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?

Many Christians believe that they face a painful choice-- either life was designed by God or it is an evolutionary product of natural selection. Charles Darwin himself believed in this dichotomy, and people ever since have felt the need to "choose sides". However, looking back at history, we find that one of Darwin's chief scientific colleagues, Asa Gray, did not share this perspective. In this three-part essay, part 1 charts the relationship of Asa Gray and Charles Darwin. Part 2 describes Darwin's struggle with the problem of natural evil and design in nature, and part 3 explores how Asa Gray was able to embrace evolution without rejecting the idea of design.

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.

Providing the crutch for non-believers to lean on is a well-intentioned strategic error that has no benefit and likely does much harm. However, I am even more concerned about something else related to our construction of these crutches.

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.

In this short video, physicist Ard Louis expresses some doubts about Intelligent Design, noting that his primary resistance to the movement is based on theological grounds rather than science.

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.

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.

In today's video, Oxford physicist Ard Louis discusses the famous debate between renowned evolutionary biologists Stephen Jay Gould and Simon Conway Morris over the idea of evolutionary convergence.

The topic of Intelligent Design (ID) comes up frequently here. Because ID can be hard to pin down, it’s worth pausing to remind ourselves what we’re talking about when we use the term on this site.

In this video clip, Oxford University biophysicist, Ard Louis posits that one of the reasons Christians are hostile to evolution is that they latch onto a particular definition, which puts it in conflict with their theological convictions.

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).

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.

Yesterday, biology professors Randy Moore and Sehoya Cotner raised the concern that workshops focused on evolution-related training do not reach not reach creationism-based biology teachers. Today, we'd like to focus on BioLogos' efforts to address that divide through our Biology by the Sea workshops.

In this series, Kathryn Applegate addresses the concern that randomness implies the absence of God's activity and involvement in the natural world. She begins by clearing up some common misconceptions about the concept of "randomness", and later focuses on the mechanisms of the immune system to demonstrate that God works through random processes to preserve life. Far from being an indication of a "godless" universe, one might conclude that randomness is one of God’s favorite mechanisms for creating and sustaining life!