Theory of evolution is not fact but is a scientific theory based on numerous pieces of concrete evidence. The only way to disprove this theory is to show evidence against it. The creationist view cannot be accepted in the light of new knowledge in molecular biology and other fields. (PS)

Suggests that the survival of the species known as man depends on a radical revolution in his fundamental character, a revolution in his concept of himself and of his place in life. (Author)

Describes a computer-generated natural selection game which deals with various factors influencing survival and speciation processes. Variation of population size, growth rate, brood size, and selection pressure are permitted by the program, which is written in ASA Basic FORTRAN IV. (PR)

Employing the device of a fantasy, a landscape architect demonstrates that the world is an interdependent, interacting biosphere. (Author)

Speculates why animals have not developed wheels in place of inefficient legs. One study cited suggests three reasons why animals are better off without wheels: wheels are efficient only on hard surfaces, limitation of wheeled motion due to vertical obstructions, and the problem of turning in spaces cluttered with obstacles. (JN)

Questions on evolutionary theory and the philosophy of biology were given to zoology students at three levels: third-year undergraduates; fourth year, honours; and graduates. Responses were assessed independently by a zoologist, an educator, and a philosopher. No students had failed conventional courses, but each author failed nearly half the…

Presents a teaching model that approaches sociology from an evolutionary perspective, maintaining that human societies are part of the natural world and their evolutionary dynamics are similar to other biological systems. Outlines the advantages of and student responses to the course design and approach. (DMM)

The article explores the debate of teaching creation in the public schools, what each group claims, the issues they overlook or neglect, why, and how educators can deal with the resulting confrontation and debate. Using evidence from the literature of each approach, the article suggests flaws in the logic of all three. (NQA)

The history of the argument between evolutionists and theologians is traced in an attempt not only to clarify the differences between the two groups but also to illustrate differences among members within the religious camp. Responses to evolution by liberal and moderate clergy are noted along with Fundamentalist views. (PP)

Creationists claim that human footprints coexist with those of dinosaurs in Cretaceous limestone exposed in the Paluxy riverbed near Glen Rose, Texas. Analysis of photos shows that the features in question are not human footprints and that creationist documentation/analysis of the prints is riddled with omissions, misrepresentations,…

Examines sociopolitical conditions that allowed pro-creationist and anti-evolutionist movements to thrive in Georgia and other southern States. Describes efforts by leading citizens to influence legislation toward propagation of the creationist philosophy, especially in education. Stresses the need for scientists and educators to oppose…

Proposes a way to reconcile evolution with creationism by hypothesizing that the universe was created when the scientific evidence shows, speculating that this was when God began the series of creations described in Genesis, and assuming that God gave humans intelligence to uncover the methods by which he ordained scientific evolution. (Author/MJL)

Highlights major activities, conferences, conference and published papers, monographs, and research studies in paleobotany during 1982. Indicates that paleobotanists made more frequent use of the perspectives and ideas of disciplines as developmental biology and sedimentology in their research endeavors. (Author/JN)

Summarizes the views of Ernst Mayr on the controversy over evolution which exists between physical scientists and biologists. Discusses the uniqueness of individuals, work by population geneticists and mathematical geneticists, complexity in nature, rates of change, modes of change, and the need to ask "why". (DC)