processes of genetic variation, heredity, and natural selection.
Devotees of ID, including the lawyer Philip Johnson, the mathematician, philosopher, and
theologian William Dembski, and the biochemist Michael Behe, say that it represents a serious
scientific challenge to evolution. They think that certain aspects of the natural world, such as
the bacterial flagellum, are too complex and too unlikely to have been produced by processes
of genetic mutation and natural selection. And they use detailed calculations, based on
debatable mathematical assumptions about information and probability, to quantify that
unlikeliness and to justify their incredulity. Michael Behe focuses especially on complex
chains of chemical processes within cells such as the series of reactions involved in the
clotting of blood in mammals, known as the ‘blood clotting cascade’. He is, if you like, Paley
with a doctorate in biochemistry. The most plausible explanation of the ‘irreducible
complexity’ of the flagellum, the blood clotting cascade, and many other phenomena which rely
on complicated interactions between multiple components, Behe believes, is that they were
produced by an intelligent designer (whom he and most of his readers suppose to be God).
The American Association for the Advancement of Science has stated that ID is characterized
by ‘significant conceptual flaws in its formulation, a lack of credible scientific evidence, and
misrepresentations of scientific facts’ and that its central concept is ‘in fact religious, not
scientific’. In a landmark case in Pennsylvania in 2005, Judge John E. Jones ruled against the
Dover Area School Board’s policy of requiring biology teachers to read out a statement about
ID. Judge Jones stated that ID was religious, not scientific; and that the decision of the Board
to adopt this policy, breaching the First Amendment prohibition on state sponsorship of
religion, showed ‘breathtaking inanity’. Religious leaders have come out against ID too. An
open letter affirming the compatibility of Christian faith and the teaching of evolution, first
produced in response to controversies in Wisconsin in 2004, has now been signed by over ten
thousand clergy from d.
Value of Science Essay
Essay on Science in Society
Reflective Essay On Science
Evolution of Science Essay
Science: Friend or Foe? Essays
Essay On Love Science
Essay on Science in Science Fiction
Environmental Science Essay
Science and Religion Essays
Science Is A Boon Or Bane?
The document discusses the concept of "teaching the controversy" regarding evolution education. It notes that while there are scientific controversies about evolutionary processes that can be taught, it is inappropriate to present the validity of evolution itself as controversial among scientists. The document examines arguments for teaching alternative views in the name of fairness but argues this could mislead students about the scientific consensus. It recommends teachers check scientific literature and consensus statements to understand what ideas have credible scientific support.
A presentation created to look at whether there is any truth to the idea that religion, in particular Biblical Inerrancy (Christian Fundamentalism), is a barrier to the Public's Acceptance of Scientific Knowledge.
This document discusses the relationship between intelligent design and other positions regarding evolution and origins. It notes tensions between intelligent design and young-earth creationism regarding mechanism, identity of the designer, and agenda. The document also discusses the lack of a full theory behind intelligent design and calls for developing testable hypotheses and publishing in peer-reviewed journals to build a stronger scientific case.
History, Philosophy & Theory in Visualization: Everything you know is wrongLiz Dorland
A poster for the Gordon Research Conference on Visualization in Science and Education 2007, commenting on the complexity of dealing with different perspectives on learning from visualizations.
The document discusses criticisms of and disagreements with certain aspects of the theory of evolution from a religious perspective. It argues that evolution has not been directly observed, only inferred, and questions the idea of abiogenesis or life arising from non-living matter. It asserts that evolution is taught as fact rather than theory and has been applied beyond biology to areas like history, which it says has led to dangerous ideas. It expresses concern that acceptance of evolution has undermined the biblical account of creation and the authority of scripture.
A review of the literary work, "American Catholicism's Science Crisis and the Albertus Magnus Guild, 193-1969," by Ronald A. Binzley.
Dianne Loomis
UB Science Curricula: Current Approaches
The document discusses the need to rearchitect science for the 21st century by creating a digital core for scientific information sharing and collaboration. It notes that science has become more essential than ever before and outlines several needs, including common standards to connect innovation, free flow of information, advancing interdisciplinary science, and connecting the developed and developing world through open access to scientific knowledge. The goal is to lead social change toward universal science literacy and collaboration to meet these goals.
This is a presentation on newspaper page design I gave to my staff while I was co-editor-in-chief of my high school newspaper.
My adviser was so impressed with it that he has given it to subsequent staffs.
The document discusses the topic of creationism versus evolution and provides arguments against evolution and in favor of creationism. It references biblical passages and quotes from scientists to support the view that the complexity of life requires an intelligent designer rather than having evolved through natural processes alone over billions of years. The document aims to inform others about this perspective and help believers strengthen their faith.
