This is the online edition of In the Beginning: Compelling Evidence for Creation and the Flood
(7th Edition) by Dr. Walt Brown. The online version of the book is designed to be read online.
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The Origins Research Project
Introduction. The Origins Research Project may be one of the most interesting and exciting projects students ever experience. It will demonstrate how scientific inquiry works while building upon one of the most basic and natural questions a person ever asks: “How did everything begin?” Each student is (1) to decide which theory of origins best fits the scientific evidence, and (2) to write a paper explaining why. Religious beliefs, while possibly important to the student’s overall conclusion, are not to be a part of this paper. There is no right or wrong answer. Instead, the student’s work should be evaluated on its breadth of research, critical thinking, sound logic, and detailed comparisons of the data with the various theories.
The following description of the Origins Research Project is written in a generalized form, so it can be used at the high school or college level in either secular or religious schools. Teachers can tailor this project to the time available, the student’s needs, and the teacher’s objectives.
Purpose. This project will (1) help each student develop analytical skills in science, (2) integrate many seemingly diverse topics and fields of science into a meaningful, maturing, and exciting investigation, and (3) permit academic study in an important area of science without infringing on diverse religious views that are the prerogative of the individual and the home. Because strongly held views will be presented on both sides of this question of origins, the student will develop, probably for the first time, strong, reasoned, and confident disagreement with some scientific authorities and textbook authors. This experience, which even most scientists and engineers do not have until they are well into their first major research effort, is one of the most maturing that an education can provide. Unfortunately, the typical classroom experience, especially in the sciences, involves learning or absorbing information, not evaluating the evidence and deciding which of several scientific explanations is most plausible.
The Project. Each student is to write a paper stating which theory of origins he or she feels is best supported by the scientific evidence and why. The first sentence of the paper will be, “I believe that the scientific evidence best supports ______________________.” The blank space, for example, might contain one of the following:
(Possible definitions of “evolution” and “creation” are on page 396.) Any student who feels the evidence supports a theory other than evolution or creation should define that theory. Students should understand that their conclusions, based upon an examination of only some scientific evidence, may differ from their religious views (theism, atheism, or their many variants).
The scope of this project is not to resolve such differences but to learn to examine scientific evidence. Limitations and uncertainties in science, especially when dealing with ancient, unrepeatable events having no observers, will become apparent before the project is completed.
The Role of the Teacher. The teacher’s role is (1) to develop each student’s analytical skills in science, (2) to prevent religious aspects from entering any classroom discussions, (3) to prevent censorship of any scientific evidence, (4) to facilitate discussion, and (5) to challenge and stimulate the student’s thinking. Teachers should frequently ask thought-provoking questions such as:
The teacher’s role is not to compel belief in any theory of origins; nor is it to teach the material. The subject matter is so broad that it would be unreasonable to expect teachers to master it quickly enough to teach it. Furthermore, most teachers probably have presuppositions that could easily bias the student’s decision-making process. Students will frequently ask, sometimes subtly, what the teacher believes. A suggested response is:
Don’t be concerned with what I believe. What matters in this class is how thoroughly you examine the scientific evidence on both sides of this issue. I am not interested in your specific conclusion; I am interested in only the thoroughness and logic you use to reach your conclusion. You are on your own.
Teacher Options.
1. Decide the length of the written paper. This decision should be based upon the student’s academic level, the scientific fields the student should explore, and the teacher’s objectives. For a high school physics, biology, or general science course, 1,000 words might be a minimum. For a college student majoring in science education or geology, 40 typewritten pages might not be sufficient.
2. Determine the beginning and ending dates for the Origins Research Project. The project should be long enough to allow the student to reflect on the subject, to do the depth of reading and library research the teacher desires, and to write the paper. It is suggested that the Origins Research Project span 1–4 months and be finished in time to allow one week for grading. This project can be completed using a minimum of three classroom periods.
3. Specify the writing and grading standards. The required quality of the written paper and its adherence to the school’s style manual should be established. Schools that have a well-integrated curriculum may want English teachers to grade the papers from a writing standpoint and science teachers to grade the papers from a scientific standpoint. If, among the teachers available for grading, at least one is an evolutionist and one is a creationist, students could have their papers graded by a teacher who holds their basic view of origins (creation or evolution or both).
4. Establish the weight that will be assigned to this graded project. It should be commensurate with the research effort the teacher desires and the student motivation that will be needed, possibly one-third to one-sixth of the course grade. Some students have been allowed to complete the Origins Research Project in lieu of taking the final exam.