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Whereas scholarly study of Creationism usually places it in the context of religion and the history or philosophy of science, The Creationist Debate, here revised and completely updated in its second edition, has been written in the conviction that creationism is ultimately about the status of the Bible in the modern world. Creationism as a modern ideology exists in order to defend the authority of the Bible as a repository of transhistorical truth from the challenges of any and all historical sciences. It belongs to and is inseparable from Protestant Fundamentalists' desire to resubject the modern world to the authority of the inerrant Bible. Intelligent Design creationism, to the extent that it distinguishes itself from reactionary biblicism, is a program advocating a supernaturalist, providentialist understanding of the world. Accordingly, The Creationist Debate situates Creationism and Intelligent Design in relation to the rise, from the early modern period onwards, of historical thinking in various scientific and scholarly disciplines (including theories of the earth, chronology, civil history, geology, biblical criticism, paleontology, evolutionary biology, and anthropology) in their complex relationship to the status of the Bible as an historical authority. It argues that the debate over Creationism is at bottom a debate over how to interpret the biblical text rather than over how to interpret the world.
This book places the present Creationist opposition to the theory of evolution in historical context by setting out the ways in which, from the seventeenth century onwards, investigations of the history of the earth and of humanity have challenged the biblical views of chronology and human destiny, and the Christian responses to these challenges. The author's interest is not primarily directed to questions such as the epistemological status of scientific versus religious knowledge or the possibility of a Darwinian ethics, but rather to the problems, and various responses to the problems, raised in a particular historical period in the West for the Bible by the massive extension of the duration of geological time and human history.
In this fully updated edition of The Education Debate, Stephen J. Ball guides us through a flood of government initiatives and policies concerning education over the past twenty years, showing how these policy interventions have changed the landscape and meaning of education, turned children into learners and parents into consumers, and played their part in the reformation of contemporary governance. Analyzing current policies and ideas around education from a sociological approach, he addresses issues of class, choice, globalization, race, and citizenship. The book will interest student teachers, other students of politics and social policy courses, and the general reader who wants to go beyond the simplistic analyses of newspapers.
A renowned apologist and Bible teacher delivers this helpful guide that clearly demonstrates why the two sides of the debate are mutually exclusive, and gives readers the information they need to form their own convictions and answer other people's questions.
Presents the scientific evidence for evolution and reasons why it should be taught in schools, provides various religious points of view, and offers insight to the evolution-creationism controversy.
Originally published in 1995, Creation-Evolution Debates is the second volume in the series, Creationism in Twentieth Century America, reissued in 2021. The volume comprises eight debates from the early 1920s and 1930s between prominent evolutionists and creationists of the time. The original sources detail debates that took place either orally or in print, as well as active debates between creationists over the true meaning of Genesis I. The essays in this volume feature prominent discussions between the likes of Edwin Grant Conklin, Henry Fairfield Osbourne and William Jennings Bryan, John Roach Francis and Charles Francis Potter, George McCready Price and Joseph McCabe and William Bell Riley versus Charles Smith, amongst many others. The collection will be of especial interest to natural historians, and theologians as well as academics of philosophy, and history.
In light of the embattled status of evolutionary theory, particularly as 'intelligent design' makes headway against Darwinism in the schools and in the courts, this account of the roots of creationism assumes new relevance. This edition offers an overview of the arguments and figures at the heart of the debate.
Gives a description of evolutionary theory and analyzes the arguments of the creationists.
A stunning revision of our founding document’s evolving history that forces us to confront anew the question that animated the founders so long ago: What is our Constitution? Americans widely believe that the United States Constitution was created when it was drafted in 1787 and ratified in 1788. But in a shrewd rereading of the Founding era, Jonathan Gienapp upends this long-held assumption, recovering the unknown story of American constitutional creation in the decade after its adoption—a story with explosive implications for current debates over constitutional originalism and interpretation. When the Constitution first appeared, it was shrouded in uncertainty. Not only was its meaning unclear, but so too was its essential nature. Was the American Constitution a written text, or something else? Was it a legal text? Was it finished or unfinished? What rules would guide its interpretation? Who would adjudicate competing readings? As political leaders put the Constitution to work, none of these questions had answers. Through vigorous debates they confronted the document’s uncertainty, and—over time—how these leaders imagined the Constitution radically changed. They had begun trying to fix, or resolve, an imperfect document, but they ended up fixing, or cementing, a very particular notion of the Constitution as a distinctively textual and historical artifact circumscribed in space and time. This means that some of the Constitution’s most definitive characteristics, ones which are often treated as innate, were only added later and were thus contingent and optional.