The Institute for Creation Research (ICR) has been around in some form since 1970, when Henry M. Morris, and Nell and Kelly Segraves organized the Creation Science Research Center in Santee, California.
Recently I came across this item on the ICR Web site. It had the following title:
Should Evolution be Immune from Critical Analysis in the Science Classroom?
It was posted by David Buckna and included the following:
Michigan State physiology professor Robert S. Root-Bernstein wrote regarding his introductory course on evolution: “I encourage [students] to be skeptical—as long as their skepticism is based on logic and evidence. . . . Questions are what drives science, not answers. . . . Take nothing for granted, I counsel my students: that is what makes a scientist” (“Darwin’s Rib,” in Discover, September 1995, pp. 38–41).
Taking a cue from professor Root-Bernstein that “questions are what drives science, not answers,” what follows is a partial list of questions that could be used to critically examine and evaluate evolutionary theory.
These questions would make good classroom discussions, initiated by either teacher or student, or good student research assignments.
There follows a list of 33 questions that, presumably, creationist should ask in a biology class. So far I’ve had a quick look at them, and most of them are already quite familiar to me and to others. If these ever came out on a CD the disk might be titled The Best of the ICR. I call them the best of the ICR, because this kind of thing is about the best the ICR can come up with.
Since this is a lot of stuff I have posted my responses to each of David Buckna’s 33 questions on the Skeptical Analysis blog.