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Science, Evolution, and Creationism (2008) / Chapter Skim
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Pages 49-54

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 49...
... To be accepted, scientific knowledge has to withstand the scrutiny of testing, retesting, and experimentation. Evolution is accepted within the scientific community because the concept has withstood extensive testing by many thousands of scientists for more than a century.
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From page 50...
... How can random biological changes lead to more adapted organisms? Contrary to a widespread public impression, biological evolution is not random, even though the biological changes that provide the raw material for evolution are not directed toward predetermined, specific goals.
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From page 51...
... This is an important question because evolution of the wide variety of organisms currently existing on Earth required a very long period of time. Several independent dating techniques indicate that the Earth is billions of years old.
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From page 52...
... Students need to learn how to reexamine their ideas in light of observations and accepted scientific concepts. Scientific knowledge itself is the result of the critical thinking applied by generations of scientists to questions about the natural world.
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From page 53...
... Scientists and science educators have concluded that evolution should be taught in science classes because it is the only tested, comprehensive scientific explanation for the nature of the biological world today that is supported by overwhelming evidence and widely accepted by the scientific community. The ideas supported by creationists, in contrast, are not supported by evidence and are not accepted by the scientific community.
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From page 54...
... Both science and religion are weakened by claims that something not yet explained scientifically must be attributed to a supernatural deity. Theologians have pointed out that as scientific knowledge about phenomena that had been previously attributed to supernatural causes increases, a "god of the gaps" approach can undermine faith.
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Key Terms

  • critical thinking
  • religious beliefs
  • natural world
  • science curriculum
  • creationist ideas

  • supporting evidence
  • evidence gathered
  • introduce creationist
  • biological evolution
  • biological changes

  • overwhelming evidence
  • religious view
  • ruled unconstitutional
  • plate tectonics
  • religious convictions

  • evolution occurred
  • empirical evidence
  • broader agenda
  • earth sciences
  • science educators

  • classes disguise
  • science continues
  • interacademy panel
  • extensive testing
  • direct intervention

  • deeper understanding
  • previously attributed
  • providing scientists
  • continental drift
  • provide ages


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