This edition of Science and Creationism summarizes key aspects of several of the most important lines of evidence supporting evolution. It describes some of the positions taken by advocates of creation science and presents an analysis of these claims. This document lays out for a broader audience the case against presenting religious concepts in…

In this paper the author attempted to give what can be called the traditional definition of rationalism, and to show that rationalism as so described can no longer be seriously maintained. (Author/RK)

Contends that theology and science deal with different kinds of concerns. Conflict between these two branches of knowledge arises when these concerns are confused with each other and a new unpopular hypothesis begins to question hitherto unquestioned explanations. (PS)

Criticism of programs that were conducted by eight Kansas and Missouri schools. Indicates the activities that appear successful and those that were less successful. (DF)

Presents a brief review of modern techniques developed for genetic manipulation. Special attention is given to implications of future applications of these techniques for human beings. (PS)

The scheme of evolution proposed by de Chardin encompasses the views of both creationists and evolutionists. Evolution is explained as act of God and the basic form of development of life from primordal matter. (PS)

Part I of a two-part article that examines the doctrine of special creation embodied in the Creation Research Society's high school biology textbook, Biology: A Search for Order in Complexity" from an historical perspective. This part examines the arguments from design and catastrophism. (AL)

Discusses the interaction of biological knowledge and human values, emphasizing problems raised by man's ability to control human evolution. Analyzes moral and religious concerns about eugenic artificial insemination or nuclear transplantation, including implications for the structure of the family and the basis of parenthood. (EB)

Summarizes the theory that as human cultures evolve, they will, unless destroyed by some prior event, ultimately destroy themselves by exhausting their essential resources, by damaging their ecology until it will not sustain them, or both." (Author/AL)

Outlines the creation-science perspective and reasons the author considers it superior to the evolutionist point of view. Argues for a balanced approach in school curricula. (Author/WD)