Thus you shall say to them: “The gods that have not made the heavens and the earth shall perish from the earth and from under these heavens.” (Jeremiah 10:11)
My new book, No Time for Itching Ears, was released this week. You can buy it online at the Creation Store, or make the trip to our store and buy a signed copy!
In 2007, I was invited to speak at a Christian youth camp in the Netherlands. In one of my talks, on the subject of dinosaurs, I referred, as I often do, to the “behemoth,” as mentioned in Job 40:15. Even with an able translator, this caused a certain amount of confusion, as I then went on, as I often do, to comment on how many Bibles footnote this creature, and describe it as a hippopotamus or an elephant. The 1984 edition of the New International Version does this, though I am pleased to note that this footnote has been removed in the 2011 edition. However, the children were all using a Dutch translation of the Bible (Het Boek in Dutch) which was produced by the International Bible Society (IBS)— precisely the same organization that translated the NIV in English. The first source of confusion was that Dutch uses different verse numbers. This is OK — chapter and verse numbers are not inspired. So, the verse that in English is Job 40:15, in Dutch it turns out to be Job 40:10.
A lady came into the shop where I worked. I knew that her husband was a pastor. They both frequently visited our shop. Today, however, she had some fearful news.
If you are hoping that the title indicates that this is a “how-to” guide, then you will be mistaken. I am not qualified to explain how to speak or write without arrogance, because this is a constant battle for me.
My friend and colleague, Eric Hovind, has already blogged succinctly on Richard Dawkins’ statement that he is an agnostic rather than an atheist. This confession, that he could not be 100 percent sure that God did not exist, came in a discussion with Rowan Williams, the Archbishop of Canterbury. I want to comment on Dr. Williams’ part in the discussion.
Science education is not merely about cramming students with scientific facts. Indeed, it is not primarily about facts. Good science education is about training children to think scientifically, and this involves the usual scientific processes of building hypotheses and critically testing hypotheses. Most of the scientific information given to students during high school years is not actually factual, but the result of sophisticated theoretical development of ideas over time.
I have just returned from a week of ministry in Oregon, accompanied by my son, Adam.
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