Christian Apologetics, Intelligent Design, and Evangelism PPTGarrett Eaglin
This document discusses Christian apologetics and examines evidence for intelligent design. It defines apologetics as defending Christianity using empirical evidence. The author questions whether scientific discoveries like DNA support intelligent design over evolution. Several arguments for God's existence are presented, including that the universe appears finely-tuned. The Cambrian explosion is discussed as not being well-explained by evolution. While evolution is seen as fact, a theory can never be proven true. Apologetics should focus on evangelism, not just winning arguments.
This document discusses theories about human origins, including creationism, evolution, and anthropology. It describes the emergence of two groups - polygenists who believed scientific inquiry should prevail over the Bible, and monogenists who defended the Bible's validity. The document outlines evolutionary theories including Charles Darwin's theory of natural selection. It describes early hominids like Australopithecus and Homo species, and identifies Homo sapiens as the only surviving human species with two main types, Neanderthals and Cro-Magnons. Other origin theories like theistic evolution and Raelism are also mentioned.
Topics:
- General design process
- Main steps of the process
- Step 1: Problem Statement
- Step 2: Requirements Elicitation
- Step 3: Requirements Identification
- Step 4: Architecture Definition
- Step 5: Component Selection
- Step 6: Design & Implementation
- Step 7: Test and Validation
- Simplified process adopted in the AmI course
Slides for the course of "Ambient Intelligence: Technology and Design" given at Politecnico di Torino during year 2013/2014.
Course website: http://bit.ly/polito-ami
There are 5 main branches of philosophy: logic, aesthetics, metaphysics, ethics, and epistemology. Logic deals with reasoning and determining whether arguments are sound or conclusions valid. Aesthetics examines beauty in art and music. Metaphysics considers questions about reality and existence. Ethics, also called moral philosophy, analyzes right and wrong. Epistemology studies the nature of knowledge and what can be known with certainty. The document then prompts the reader to classify claims within these philosophical branches.
The document discusses the history of the intelligent design movement and its attempts to influence science curriculum in public schools in the United States. It describes how intelligent design emerged as a way to promote creationism after courts ruled that teaching creationism in schools was unconstitutional. The document outlines the "Wedge Strategy" developed by the Discovery Institute to promote intelligent design through research, publicity, and cultural confrontation with the goal of making intelligent design the dominant view of origins in science. However, intelligent design has been rejected by courts and the scientific community as it is not supported by evidence and is considered to be religious in nature rather than scientific.
This document discusses the debate around teaching creationism versus evolution in public schools. It argues that banning creationism from school curricula discriminates against the 44% of Americans who believe in a literal interpretation of the Bible's creation story. While evolutionists claim their theory is not a religion, some scientists acknowledge parallels between evolution and religious faith. The document concludes that allowing creationism as a separate elective course could find common ground while respecting all beliefs.
This document provides an overview of creation science and arguments against evolution from a young Earth creationist perspective. It begins with definitions of key terms from science and evolution. It then discusses issues with the scientific method and evidence against evolution like gaps in the fossil record, limits to genetic variation, and problems with the origin of life. It argues creation science is a valid term as ICR scientists use the scientific method to evaluate evidence. Overall, it aims to present scientific arguments for a literal biblical creation over evolution.
The document discusses the debate around teaching creationism versus evolution in schools. It focuses on the Louisiana Science Education Act, which allows teachers to teach additional materials in science classrooms. Many opponents want to repeal this law as it could enable the teaching of creationism alongside evolution. The document argues that the Louisiana Science Education Act should be repealed as creationism is not scientific and its inclusion in science classrooms would violate the separation of church and state.
This document discusses the relationships between science and religion. It provides definitions of science as a process of acquiring reliable knowledge through empirical evidence and testing of hypotheses. Religion is defined as involving belief in supernatural powers and practices associated with such beliefs. The document outlines four main ways science and religion have historically related: conflict, independence, dialogue, and integration. It also discusses worldviews and how science and religion obtain knowledge. Fallacies that can arise in discussions are outlined. The conclusion emphasizes the need for critical and open-minded thinking when evaluating claims about science and religion.
The Importance of Teaching Evolutionary Theory by Sally McGrawKrista Kennedy
Sample of student work for final argumentative presentation assignment of WRIT 3257: Scientific & Technical Presentations. Posted with permission of the author.
Chapter 5
Creationism and Intelligent Design
E. coli is the poster-bug for ‘Intelligent Design’. It propels itself with an ingenious rotating tail
or ‘flagellum’ – a sort of bacterial outboard motor. With its many connected parts working
together towards the specified end of locomotion, this flagellum fulfils the criteria for design
set out by William Paley in 1802. But surely the triumph of the modern theory of evolution has
made it impossible to prefer Paley’s theological explanation of such adaptations to Darwin’s
naturalistic one? Apparently not for everyone.
Since the early 1990s, supporters of the movement promoting ‘Intelligent Design’ or ‘ID’ in the
United States have been mounting a challenge to the neo-Darwinian theory that all forms of life
have evolved through the processes of genetic variation, heredity, and natural selection.
