VIEWS
OF CREATION Questions and Views Age of the Universe Methods of Creation Two Books of God |
ORIGINS EVIDENCE Design of the Universe Age of the Universe Evaluation of Evolutions Design in Science |
ORIGINS EDUCATION Public School Education Christian Education (in church, school, home) Informal Education |
An overview for Evaluations of Evolutions is
in the homepage for Origins
Evidence.
Sections in this page are:
Entropy versus Evolution?
Astronomical Evolution
Geological Evolution
Chemical Evolution
Biological Evolution
This page will focus on
• scientific questions
about natural evolutions: astronomical, geological,
chemical, and biological.
Other aspects of evaluations are in other pages:
• theological questions, about reasons to think that
God did or did not design the universe to be
naturally self-assembling, are
in METHODS OF CREATION;
• philosophical questions about a big tent, methodological
naturalism, scientific methods (in what situations can design be detected?)
and more,
are in INTELLIGENT
DESIGN IN SCIENCE.
Usually,
however, there will be mutually interactive
influences between science, theology, and philosophy, even when the focus
is on one of these.
CLAIMS:
• Henry Morris declares (in 1973)
that because "evolution and entropy are opposing and
mutually exclusive concepts,... evolution must be impossible" and
(in 1976)
that "the most devastating and conclusive argument
against evolution [of any type, whether astronomical, chemical, or biological]
is the entropy principle,... also known as the Second Law of Thermodynamics,...
which describes a situation of universally deteriorating order." Henry
makes similar claims in 1985 and
his son (John Morris, 1992) carries on the legacy: "the
universal Second Law of Thermodynamics shows that things become more disordered
through
time, not more complex, as evolution insists."
• Christian Answers Network has a
new repetition of the same old argument, using everyday analogies
(faded clothing, aging bodies,...) even
though the Second Law is about the probabilities of energy distribution —
it is not about what we psychologically perceive as "disorder" —
so these oversimplistic analogies are not scientifically relevant.
• Jonathan Sarfati
makes claims that are more scientifically credible, in answers
to three questions — 1
& 2 are mainly about an origin of life by chemical evolution (not
a further development of life during biological evolution), and in
3 he (along with Answers
in Genesis) rejects a claim, made by Henry Morris, that The Second Law
of Thermodynamics began with The Fall.
RESPONSES:
• An
Introduction
to Entropy and Evolution explains "why things happen" in two evolutions
— astronomical (due to the simple operation of attractive forces) and biological
(by
mutation and natural selection, plus crossovers and drift,...) — and
why these
evolutions
do not
violate
thermodynamics because each step is allowed by the Second Law. by
Craig
Rusbult (31 k
+
7k)
• The
Second Law of Thermodynamics in the Context of the Christian Faith is a good
overview, combining sound
theology with solid science information (non-technical and technical) about
what entropy is and isn't, and how thermo is and isn't relevant for evolution. by
Allan Harvey (26 k)
I.O.U. — There will be more web-resource links about "thermo and evolution" soon, probably before mid-October 2010.
Appeals to entropy (by young-earth creationists) and information (as
in some arguments for intelligent design) differ in important
ways, and information
analysis is generally more scientifically credible when we're thinking about origins. Claims
that in some situations "information indicates design"
are worthy of scientific attention, so the arguments for and against these
claims will be examined below in the Chemical Evolution and Biological
Evolution.
• INFORMATION for readers is in a brief page about our Goal (a quick education for you), Quality (because we've made choices) and Variety (you'll see multiple positions, hence the disclaimer below), Exploring with Freedom (you can use sections and page-links in any order), Size (what does "20 k + 5k" mean?), and Links (that open in a new window)
A DISCLAIMER: In this page you'll find links to resource-pages expressing a wide range of views, which don't necessarily represent the views of the American Scientific Affiliation. Therefore, linking to a page does not imply an endorsement by the ASA. We encourage you to use your own critical thinking to evaluate everything you read. |
This website for Whole-Person Education has TWO KINDS OF LINKS:
an ITALICIZED LINK keeps you inside a page, moving you to
another part of it, and
a NON-ITALICIZED LINK opens another page. Both keep everything inside this window,
so your browser's BACK-button will always take you back to where you were.
This page, written by Craig Rusbult (editor of ASA Science
Ed Website),
is http://www.asa3.org/ASA/education/origins/evolution2.htm
and was revised
August 16, 2010.
all links were checked-and-fixed on July 3, 2006
other links-pages about Origins Questions are at the top
of this page,
or you can Search the Website