Examines the role of sociobiology in explaining human behavior. Recommends that sociobiologists consider both biogenetics (DNA and information coded in the genes) and noogenetics (process by which learned structures are transmitted from one generation to the next). (Author/DB)

Sociobiology, although in its formative stage, is the most promising paradigm for bridging the gap between biology and the social sciences. (Author/AM)

Attempts "to look through the microscope" to try to understand how consciousness--or mind--comes into existence. And with mind, how language, the notion of truth, logic, mathematics and the sciences have come into the world. (Author/RK)

In the past year micropaleontology has added new understandings of early protistan history as well as contributed to the deciphering of the history of the world's oceans. Studies of formaminifer a have been especially important. (MA)

Reports the evolutionary history of the nautilus and related molluscs. (BB)

The function of the science teacher is to teach science and not to intrude on religion especially when concerned with the creation-evolution issue. The teacher can stress that science and religion are parallel but different approaches to understanding the world. The student decides from there. (Author/MA)

The author examines the evolutionary and neural roots of a triune intelligence comprised of a primal mind, an emotional mind, and a rational mind. A simple brain model and some definitions of unfamiliar behavioral terms are included. (Author/MA)

Presents an evolutionary scheme for the physical, chemical, and biological origins of life. The molecular factor is the field of analysis. The need for a reconciliation of science and philosophy is indicated. Extensive references are given. (MA)

This article proposes that language contact can be best understood if the entire range of such situations from second language learning to evolution of dialects and creoles is studied within a framework analogical to the symbiosis of living organisms. Language contact is viewed in terms of dynamic evolutionary stages. (CHK)

Discusses the work of evolutionary biologists in determining how sexual reproduction arose. Topics explored include the nature of sex, bacterial sex, meiotic sex, and asexual reproduction. A diagram (which can be used as a duplicating master) illustrating types of bacterial sex is included. (DH)

Considers the different analogies used by James Rettie, Teilhard de Chardin, Robert Ardrey, Jacob Bronowski, Richard Leakey, Steven Weinberg, Heinz Pagels, and Carl Sagan to make concepts related to time and natural history accessible to the layperson. Suggests that these analogies be used at the undergraduate level in both humanities and science…

Reviews the history of the establishment of the concept of race. Traces the origins to the work of 17th- and 18th-century writers. Concludes that the notion of race became popular because it was associated with national identity and emerging ideas regarding evolution. (JDH)

Discusses four fundamental issues of the "creation-science" and evolution debate: the prevalence of creation myths, an assumed scientific world view, public schools as moral supremacy battlegrounds, and the general population's scientific and religious illiteracy. Calls for free inquiry into the nature of the world's religious traditions and…

Discovery that mutations accumulate at steady rates over time in the genes of all lineages of plants and animals has led to new insights into evolution at the molecular and organismal levels. Discusses molecular evolution, examining deoxyribonuclei acid (DNA) sequences, morphological distances, and codon rate of change. (DH)

Suggests ways for Catholic educators to teach about evolution; e.g., present evolution as widely accepted; note wide belief in God's creation of the world; do not present science and faith as mutually exclusive; present evolution as theory; and present both the evidence supporting and the problems accompanying evolutionary theory. (DMM)