Topic
Creation science
About: Creation science is a research topic. Over the lifetime, 239 publications have been published within this topic receiving 3930 citations.
Papers published on a yearly basis
Papers
TL;DR: This paper explored aspects of multicultural science and pedagogy and described a rich and well-documented branch of indigenous science known to biologists and ecologists as traditional ecological knowledge (TEK).
Abstract: Indigenous science relates to both the science knowledge of long-resident, usually oral culture peoples, as well as the science knowledge of all peoples who as participants in culture are affected by the worldview and relativist interests of their home communities. This article explores aspects of multicultural science and pedagogy and describes a rich and well-documented branch of indigenous science known to biologists and ecologists as traditional ecological knowledge (TEK). Although TEK has been generally inaccessible, educators can now use a burgeoning science-based TEK literature that documents numerous examples of time-proven, ecologically relevant, and cost effective indigenous science. Disputes regarding the universality of the standard scientific account are of critical importance for science educators because the definition of science is a de facto “gatekeeping” device for determining what can be included in a school science curriculum and what cannot. When Western modern science (WMS) is defined as universal it does displace revelation-based knowledge (i.e., creation science); however, it also displaces pragmatic local indigenous knowledge that does not conform with formal aspects of the “standard account.” Thus, in most science classrooms around the globe, Western modern science has been taught at the expense of indigenous knowledge. However, because WMS has been implicated in many of the world's ecological disasters, and because the traditional wisdom component of TEK is particularly rich in time-tested approaches that foster sustainability and environmental integrity, it is possible that the universalist “gatekeeper” can be seen as increasingly problematic and even counter productive. This paper describes many examples from Canada and around the world of indigenous people's contributions to science, environmental understanding, and sustainability. The authors argue the view that Western or modern science is just one of many sciences that need to be addressed in the science classroom. We conclude by presenting instructional strategies that can help all science learners negotiate border crossings between Western modern science and indigenous science. © 2000 John Wiley & Sons, Inc. Sci Ed85:6–34, 2001.
555 citations
1 Jan 1998
TL;DR: The message from the Science and Engineering Indicators Study (National Science Board, 1996) discussed in the first chapter, and from an evaluation of the myths of science presented here is simple as discussed by the authors.
Abstract: The message from the Science and Engineering Indicators Study (National Science Board, 1996) discussed in the first chapter, and from an evaluation of the myths of science presented here is simple. We must rethink the goals for science instruction. Both students and those who teach science must focus on the nature of science itself rather than just its facts and principles. School science must give students an opportunity to experience science and its processes, free of the legends, misconceptions and idealizations inherent in the myths about the nature of the scientific enterprise. There must be increased opportunity for both beginning and experienced teachers to learn about and apply the real rules of the game of science accompanied by careful review of textbooks to remove the “creeping fox terriers” that have helped provide an inaccurate view of science and its nature. Only by clearing away the mist of half-truths and revealing science in its full light, with knowledge of both its strengths and limitations, will all learners appreciate the true pageant of science and be able to judge fairly its processes and products.
470 citations
Book•
1 Jan 1993
TL;DR: The Expanded Edition Introduction 1. Creationism in the Age of Darwin 2. George Frederick Wright: From Christian Darwinist to Fundamentalist 3. Creationists in the Fundamentalist Controversy 4. Scientific Creationists as mentioned in this paper 5. George McCready Price and the New Catastrophism 6. The Religion and Science Association 7. The Deluge Geology Society 8. The Creation Research Society 9. Evangelicals and Evolution in Great Britain 10. John C. Whitcomb, Jr., Henry M. Morris, and The Genesis Flood 11. Creation Science and Scientific Creationism
Abstract: Introduction to the Expanded Edition Introduction 1. Creationism in the Age of Darwin 2. George Frederick Wright: From Christian Darwinist to Fundamentalist 3. Creationism in the Fundamentalist Controversy 4. Scientific Creationists in the Age of Bryan 5. George McCready Price and the New Catastrophism 6. The Religion and Science Association 7. The Deluge Geology Society 8. Evangelicals and Evolution in Great Britain 9. Evangelicals and Evolution in North America 10. John C. Whitcomb, Jr., Henry M. Morris, and The Genesis Flood 11. The Creation Research Society 12. Creation Science and Scientific Creationism 13. Deception and Discrimination 14. Creation Research Institutes 15. Creationism in the Churches 16. The Appeal of Creationism at Home and Abroad 17. Intelligent Design 18. Creationism Goes Global Notes Acknowledgments Index
357 citations
1 May 2000
TL;DR: The persistence of creationist beliefs in a population attests to their cognitive affinity as well as their public availability (cf. as discussed by the authors ), and the persistence is not simply the result of fundamentalist politics and socialization, but rather the propensities of the human mind.
Abstract: Despite more than a century of scientific support, the theory of evolution has not been fully assimilated and embraced in contemporary society. Creationist beliefs continue to be endorsed by many adults (Numbers, 1992) and adherents of creation science now enjoy considerable success at the school district level in the United States, advocating that “intelligent design” theory and evolutionary theory be given equal time (Scott, 1994). Why are creationist beliefs so persistent? In this chapter I shall argue that this persistence is not simply the result of fundamentalist politics and socialization. Rather, these social forces themselves depend on certain propensities of the human mind. On this account, the persistence of creationist beliefs in a population attests to their cognitive affinity as well as their public availability (cf. Evans, 1994/1995; Shore, 1996; Sperber, 1996). This chapter offers a broad look at the nature and genesis of beliefs about the origins of species. Recent evidence on the development of children's thinking on this subject is presented in the larger context of an examination of the nature and distribution of creationist and evolutionary beliefs in contemporary society. The chapter begins with a look at the current ideological debate between proponents of evolution versus creation “science.” The case is made that their differences are better understood in terms of dissimilarity in ontological commitment rather than in the capacity to reason scientifically. The next section reviews what is known about the distribution of beliefs about origins among ordinary adults in the population at large.
97 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
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| 2021 | 5 |
| 2020 | 5 |
| 2019 | 1 |
| 2018 | 2 |
| 2017 | 3 |
| 2016 | 6 |