"Where Humans Came From" is a set of materials designed for use by students (aged 15-16) to assist them in investigating the problem posed in the title. The student book briefly outlines the essential features of four explanations of human origin: special creation (Judeo-Christian, Greek, Australian Aboriginal, American Indian accounts);…

Theories of animal and human society based on sex and reproduction have been powerful in legitimating beliefs in the natural necessity of aggression, competition, and hierarchy. Feminists attempting to answer this bias are caught in a political-scientific struggle to formulate and articulate adequate biosocial theories. (Author/KR)

Theories of biological determinism in relation to sex role differences are examined for their scientific merit and for their possible political impact. The study of the biological basis of behavior by evolutionary principles is highlighted as a typical scientifically flawed theory, and propaganda in defense of the status quo. (Author/KR)

Describes an interdisciplinary undergraduate level course which includes aspects of astronomy, biology, biochemistry, geology and physics. A description of the Keller style Personalized System of Instruction is included. (CP)

It is suggested that the work of Kammerer provides suitable material, in the form of case studies on which to base discussions of Lamarckism versus Darwinism. A set of structured problems is described as an example of possible problem-solving exercises, and further experiments to extend Kammerer's work are outlined. (Author/MA)

Describes an interactive computer program which can be used by students to construct adaptive landscapes of two types as an illustration of the expected effects of selection. Simulates effects of selection on populations of this type and changes of gene frequency can be plotted on the same contour map. (Author/MA)

Argues that the important issue is not whether students are exposed to wrong ideas, but rather whether each has been taught how, and given the freedom to test new ideas, evaluate them, and respond appropriately. The question of teaching evolution, creation, or both is then trivial by comparison. (Author/MA)

Early land plants and their ancestry remained an important, controversial issue in paleobotany this past year. Current research and theories on the subject are reviewed. (MA)

Presented are ideas for the teaching of natural selection using materials related to living creatures instead of artificial models such as toothpicks. Some investigations using simple flowtanks to investigate the stability of Gryphaea shells and a simulated non-visual search for Cepaea are suggested. (Author/AJ)

Politics and science have become too much entangled in the controversy over creationism and the teaching of evolution in the public schools. Political opinion is irrelevant when the scientific principles underlying a particular issue are being discussed. (MSE)

Cites the public image problem of field biologists and systematists. Discusses systematics and natural history including species variation, ecology, management of organisms and appreciation of nature. Describes widespread fallacies which downplay the importance of field biology and suggests ways to improve its image. (CW)

Discusses the "religious right" and censorship in the Texas textbook controversy; in Hawkins County, Tennessee; and in an Alabama state law dealing with voluntary school prayer. Concludes that unless groups monitor and oppose far right attempts to ban books and curricula, censorship will likely increase. (GEA)

Proposes a science-oriented general education core, stressing the importance of serious scientific study in understanding contemporary human existence. Describes the four courses comprising the core, which use the evolutionary process as the unifying concept for the study of physics, astronomy, geology, chemistry, biology, anthropology,…

Reviews the history of science and religion in the United States, examining: (1) science and religion in the colonies; (2) science and scripture in the early republic; (3) the Darwinian debates; and (4) science and religion in modern America. (JN)

Provides rules for a game which simulates selection pressures on a hominid group. Objectives include an appreciation of how selectivity works, an understanding of how abiotic factors are able to influence a population, and how interactions within the population can influence the group. (JM)