What are the best ways to spark productive conversations about science and faith? Certainly there are books, articles, blogs (like this one), and podcasts. But there are particular advantages to using film.

Congratulations to the 37 winners of the Evolution & Christian Faith (ECF) grants competition! ECF is a new BioLogos program designed to support projects and network-building among scholars, church leaders, and parachurch organizations.

Resilient learners and a robust faith can handle challenges. But the faith of the students my professor described was different— strong, but brittle; it did not have the resilience that comes through testing.

How can it be that two things we love and treasure—two things that are absolutely central to ourselves and the lives we’ve built—seem so often to be at odds with each other?

If they left their children in the public classroom, should they as concerned parents, as committed Christians, as agents of truth and light in this dark world, remain quiet or should they speak out?

Last week, Tennessee legislators approved a bill on science education (the Teacher Protection Academic Freedom Act) that has stoked controversy around the country.

In this series, Dennis Venema describes his personal journey that took him away from the Intelligent Design arguments toward the evolutionary creation worldview. Through careful and honest research, he discovered ID scientific reasoning to be analogy-based, in sharp contrast to evolutionary science, which was supported by concrete data. After accepting this view, God’s presence ever strengthened him as he explored the compatibility between the Bible and God’s creative mechanism.

Media-hungry atheist, creationist and religious fundamentalist provocateurs have dominated the science and religion narrative for the past decade. A recently published large-scale survey of college students, however, finds that the call to arms has fallen on deaf ears.

In this video, Pastor Daniel Harrell encourages the Christian community to embrace science as an element which can harmonize and strengthen, rather than attack and undermine their understanding of theology.

This series, written by Bethany Sollereder, seeks to address this question: “How could God create through a process that involves so much pain and death?” She first presents the two drastically opposite worldviews held by theologians and scientists. She also reflects theologically on how a world created through evolutionary means can be good, and concludes with some thoughts concerning the Fall, physical decay and spiritual death.

It happened again this week. I received an e-mail from a student at a major university who is in the midst of a profound personal crisis.

Part of BioLogos mission is to show how all things hold together in Christ—to show how a Christian worldview integrates the knowledge we have of God through the Scriptures with the knowledge we have of God through the other areas in which He reveals himself as Creator and Redeemer.

Towards the end of the last school year, the Tennessee legislature passed the Teacher Protection Academic Freedom Act, a law that became more popularly known as the “Monkey Bill.” I was doing research in a Tennessee high school biology classroom the morning that I learned that the bill had passed.

Even if Darwin had never lived and no one else had come up with the idea of common ancestry, modern genomics would have forced us to that conclusion even if there was no other evidence available.

People often ask me why it matters so much what they think of evolution. Many parents don’t even want their kids to learn about it—evolution is like pornography, not to be trifled with under any circumstances and certainly not something to be “integrated” with the Christian faith.

High school biology courses have a strong and lingering impact on students’ views of evolution and creationism.

As a biology professor, I have the profound privilege of teaching the principles of evolutionary biology to a variety of students. As one might expect, teaching this subject matter at times engenders controversy, crises of faith, anger and fear in students (and others).

Part of our goal at BioLogos is to demonstrate that we in the Christian community can and must think deeply, but also broadly, if we want to do justice to the complexity of biological life, but also to the complexity of our lives of faith.

This book shares and even embodies the very inspiration that launched BioLogos—the desire to help people find answers to “Genuine Questions” about relating scientific accounts of origins to their faith in God as creator.

This series contains four sections, each of which focuses on a different aspect of science and faith as it relates to Christian higher education. In the first post, Richard Colling (author of Random Designer) speaks on strategic ways to teach the evolution issue in a Christian classroom setting. In the second blog, Andrew Chignell discusses an article that suggests hermeneutical charity in Wheaton College’s creedal statements in areas of reasonable disagreement. In the third section, Darrel Falk looks at Ken Ham’s State of the Nation address in which Mr. Ham criticizes Calvin College. Falk also examines an article written by a young college freshman to the school newspaper at Calvin College and offers constructive advice. The last blog is Daniel Camacho’s letter to Ken Ham.