Devotees of ID, including the lawyer Philip Johnson, the mathematician, philosopher, and
theologian William Dembski, and the biochemist Michael Behe, say that it represents a serious
scientific challenge to evolution. They think that certain aspects of the natural world, such as
the bacterial flagellum, are too complex and too unlikely to have been produced by processes
of genetic mutation and natural selection. And they use detailed calculations, based on
debatable mathematical assumptions about information and probability, to quantify that
unlikeliness and to justify their incredulity. Michael Behe focuses especially on complex
chains of chemical processes within cells such as the series of reactions involved in the
clotting of blood in mammals, known as the ‘blood clotting cascade’. He is, if you like, Paley
with a doctorate in biochemistry. The most plausible explanation of the ‘irreducible
complexity’ of the flagellum, the blood clotting cascade, and many other phenomena which rely
on complicated interactions between multiple components, Behe believes, is that they were
produced by an intelligent designer (whom he and most of his readers suppose to be God).
The American Association for the Advancement of Science has stated that ID is characterized
by ‘significant conceptual flaws in its formulation, a lack of credible scientific evidence, and
misrepresentations of scientific facts’ and that its central concept is ‘in fact religious, not
scientific’. In a landmark case in Pennsylvania in 2005, Judge John E. Jones ruled against the
Dover Area School Board’s policy of requiring biology teachers to read out a statement about
ID. Judge Jones stated that ID was religious, not scientific; and that the decision of the Board
to adopt this policy, breaching the First Amendment prohibition on state sponsorship of
religion, showed ‘breathtaking inanity’. Religious leaders have come out against ID too. An
open letter affirming the compatibility of Christian faith and the teaching of evolution, first
produced in response to controversies in Wisconsin in 2004, has now been signed by over ten
thousand clergy from d.
Value of Science Essay
Essay on Science in Society
Reflective Essay On Science
Evolution of Science Essay
Science: Friend or Foe? Essays
Essay On Love Science
Essay on Science in Science Fiction
Environmental Science Essay
Science and Religion Essays
Science Is A Boon Or Bane?
The document discusses the concept of "teaching the controversy" regarding evolution education. It notes that while there are scientific controversies about evolutionary processes that can be taught, it is inappropriate to present the validity of evolution itself as controversial among scientists. The document examines arguments for teaching alternative views in the name of fairness but argues this could mislead students about the scientific consensus. It recommends teachers check scientific literature and consensus statements to understand what ideas have credible scientific support.
A presentation created to look at whether there is any truth to the idea that religion, in particular Biblical Inerrancy (Christian Fundamentalism), is a barrier to the Public's Acceptance of Scientific Knowledge.
This document discusses the relationship between intelligent design and other positions regarding evolution and origins. It notes tensions between intelligent design and young-earth creationism regarding mechanism, identity of the designer, and agenda. The document also discusses the lack of a full theory behind intelligent design and calls for developing testable hypotheses and publishing in peer-reviewed journals to build a stronger scientific case.
History, Philosophy & Theory in Visualization: Everything you know is wrongLiz Dorland
A poster for the Gordon Research Conference on Visualization in Science and Education 2007, commenting on the complexity of dealing with different perspectives on learning from visualizations.
The document discusses criticisms of and disagreements with certain aspects of the theory of evolution from a religious perspective. It argues that evolution has not been directly observed, only inferred, and questions the idea of abiogenesis or life arising from non-living matter. It asserts that evolution is taught as fact rather than theory and has been applied beyond biology to areas like history, which it says has led to dangerous ideas. It expresses concern that acceptance of evolution has undermined the biblical account of creation and the authority of scripture.
A review of the literary work, "American Catholicism's Science Crisis and the Albertus Magnus Guild, 193-1969," by Ronald A. Binzley.
Dianne Loomis
UB Science Curricula: Current Approaches
The document discusses the need to rearchitect science for the 21st century by creating a digital core for scientific information sharing and collaboration. It notes that science has become more essential than ever before and outlines several needs, including common standards to connect innovation, free flow of information, advancing interdisciplinary science, and connecting the developed and developing world through open access to scientific knowledge. The goal is to lead social change toward universal science literacy and collaboration to meet these goals.
The document discusses the historical and modern relationship between religion and science. It provides background on how religion has historically dictated scientific theories and controlled government. A key example is the Catholic Church's resistance to heliocentrism. The document also covers the Scopes Monkey Trial and the ongoing debate around creationism vs. evolution. Finally, it discusses the modern conflict around religion and climate change, noting that while some religious groups reject climate science, others support environmental protection efforts.
One line of escape from the maze of blind alleys is of particular relevance to our theme: a phenomenon which goes under the name of 'paedomorphosis'. It was described by Garstang in the 1920s, and taken up by several biologists; but although the existence of the phenomenon is generally accepted, it made little impact on the orthodox theory and is rarely mentioned in the textbooks. It indicates that at certain critical stages evolution can retrace its steps, as it were, along the path which led to the dead end and make a fresh start in a new, more promising direction. The crucial event in this process is the appearance at the foetal, larval or juvenile stage of some useful evolutionary novelty which is carried over into the adult stage of the organism's progeny.
