Argues that a literal, fundamentalist interpretation of the Biblical story of creation is inadequate and inconsistent. (FL)

Examines recent creationist legislative strategy against the background of their past antievolution efforts. Indicates that, while the language now used is no longer explicitly religious, the mainspring which continues to drive the creationists' efforts for equal time is their religious commitment to the inerrancy of Scripture as literally…

Uses anatomical studies to question the belief that australopithecines are on the main human evolutionary lineage. Includes numerous photographs and diagrams. (MA)

Briefly outlines some aspects of the discovery of fire control by primitive people, such as the preadaptation for speech, the evolution of the human brain, and natural selection for human nakedness or loss of hair. (CS)

Lists a number of books written by Charles Darwin, selected to indicate the depth and breadth of Darwin's biological interests. Each entry is described with a short annotation. Also provides a reading list of references about Darwin's life. (CS)

Presents excerpts from letters written in response to an article in the March issue of this journal on the conflict between evolution and creationism. (IRT)

Provides an introduction to the field of molecular evolution. Changes in genetic material and proteins help to time the stages of species evolution. (BB)

Written in response to an earlier article questioning certain aspects of evolution theory. Discusses ontogeny and phylogeny, the basis of evolution, chance or purpose in evolution, micro and macro-evolution, reversibility, and the evolution processes today. (MA)

Discusses a 650-word statement signed by 179 prominent scientists, educators, and religious leaders affirming evolution as a principle of science. The statement, issued by the American Humanist Association, is being sent to major school districts in the U.S. (MLH)

Reviews recent literature from science education publications and discusses their implications for chemistry education. (DKM)

Examines solutions to problems involved in the learning and teaching of biological inheritance and the evolution of living beings at the secondary school level. Shows that the program instilled knowledge close to what is adequate for this educational level. Proposes disciplinary criteria for selecting and sequencing the content to be taught and…

Suggests that educators and scientists should not eliminate evolution from the high school biology curriculum but should support the efforts of biology teachers who have a commitment to and understanding of both biology and education, and who strive to provide an education of scientific integrity and value for all students. (MM)

Sketches the teleological perspective dominating pedagogy and points out its weaknesses. Explains and applies the natural point of view, common in evolutionary theory, to pedagogy. Outlines and tests basic conceptual differentiations. Describes the often misunderstood concepts of chance, selection and adaptation. (CAJ)

Designates four challenges for a theory of evolutionary pedagogics which result from the theoretical progress made in biological science: (1) subjectively perceived autonomy; (2) teachability; (3) preparation for future life; and (4) the reality norm dilemma. Argues that these confrontations are the theoretical challenges for the further…

Explains the relationship between evolution, creationism, and racism and how evolution can be used to trigger racism. Describes anti-evolutionist movements throughout history. (YDS)