Abstract

This study gathered material presenting flood traditions in agreement with data concerning models of origins, selected material for supplementing classroom mate­rials, and determined public opinion as how the subject of origins should be taught in public schools. Surveys recommend a two-model (evolution/creation) approach be taught within scientific limitations in public schools. Materials are available to promote this approach legally, fairly, and scientifically. Because of the evolu­tion model's inadequacies, a reinterpretation of equivalent data allowing for catastrophic universal flood concepts is needed. Part of this reinterpretation may be supplied by the canopy model, as well as the many worldwide flood traditions. In conclusion, evidences from science and tradition demonstrate to be equally applicable to both the creation and evolution models of origins. It is recommended from viewpoints of practical science and valuable educational practice, that all public schools utilize a two-model approach to origins whenever necessary.

Advisor

Richard H. Annis

First Committee Member

Edgar Twedt

Second Committee Member

Dale L. Mordue

Date of Degree

1980

Language

english

Document Type

Thesis

Degree

Master of Arts in Teaching (MAT)

Department

Educational Studies: K-12 and Secondary Programs

College

Education

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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