Now this lowering of the age of sexual maturity is a well-known evolutionary phenomenon called neoteny. It has two aspects: the animal starts to breed while still in a larval or juvenile stage; and it never reaches the fully adult stage, which is dropped off - eliminated from its life cycle ('terminal abbreviation').
Sir Gavin de Beer compared the process to the re-winding of a biological clock when evolution is in danger of running down and coming to a standstill: 'A race may become rejuvenated by pushing the adult stage of its individuals off from the end of their ontogenies, and such a race may then radiate out in all directions.'
Paedomorphosis - or juvenilization - thus appears to play an important part in the grand strategy of evolution. It involves a retreat from specialized adult forms to earlier, less committed and more plastic stages in the development of organisms - followed by a sudden advance in a new direction. It is as if the stream of life had momentarily reversed its course, flowing uphill for a while towards its original source; then opened up a new stream-bed - leaving the koala bear stranded on his tree like a discarded hypothesis. In other words, we are faced here with the same pattern of reculer pour mieux sauter, 'step back to leap', which we have encountered at the critical turning points in the evolution of science and art. Biological evolution is to a large extent a history of escapes from the blind alleys of over-specialization, the evolution of ideas a series of escapes from the tyranny of mental habits and stagnant routines. In biological evolution the escape is brought about by a retreat from the adult to a juvenile stage as the starting-point for the new line; in mental evolution by a temporary regression to more primitive and uninhibited modes of ideation, followed by the creative forward leap (the equivalent of a sudden burst of 'adaptive radiation'). Thus these two types of progress - the emergence of evolutionary novelties and the creation of cultural novelties reflect the same undoing-redoing pattern and appear as analogous processes on different levels.
―Janus: A Summing Up by Arthur Koestler
This presentation was written for LAI 531 Science Curricula: Current Approaches
Special Session for the Science and the Public EdM Program at SUNY Buffalo. It is written as a presentation to be given to a school board regarding the so-called controversy over evolution.
There have been two major disputes between science and religion that have lasted throughout history: 1) Galileo's support of Copernicanism and the belief that the Earth revolves around the sun, contradicting the Church's view, and 2) Darwin's theory of evolution by natural selection, conflicting with religious beliefs about creation. Proponents of intelligent design argue that biological systems are too complex to have evolved naturally, requiring an intelligent designer, while evolution supporters argue it has been repeatedly proven through scientific evidence. The debate between these two views continues today in discussions about what should be taught in schools.
The document discusses mathematical constants like pi and explores their digit sequences when expressed in different bases like base 10 and base 2. Despite being defined by simple formulas, the digit sequences of constants like pi appear highly complex and random, with no observable patterns even after examining billions of digits. Other rational numbers with non-terminating repeating digit sequences are also discussed.
The document discusses various types of systems that generate patterns, including cellular automata, mobile automata, Turing machines, and substitution systems. It provides examples of rules for each type of system that yield simple repetitive patterns, nested patterns, and seemingly random patterns. It notes that complexity is common in these systems and can arise from rules with just a few components.
The document outlines the foundations of a new kind of science based on studying simple computer programs and their behavior. The author discovered that even very simple programs can exhibit complex behavior, unlike what traditional intuition suggests. This finding opens up new domains for exploration in theoretical science and provides resolutions to longstanding mysteries like how nature produces complexity. The author argues this new framework based on computational thinking can address fundamental issues across many fields that existing approaches have failed to tackle.
1) The document discusses Rene Descartes' philosophical ideas from the 17th century and how they influenced the development of science and philosophy. Descartes proposed separating mind and matter, establishing a division between res cogitans (thinking thing) and res extensa (extended thing).
2) While this division was extremely successful for classical physics, it oversimplified the relationship between God, world, and humanity. It also forced animals and plants entirely into the realm of matter.
3) Quantum theory has changed the situation in modern physics, calling for a reexamination of Descartes' philosophical system and the mind-matter division on which much of modern thought was based.
Werner Heisenberg provides a detailed history of the development of quantum theory from Planck's discovery of quantization of energy to the establishment of quantum mechanics. Key developments include Planck's quantum hypothesis, Einstein's explanation of the photoelectric effect and specific heat using light quanta, Bohr's model of the hydrogen atom combining quantum conditions with classical orbits, de Broglie's proposal of matter waves corresponding to particles, and the formulations of matrix mechanics by Heisenberg and wave mechanics by Schrodinger, which together constituted the first consistent mathematical framework of quantum mechanics. However, the dual wave-particle nature of quantum objects remained paradoxical and not fully explained.
Human cells may contain clues about the origin of life because:
1) While human cells are complex, they still retain molecular remnants from early life under layers of complexity.
