Notice bibliographique
Résumé
Author's Introduction Whereas Creationism is usually taught in the context of religion and the history/philosophy of science, this guide has been written in the conviction that creationism is not ultimately about science at all, but is rather about the status of the Bible in the modern world. Creationism as a modern ideology exists in order to defend the authority of the Bible as a repository of trans‐historical truth from the challenges of any and all historical sciences. It belongs to and is inseparable from Protestant Fundamentalists’ desire to resubject the modern world to the authority of the inerrant Bible. Intelligent Design Creationism, to the extent that it distinguishes itself from reactionary biblicism, is a program advocating a supernaturalist, providentialist understanding of the world. This guide outlines an approach to teaching about creationism that situates it in relation to the development, from the early modern period onwards, of the historical, critical study of the Bible and the liberal theology that followed from that study, as well as from the more familiar perspectives of the history and philosophy of science. Annotated Reading List Forrest, Barbara and Paul Gross. Creationism's Trojan Horse: The Wedge of Intelligent Design . Oxford: Oxford University Press, 2007. A thoughtful critique of Intelligent Design Creationism and a well‐documented expose of the wider cultural program of its proponents. Kitcher, Philip. Living with Darwin: Evolution, Design and the Future of Faith . Oxford: Oxford University Press, 2007. A philosopher of science argues that Intelligent Design Creationism is ‘dead science’ rather than non‐science, and then reflects on the religious costs of accepting Darwinism. Larson, Edward. Summer for the Gods: The Scopes Trial and America's Continuing Debate over Science and Religion . Cambridge, MA: Harvard University Press, 1997. The best of the voluminous literature on the Scopes Trial. McCalla, Arthur. The Creationist Debate: The Encounter between the Bible and the Historical Mind . London & New York: Continuum, 2006. A wide‐ranging intellectual history study arguing that the debate between creationists and evolutionists is not only about the content of evolutionary and other historical sciences, but also about historical‐mindedness in relation to the status of the Bible in the modern world. Numbers, Ronald. The Creationists: From Scientific Creationism to Intelligent Design . Cambridge, MA: Harvard University Press, 2nd ed. 2006. This new edition of Numbers’ standard work has been expanded to include discussion of Intelligent Design. Pennock, Robert (ed.). Intelligent Design Creationism and Its Critics: Philosophical, Theological, and Scientific Perspectives . Cambridge, MA: The MIT Press, 2001. A valuable compendium of key articles by leading proponents of Intelligent Design Creationism and their critics. Rossi, Paolo. The Dark Abyss of Time: The History of the Earth and the History of Nations from Hooke to Vico , Lydia Cochrane (trans.). Chicago: The University of Chicago Press, 1984. An intellectual history study of how what came to be called geology and anthropology challenged biblical chronology in the early modern period. Ruse, Michael. Darwin and Design: Does Evolution Have a Purpose? Cambridge, MA: Harvard University Press, 2003. An accessibly written account of the history and present‐day status of the design argument. Online Materials 1. http://www.ncseweb.org This site of the National Center for Science Education, an organization that defends the teaching of evolution in public schools, monitors anti‐evolution activity in the USA and around the world, provides scientific criticism and historical analysis of creationist claims, and reviews recent publications and videos. 2. http://www.pamd.uscourts.gov/kitzmiller/kitzmiller_342.pdf This is Judge John E. Jones’ 138‐page Memorandum Opinion in Kitzmiller v Dover (2005), the Pennsylvania test case on the constitutionality of teaching Intelligent Design Creationism in public schools. 3. http://www.talkorigins.org A Usenet newsgroup on the creation/evolution controversy and related topics. The site includes an archive of mainstream scientific responses to frequently asked questions in the group and refutations of creationist claims. 4. http://www.icr.org and http://www.answersingenesis.org These are two influential young‐earth creationist websites, maintained by the Institute for Creation Research and Answers in Genesis, respectively. 5. http://www.discovery.org/csc This is the home site of the Discovery Institute, whose Center for Science and Culture spearheads the movement for Intelligent Design. Sample Syllabus This sample syllabus includes readings appropriate to both general‐level courses (indicated by A ) and advanced or seminar courses ( B ). 1. The Earth Acquires A History A Paolo Rossi, The Dark Abyss of Time: The History of the Earth
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».