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The development of science has been an ideological struggle that lasted over three millennia. At and after the times of the Babylonian Empire, however, the pace of scientific evolution was painfully slow. This situation changed after Copernicus kick-started the Scientific Revolution with his heliocentric theory. Newton’s law of universal gravitation transformed natural philosophy, previously focused on mythology and abstract philosophical thinking, into an orderly and rational physical science. Einstein’s redefinition of space and time revealed a new and central principle of the Universe, paving the way for the huge amounts of energy held deep inside physical matter to be released. To this day, many of the our known physical theories represent an accumulation of changing knowledge over the long course of scientific history. But what kind of changes did the scientists see? What questions did they address? What methods did they use? What difficulties did they encounter? And what kind of persecution might they have faced on the road to discovering these beautiful, sometimes almost mystical, ideas? This book’s purpose is to investigate these questions. It leads the reader through the stories behind major scientific advancements and their theories, as well as explaining associated examples and hypotheses. Over the course of the journey, readers will come to understand the way scientists explore nature and how scientific theories are applied to natural phenomena and every-day technology.
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 science classes. The document covers the origin of the universe, Earth, and life; evidence supporting biological evolution; and human evolution. (Contains 31 references.) (CCM)
Describes the process by which the author uses knowledge of fossil discoveries and comparative ape and human anatomy to create forensically accurate representations of human beings' ancient ancestors.
Evidence for a purely Darwinian account of human origins is supposed to be overwhelming. But is it? In this provocative book, three scientists challenge the claim that undirected natural selection is capable of building a human being, critically assess fossil and genetic evidence that human beings share a common ancestor with apes, and debunk recent claims that the human race could not have started from an original couple.
Where did the human species originate, why are tropical peoples much more diverse than those at polar latitudes, and why can only Japanese peoples digest seaweed? In Humankind, U. C. Davis professor Alexander Harcourt answers these questions and more, as he explains how the expansion of the human species around the globe and our interaction with our environment explains much about why humans differ from one region of the world to another, not only biologically, but culturally. What effects have other species had on the distribution of humans around the world, and we, in turn, on their distribution? And how have human populations affected each other’s geography, even existence? For the first time in a single book, Alexander Harcourt brings these topics together to help us understand why we are, what we are, where we are. It turns out that when one looks at humanity's expansion around the world, and in the biological explanations for our geographic diversity, we humans are often just another primate, just another species. Humanity's distribution around the world and the type of organism we are today has been shaped by the same biogeographical forces that shape other species.
It is not okay to call something a miracle without even trying to understand it. This is human developmental biology (human embryology, in terms of cells and molecules) for everyone curious enough to see it through, from the perspective of the business of becoming human as individuals and as species; making new humans; how it happens (cells do it, ALL of it); and common variations of the process. It cannot be made quite simple and be kept quite true, but we will move as far toward simple as we can without losing touch with sound evidence. Variations from the normal version of the process, particularly malformations and twinning and chimerism, figure prominently in the story because there is no better way to learn about the usual than to study the unusual and see what differences in the endings these observable differences at the beginnings can make. In this book, when technical terminology is the only way, or the best way, to say what needs to be said, it is defined and explained making the words a worthwhile part of what is here to be learned. This book defines its own new field. We cannot claim to understand how anything human] works as human], with no effort at understanding the emergence of its form and functions. Old and new unanswered questions are waiting to be dug out from under old unquestioned answers about how becoming human unfolds. We will also address some popular and weighty, but deeply empty assertions about the circumstances and mechanisms of our beginnings and our ceaseless becoming. We will find fundamental questions from the humanities' unanswerable except from biology. Human developmental biology is a foundational discipline within the humanities.
What did the writer of Genesis mean by “the first day”? Is it a literal week or a series of time periods? If I believe that the earth is 4.5 billion years old, am I denying the authority of Scripture? In response to the continuing controversy over the interpretation of the creation narrative in Genesis, John Lennox proposes a succinct method of reading and interpreting the first chapters of Genesis without discounting either science or Scripture. With examples from history, a brief but thorough exploration of the major interpretations, and a look into the particular significance of the creation of human beings, Lennox suggests that Christians can heed modern scientific knowledge while staying faithful to the biblical narrative. He moves beyond a simple response to the controversy, insisting that Genesis teaches us far more about the God of Jesus Christ and about God’s intention for creation than it does about the age of the earth. With this book, Lennox offers a careful yet accessible introduction to a scientifically-savvy, theologically-astute, and Scripturally faithful interpretation of Genesis.
Dr Francis S. Collins, head of the Human Genome Project, is one of the world's leading scientists, working at the cutting edge of the study of DNA, the code of life. Yet he is also a man of unshakable faith in God. How does he reconcile the seemingly unreconcilable? In THE LANGUAGE OF GOD he explains his own journey from atheism to faith, and then takes the reader on a stunning tour of modern science to show that physics, chemistry and biology -- indeed, reason itself -- are not incompatible with belief. His book is essential reading for anyone who wonders about the deepest questions of all: why are we here? How did we get here? And what does life mean?
In this provocative book, evolutionist and evangelical Christian Denis O. Lamoureux proposes an approach to origins that moves beyond the "evolution-versus-creation" debate. Arguing for an intimate relationship between the Book of God's Words and the Book of God's Works, he presents evolutionary creation--a position that asserts that the Father, Son, and Holy Spirit created the universe and life through an ordained and sustained evolutionary process. This view of origins affirms intelligent design and the belief that beauty, complexity, and functionality in nature reflect the mind of God. Lamoureux also challenges the popular Christian assumption that the Holy Spirit revealed scientific and historical facts in the opening chapters of the Bible. He contends that Scripture features an ancient understanding of origins that functions as a vessel to deliver inerrant and infallible messages of faith. Lamoureux shares his personal story and his struggle in coming to terms with evolution and Christianity. Like many, he lost his boyhood faith at university in classes on evolutionary biology. After graduation, he experienced a born-again conversion and then embraced belief in a literal six-day creation. Graduate school training at the doctoral level in both theology and biology led him to the conclusion that God created the world through evolution. Lamoureux closes with the two most important issues in the origins controversy--the pastoral and pedagogical implications. How should churches approach this volatile topic? And what should Christians teach their children about origins?
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.