2) Bacteria appear to have lost RNA and other molecular remnants of early life through simplification over time.
3) We know more about human cell biochemistry than simple bacteria, so human cells may harbor more insights into early life origins.
The document discusses how human cells, as eukaryotes, may provide insights into the origins of life despite their complexity. It notes that bacteria appear to have simplified over time, losing molecular remnants of early RNA-based life. However, as we understand human cell biochemistry extensively
The document summarizes images from the Hubble Space Telescope that offer clues about the evolution of galaxies in the universe. The images show galaxies from different eras after the Big Bang. Earlier images show galaxies with less defined spiral arms and more irregular shapes, suggesting spirals took a long time to form while elliptical galaxies emerged earlier. Even in the earliest images, one galaxy has the light profile of an elliptical galaxy, implying ellipticals formed remarkably early in the universe.
Tutorial ini menjelaskan tentang fraktal dan program FractalSharp untuk menggambar dan menjelajahi berbagai jenis fraktal seperti himpunan Mandelbrot dan Julia. Program ini dapat diunduh secara gratis dan dapat menampilkan sifat-sifat unik fraktal seperti kemiripan diri serta bentuk-bentuk yang indah dan kompleks.
The document introduces the topic of how little is known about consciousness and its relationship to the brain, despite advances in neuroscience. It discusses how modern science assumes a limited view of perception based on the 5 senses, but physics and psychic phenomena suggest this view is incomplete. The author, Gopi Krishna, underwent a transformation through yogic practices that radically altered his perceptions. He concluded this was due to changes in his brain and nervous system opening a new channel of perception. The book lays out evidence that an evolutionary process may be developing higher faculties of perception in the brain, which could revolutionize understanding of consciousness if verified through dedicated scientific research.
The Standard Model describes the fundamental forces and particles in physics. It includes theories of strong and electroweak interactions, though not gravity. Fundamental particles called fermions make up matter, interacting through force carrier bosons. Quarks combine to form hadrons like protons and neutrons, while the top quark was recently discovered. Particle masses are measured in GeV/c2 and interactions occur through virtual boson exchange.
George Ellis gives a lecture on the science and religion dialogue. He discusses three key aspects - practical issues where the dialogue makes a real-world difference; theoretical issues regarding how we understand and make theories; and philosophical issues about our understanding of how things are. On non-essential issues like the origins of the universe and life, Ellis argues the dialogue can clarify each domain without conflict. However, on foundational issues like the nature of existence, potential conflicts remain regarding design, creation and fine-tuning of the universe.
This document provides an overview of the author's life experiences and perspectives on spirituality and consciousness. In 3 sentences:
The author describes living an adventurous life filled with unexpected events and experiences that shaped their humanitarian work and spiritual beliefs. They believe mystical experiences reflect an expanded consciousness rather than a direct encounter with God, and that future humans will have minds that roam the heavens in wonder while being less driven by earthly desires. The author expresses frustration that their ideas about the transformation of human consciousness were not more widely accepted despite being an important topic.
Galileo began writing a book called "On Motion" in 1589 where he began developing his ideas about motion, challenging Aristotelian views. Aristotelians believed motion required a force and speed was proportional to force and inversely proportional to resistance. Galileo performed early experiments dropping objects of different weights which found lighter objects sometimes fell faster, contradicting Aristotelian thinking. Over 20 years through further experiments and refining his ideas, Galileo arrived at his famous law of falling bodies - in a vacuum, all objects are uniformly accelerated downward regardless of weight.
The cyclic universe model proposes that the universe undergoes endless cycles of evolution in infinite space and time, with each cycle beginning with a big bang and ending in a big crunch. This challenges the conventional view that the big bang was the beginning of time. The model incorporates concepts from string theory, which suggests the big crunch and big bang transitions are caused by the collapse and expansion of extra dimensions rather than an actual singularity. Each cycle is consistent with observations like the cosmic microwave background and galaxy formation. The model may help explain open questions about what occurred before the big bang and the role of dark energy.
The document discusses our limited understanding of consciousness and the brain. It argues that mystical experiences provide insight into a wider dimension of consciousness beyond what is normally perceived. Our brains cast a spell that transforms the basic reality of the world into the complex reality we perceive, and mystical experiences break this spell to reveal a deeper truth about the nature of reality that has yet to be fully understood.
This document summarizes Joseph A. Bracken's essay on self-organizing systems and final causality. It discusses how 17th century thinkers like Galileo shifted away from teleological views of the natural world towards mechanistic views. It then discusses how Darwin's theory of evolution by natural selection was interpreted mechanistically. Some scientists like Polanyi and Sheldrake have challenged this view by proposing theories of "morphogenetic fields" and "formative causation" that reintroduce notions of teleology. Bracken seeks to provide a metaphysical framework from Whiteheadian philosophy to support these alternative conceptions.
