The relationship between the two concepts (evolution, religion) from an historical and social view is discussed. The concepts are seen to respond differently to the various needs of society, with considerable conflict between them in areas which involve the justification of religious beliefs. (Author/EB)

Man must assume responsibility for his own survival.'' Human societies, acting together, must use new technologies for constructive purposes, and avoid their use for the destruction of society, or for irreversible degradation of the environment.'' (Author/AL)

Reviews ideas and evidence bearing on the origin of life. Shows that evidence to support modifications of Oparin's theories of the origin of biological constituents from inorganic materials is accumulating, and that the necessary components are readily obtained from the simple gases found in the universe. (AL)

Argues that the theologic way of knowing represents a distinctly different and incommensurable process of developing knowledge from that of the natural sciences (and that) 'creation theory' is not an alternative scientific theory to the Neodarwinian theory of evolution" and has no place in a science curriculum, although it may be introduced as…

Cites examples of the contribution of basic research in evolutionary biology to the solution of problems facing society (1) by dispelling myths about human origins, the nature of the individual, and the nature of race (2) by providing basic data concerning the effects of overpopulation, the production of improved sources of food, resistance of…

The Director of Harvard's Center for Cognitive Studies traces evolutionary changes in the pattern of immaturity in primates and concludes that poor use of the valuable early learning period could inhibit human adaptation. (Editor)

Presents genetical and biochemical data to show that the conclusion presented by Dyer (EJ 036 108) is by no meas settled. Evidence to support the concept: evolution by selectively neutral polymorphisms is inconclusive. (AL)

Reviews evidence from molecular genetics and biochemistry, which supports the idea of some evolution, due to chance and selectively neutral mutations, occurring independently of natural selection. (AL)

The author pursues the question of the proper role of public schools in teaching evolution or creationism. He reviews pertinent court battles and legislation and examines the debate about whether evolution and creationism constitute scientific truth or theory. (SK)

Haroutunian defends points made in a paper (Educational Theory v30 n3) relating Jean Piaget's conception of knowledge to his biological view of equilibrium in response to criticism by William E. Doll, Jr. (Educational Theory, v31 n2). Haroutunian asserts that Piaget's theories permit evolutionary change only by chance mutation. (PP)

A review of the major legal cases concerning the curricular debate over evolution and creationism shows how the courts, in recent cases, have applied fundamental constitutional principles in a way that preserves both intellectual freedom and freedom of belief. (CM)