Truth in Science

Truth in Science is pleased to announce the release of a new 58 minute DVD entitled "Set in Stone" which takes the viewer on a visual odyssey of discovery shot in high definition on location around Britain. It takes us to spectacular scenery, awe inspiring landscapes and beautiful coastlines. It presents evidence for Earth's catastrophic past to enable the viewer to ask important questions.

According to modern geology, our world is over four and a half billion years old, and its geological features have been sculpted over vast eons of time.

Everyone knows that Planet Earth is unimaginably ancient. It's common knowledge that geological forces have acted slowly over millions of years to form the rocks beneath our feet. But what if what everyone 'knows' is wrong?

Were the rocks around us formed slowly and gradually - or suddenly during catastrophic events? Did the history of the world unfold over vast eras of time or much shorter periods? And what do the rocks really tell us about the geological history of our world?

The UK version of the DVD comes with a fully referenced transcript with over 150 citations from the scientific literature. The transcript is also available to download here.

The DVD Chapters are as follows:

1. Introduction
2. Historical foundations
3. Hutton’s unconformity
4. Rethinking uniformitarianism
5. The Sutton Stone
6. Rapid granite formation
7. Outpourings of lava
8. Glacial megafloods
9. Mam Tor
10. Dating the rocks
11. Missing salt and sea floor sediment
12. Eroding continents
13. Fossil graveyards
14. The mudstone revolution
15. Algal blooms and chalk deposition
16. Return to Siccar Point
17. Conclusion

This brand new DVD has been produced to the very highest standards from the producer of "Life's Story". The DVD will shortly be available through our web shop. The price will be £12.95 each plus £1.75 for postage and packing. To purchase please visit our webshop or email info@trutinscience.org.uk

New Textbook Available

Truth in Science is pleased to announce the publication of a new textbook entitled Origins: Examining the Evidence. The book has 164 pages and is intended for high school students and undergraduates who have an    on-going interest and some background in biology.

The objective of this publication is to advocate a more critical approach to evolution theory by considering the scientific evidence challenging the widely accepted paradigm. Such exposure can and should result in an academic openness of mind producing better scientists and better science. This book highlights that there are limits to the scientific method, leading to a more modest assessment of what we can and cannot know.

Contents overview

Chapter 1: Everything from Nothing?
Chapter 2: Life from Chemistry?
Chapter 3: Information from Molecules?
Chapter 4: Complexity from Simplicity?
Chapter 5: Diversity from Simplicity?
Chapter 6: From Dinosaurs to Birds?
Chapter 7: The Origin of Mammals?
Chapter 8: Man from Apes?
Summary

There are also six separate case studies:

Case Study 1: RNA World: Does it actually solve anything?
Case Study 2: Molecules packed with Information: Just what is it?
Case Study 3: Radiometric Dating: Just how certain is it?
Case Study 4: Trilobite Eyes: Out of the blue?
Case Study 5: Intricacies of Bird Flight: Aerodynamics without design?
Case Study 6: The Platypus: An evolutionary enigma?

To download a revised page 16, click here.

Some recommendations:

Stuart Burgess BSc PhD(Brun) CEng FIMechE 
Professor of Engineering Design, University of Bristol

Examining the Evidence focuses on the areas that are the biggest challenge to evolution such as the origin of life, the origin of birds and the origin of man. The authors are very well qualified in biology, physics and chemistry and they use their expert knowledge to explain clearly why evolutionary theory cannot explain the complexity and diversity of life. Anyone who is interested to know where the evidence for origins leads must read this book

Norman C. Nevin OBE BSc MD FRCPath FPHM FRCPE FRCP
Emeritus Professor of Medical Genetics, Queen’s University, Belfast

Examining the Evidence considers the question of origins; the origin of life, the origin of genetic information within the cell, and the origins of fish, birds, mammals and man. The most persuasive evidence is that for the origin of information within the cell. It is argued that as information cannot be derived from the material medium or indeed from the code itself, the origin of information suggests an intelligent source for both the code and the message. I believe this easy to read little volume is a must read for every biology teacher and student.

Tim Wells BSc PhD
Senior Lecturer in Neuroendocrinology, School of Biosciences, Cardiff University

A scientific theory is only as good as its supporting evidence and the best scientists continue to challenge accepted paradigms until a unifying theory, however unpopular, explains all the data. In this thought provoking review, the authors reveal that, when it comes to verifiable evidence, Neo-Darwinian dogma is at best a very shaky stack of cards, and at worst a sophistry.

The book is available for purchase at £15 (plus p&p). Please visit our webshop or contact Truth in Science at: info@truthinscience.org.uk.

In a statement on a new campaign website, 30 scientists and campaign groups, including the British Science Association, have demanded that the teaching of creationism and "intelligent design" as alternative scientific theory be banned outright, stating

There should be enforceable statutory guidance that they may not be presented as scientific theories in any publicly-funded school of whatever type … whether it takes place in science lessons or not.

The DVDs and textbooks distributed by TiS are designed to provide additional resources to teachers and students to facilitate this journey. Legislation to protect science from thoughtful enquiry is surely a contradiction of terms. Science can only flourish in an environment of academic freedom.

Rt Hon Michael Gove MP, Secretary of State for Education, has announced a review of the primary and secondary National Curriculum in England. The National Curriculum was originally intended as a guide for study in key subjects which would give parents and teachers confidence that students were acquiring the knowledge necessary at every level of study to make appropriate progress. As it has developed, the National Curriculum has come to cover more subjects, prescribe more outcomes and take up more school time than originally intended. We want to hear your opinions and evidence about the National Curriculum and start a debate about what is taught in our schools. By answering the questions in the Call for Evidence you can give your input to the discussion at this early stage.