This document discusses the relationship between science and the creation story in Genesis. It argues that Genesis and modern scientific theories like the Big Bang are not necessarily contradictory and that Genesis contains subtle structures and symbolism not apparent at first glance. While science and religion address different domains, the document notes similarities between the order of events in Genesis and scientific understanding, such as light appearing before stars and plants preceding land animals. It concludes that Genesis chapter 1 can be interpreted in a non-literal way and does not clearly contradict mainstream science.
Teks tersebut membahas perbedaan pandangan antara Kisah Lama dan Kisah Baru terkait ilmu pengetahuan. Kisah Lama memandang alam semesta terdiri dari materi, ruang, dan waktu serta menekankan materialisme. Sedangkan Kisah Baru hadir pada abad ke-20 dengan penemuan teori quantum dan relativitas, yang menganggap peneliti berperan aktif dan mengakui adanya kesadaran dan pikiran manusia sebagai realitas.
This document provides an outline on the origin and evolution of the Earth. It discusses the Earth's place in the solar system and how the Earth formed from a rotating cloud of dust after the formation of the solar system. It describes how the Earth grew and differentiated over time through bombardment, insulation, gravitational compression, and radioactive decay. The document outlines the current structure of the Earth, describing its chemical and mechanical layering into a crust, mantle, and core. It introduces the concept of plate tectonics, how the lithosphere is broken into plates that move at divergent, convergent, and transform plate boundaries.
Lucid Dreaming: Understanding the Risks and Benefits
The ability to control one's dreams or for the dreamer to be aware that he or she is dreaming. This process, called lucid dreaming, has some potential risks as well as many fascinating benefits. However, many people are hesitant to try it initially for fear of the potential dangers. This article aims to clarify these concerns by exploring both the risks and benefits of lucid dreaming.
The Benefits of Lucid Dreaming
Lucid dreaming allows a person to take control of their dream world, helping them overcome their fears and eliminate nightmares. This technique is particularly useful for mental health. By taking control of their dreams, individuals can face challenging scenarios in a controlled environment, which can help reduce anxiety and increase self-confidence.
Addressing Common Concerns
Physical Harm in Dreams Lucid dreaming is fundamentally safe. In a lucid dream, everything is a creation of your mind. Therefore, nothing in the dream can physically harm you. Despite the vividness and realness of the dream experience, it remains entirely within your mental landscape, posing no physical danger.
Mental Health Risks Concerns about developing PTSD or other mental illnesses from lucid dreaming are unfounded. As soon as you wake up, it's clear that the events experienced in the dream were not real. On the contrary, lucid dreaming is often seen as a therapeutic tool for conditions like PTSD, as it allows individuals to reframe and manage their thoughts.
Potential Risks of Lucid Dreaming
While generally safe, lucid dreaming does come with a few risks as well:
Mixing Dream Memories with Reality Long-term lucid dreamers might occasionally confuse dream memories with real ones, creating false memories. This issue is rare and preventable by maintaining a dream journal and avoiding lucid dreaming about real-life people or places too frequently.
Escapism Using lucid dreaming to escape reality can be problematic if it interferes with your daily life. While it is sometimes beneficial to escape and relieve the stress of reality, relying on lucid dreaming for happiness can hinder personal growth and productivity.
Feeling Tired After Lucid Dreaming Some people report feeling tired after lucid dreaming. This tiredness is not due to the dreams themselves but often results from not getting enough sleep or using techniques that disrupt sleep patterns. Taking breaks and ensuring adequate sleep can prevent this.
Mental Exhaustion Lucid dreaming can be mentally taxing if practiced excessively without breaks. It’s important to balance lucid dreaming with regular sleep to avoid mental fatigue.
Lucid dreaming is safe and beneficial if done with caution. It has many benefits, such as overcoming fear and improving mental health, and minimal risks. There are many resources and tutorials available for those interested in trying it.
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...Cometan
This lecture created by Brandon Taylorian (aka Cometan) specially for the CESNUR Conference held Bordeaux in June 2024 provides a brief introduction to the legacy of religious and philosophical thought that Astronism emerges from, namely the discourse on transcension started assuredly by the Cosmists in Russia in the mid-to-late nineteenth century and then carried on and developed by Mordecai Nessyahu in Cosmodeism in the twentieth century. Cometan also then provides some detail on his story in founding Astronism in the early twenty-first century from 2013 along with details on the central Astronist doctrine of transcension. Finally, the lecture concludes with some contributions made by space religions and space philosophy and their influences on various cultural facets in art, literature and film.
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptxCelso Napoleon
Lesson 12 - The Blessed Hope: The Mark of the Christian
SBS – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
The Book of Samuel is a book in the Hebrew Bible, found as two books in the Old Testament. The book is part of the Deuteronomistic history, a series of books that constitute a theological history of the Israelites and that aim to explain God's law for Israel under the guidance of the prophets.
