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
Committee Member
Edgar Twedt
Committee Member
Dale L. Mordue
Date of Degree
1980
Language
english
Document Type
Thesis
Degree
Master of Arts in Teaching (MAT)
College
Education
Recommended Citation
Gardner, R. P. (1980). Evidence from Science and Tradition Supporting a Two-Model (Evolution/Creation) Approach to Teaching the Origin of Life [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/725/
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