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Differences in epistemic practices among scientists, young earth creationists, intelligent design creationists, and the scientist-creationists of Darwin's era

In Roger S. Taylor & Michel Ferrari (eds.), Epistemology and Science Education: Understanding the Evolution Vs. Routledge. pp. 38--76 (2011)

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  1. The Implications of the Cognitive Sciences for the Relation Between Religion and Science Education: The Case of Evolutionary Theory.Stefaan Blancke, Johan De Smedt, Helen De Cruz, Maarten Boudry & Johan Braeckman - 2012 - Science & Education 21 (8):1167-1184.
  • Intelligent Design and the Nature of Science: Philosophical and Pedagogical Points.Ingo Brigandt - 2013 - In Kostas Kampourakis (ed.), The Philosophy of Biology: A Companion for Educators. Dordrecht: Springer. pp. 205-238.
    This chapter offers a critique of intelligent design arguments against evolution and a philosophical discussion of the nature of science, drawing several lessons for the teaching of evolution and for science education in general. I discuss why Behe’s irreducible complexity argument fails, and why his portrayal of organismal systems as machines is detrimental to biology education and any under-standing of how organismal evolution is possible. The idea that the evolution of complex organismal features is too unlikely to have occurred by (...)
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