Heartfulness Magazine - June 2024 (Volume 9, Issue 6)heartfulness
Dear readers,
This month we continue with more inspiring talks from the Global Spirituality Mahotsav that was held from March 14 to 17, 2024, at Kanha Shanti Vanam.
We hear from Daaji on lifestyle and yoga in honor of International Day of Yoga, June 21, 2024. We also hear from Professor Bhavani Rao, Dean at Amrita Vishwa Vidyapeetham University, on spirituality in action, the Venerable BhikkuSanghasena on how to be an ambassador for compassion, Dr. Tony Nader on the Maharishi Effect, Swami Mukundananda on the crossroads of modernization, Tejinder Kaur Basra on the purpose of work, the Venerable GesheDorjiDamdul on the psychology of peace, the Rt. Hon. Patricia Scotland, KC, Secretary-General of the Commonwealth, on how we are all related, and world-renowned violinist KumareshRajagopalan on the uplifting mysteries of music.
Dr. Prasad Veluthanar shares an Ayurvedic perspective on treating autism, Dr. IchakAdizes helps us navigate disagreements at work, Sravan Banda celebrates World Environment Day by sharing some tips on land restoration, and Sara Bubber tells our children another inspiring story and challenges them with some fun facts and riddles.
Happy reading,
The editors
Chandra Dev: Unveiling the Mystery of the Moon GodExotic India
Shining brightly in the sky, some days more than others, the Moon in popular culture is a symbol of love, romance, and beauty. The ancient Hindu texts, however, mention the Moon as an intriguing and powerful being, worshiped by sages as Chandra.
Trusting God's Providence | Verse: Romans 8: 28-31JL de Belen
Trusting God's Providence.
Providence - God’s active preservation and care over His creation. God is both the Creator and the Sustainer of all things Heb. 1:2-3; Col. 1:17
-God keep His promises.
-God’s general providence is toward all creation
- All things were made through Him
God’s special providence is toward His children.
We may suffer now, but joy can and will come
God can see what we cannot see
2nd issue of Volume 15. A magazine in urdu language mainly based on spiritual treatment and learning. Many topics on ISLAM, SUFISM, SOCIAL PROBLEMS, SELF HELP, PSYCHOLOGY, HEALTH, SPIRITUAL TREATMENT, Ruqya etc.A very useful magazine for everyone.
Sanatan Vastu | Experience Great Living | Vastu ExpertSanatan Vastu
Santan Vastu Provides Vedic astrology courses & Vastu remedies, If you are searching Vastu for home, Vastu for kitchen, Vastu for house, Vastu for Office & Factory. Best Vastu in Bahadurgarh. Best Vastu in Delhi NCR
The Vulnerabilities of Individuals Born Under Swati Nakshatra.pdfAstroAnuradha
Individuals born under Swati Nakshatra often exhibit a strong sense of independence and adaptability, yet they may also face vulnerabilities such as indecisiveness and a tendency to be easily swayed by external influences. Their quest for balance and harmony can sometimes lead to inner conflict and a lack of assertiveness. To know more visit: astroanuradha.com
The Vulnerabilities of Individuals Born Under Swati Nakshatra.pdf
Intelligent design
1. authorbio evolution: science and belief en español
Natural History
magazine is
Intelligent Design? educator resources
a special report reprinted from
the voice of
Natural History magazine
The American
Museum of
Natural reporthighlights
History. Its Three proponents of Intelligent Design (ID) present their views of design in
April 2002 the natural world. Each view is immediately followed by a response from a
issue featured proponent of evolution (EVO). The report, printed in its entirety, opens
the special with an introduction by Natural History magazine and concludes with an
report overview of the ID movement.
"Intelligent
Design?" The authors who contributed to this Natural History report are:
which is • Richard Milner and Vittorio Maestro, ed. (introduction)
reprinted here • Michael J. Behe, Ph.D. (ID) and Kenneth R. Miller, Ph.D. (EVO)
by permission. • William A. Dembski, Ph.D. (ID) and Robert T. Pennock, Ph.D. (EVO)
• Jonathan Wells, Ph.D. (ID) and Eugenie C. Scott, Ph.D. (EVO)
more on • Barbara Forrest, Ph.D. (overview)
contributing
authors ActionBioscience.org has added "learn more links" to this report which consist of author-
recommended links to online information to help readers learn more about each author's views. An
"educator resources" section has also been created by ActionBioscience.org that includes additional
links and an original class lesson for high school students through college undergraduates to
accompany this report. Links can be accessed at the end of each author's comments or by scrolling
to the bottom area of this web page.
introduction Behe/Miller Dembski/Pennock Wells/Scott overview
learn more links educator resources
4. author bios learn more links educator resources back to top
Richard Milner and Vittorio Maestro are senior editors of Natural History magazine.
Natural History is published by The American Museum of Natural History. The museum was
created in 1869 in New York City, U.S.A. and the magazine was established in 1900.
http://www.naturalhistorymag.com
Michael J. Behe, who received his Ph.D. in biochemistry from the University of Pennsylvania
in 1978, is a professor of biological sciences at Pennsylvania's Lehigh University. His current
research involves the roles of design and natural selection in building protein structure. His
book Darwin's Black Box: The Biochemical Challenge to Evolution is available in paperback
(Touchstone Books, 1998).
http://www.lehigh.edu/~inbios/behe.html
Kenneth R. Miller is a professor of biology at Brown University. His research work on cell
membrane structure and function has been reported in such journals as Nature, Cell, and the
Journal of Cell Biology. Miller is co-author of several widely used high school and college
biology textbooks, and in 1999 he published Finding Darwin's God: A Scientist's Search for
Common Ground Between God and Evolution (Cliff Street Books).
http://bms.brown.edu/faculty/m/kmiller/
William A. Dembski, who holds Ph.D.'s in mathematics and philosophy, is an associate
research professor at Baylor University and a senior fellow with the Discovery Institute in
Seattle. His books include The Design Inference: Eliminating Chance Through Small
Probabilities (Cambridge University Press, 1998) and No Free Lunch: Why Specified
Complexity Cannot Be Purchased Without Intelligence (Rowman and Littlefield, 2001). http://
www.designinference.com/
Robert T. Pennock is an associate professor of science and technology studies and associate
professor of philosophy in Michigan State University's Lyman Briggs School and department of
philosophy. He is the author of Tower of Babel: The Evidence Against the New Creationism
(MIT Press, 1999) and editor of Intelligent Design Creationism and Its Critics: Philosophical,
Theological, and Scientific Perspectives (MIT Press, 2001).
http://www.msu.edu/~pennock5/
Jonathan Wells received two Ph.D.'s, one in molecular and cell biology from the University of
California, Berkeley, and one in religious studies from Yale University. He has worked as a
postdoctoral research biologist at the University of California, Berkeley, and has taught
biology at California State University, Hayward. Wells is also the author of Icons of Evolution:
Science or Myth? Why Much of What We Teach About Evolution Is Wrong (Regnery Publishing,
2000).
http://www.arn.org/wells/jwhome.htm
Eugenie C. Scott holds a Ph.D. in physical anthropology. In 1987, after teaching physical
anthropology at the university level for fifteen years, she became executive director of the
National Center for Science Education. She is currently also the president of the American
Association of Physical Anthropologists.
http://en.wikipedia.org/wiki/Eugenie_Scott
Barbara Forrest is an associate professor of philosophy at Southeastern Louisiana
University. She received her Ph.D. from Tulane University. Her recent scholarly publications
include "The Possibility of Meaning in Human Evolution," Zygon: Journal of Religion and
5. educatorresources author bios learn more back to top
ActionBioscience.org original lesson
This lesson has been written by a science educator to specifically accompany the above
report. It includes report content and extension questions, as well as activity handouts for
different grade levels.
Lesson Title: Our Universe: Designed or Evolved?
Levels: high school - undergraduate
Summary: This lesson investigates and compares two views –- Intelligent Design and
Evolution. Student teams analyze and discuss viewpoints as paired in the online report, e.g.,
Behe and Miller. They can also evaluate web sites, create their own web page, speculate on
complex biological systems… and more!
Download/view lesson, click icon:
(To open the lesson's PDF file, you need Adobe Acrobat Reader free software.)
Useful links/resources for educators
» National Association of Biology Teachers (NABT)
NABT's current "Position Statement On Teaching Evolution" is presented.
http://www.nabt.org/sub/position_statements/evolution.asp
» Evolution
This PBS site provides supplemental material to each of the seven episodes of the Evolution
television series (9/01). Also available are video, web activities, lab activities, and teaching
resources related to evolution.
http://www.pbs.org/wgbh/evolution
» Triumph of Life
This PBS site is based on the six-part miniseries Triumph of Life (1/01) presented as part of
the Nature series. The series describes the history of life on Earth and the best scientifically
understood mechanisms for its current diversity. An evolutionary timeline and other web-
based instructional resources are provided. A teacher’s guide in PDF format is available for
download.
http://www.pbs.org/wnet/nature/triumphoflife
» Contact, the movie
If you have the DVD version of the movie Contact available, then you may wish to view the
specific scenes (Scenes #11 "A signal" to #13 "Message in German") described by Dr.
Dembski before discussing his views with your class.
» Understanding Evolution
Contains an extensive section especially for teachers, giving advice on teaching evolution,
lesson plans, ways to avoid confusing students, and answering common student questions.
From the University of California Museum of Paleontology and the National Center for Science
Education.
http://evolution.berkeley.edu
Useful links for student research
Note: In addition, each author in the "Intelligent Design?" article has suggested links. They
are found in the "learn more" section above.
» Botanical Society of America's Statement on Evolution
A clear explanation of evolution as a scientific theory is given. This is contrasted with the ideas
of Intelligent Design/Creationism.
http://www.botany.org/newsite/announcements/evolution.php