More Than One Christian View

Many parents and pastors are wondering what to tell their children about creation and evolution. While Sunday school classes often cover Genesis 1 around kindergarten (with kids coloring pictures of what God created on each day), most curricula do not address science again before kids leave for college. Yet issues of creation and evolution can be addressed in age-appropriate ways throughout Sunday school. Elementary school children already learn about idol worship from other Old Testament stories, so teachers have an opportunity to contrast Genesis 1 with the idol-rich creation stories of other cultures. Middle school students can be given basic tools for considering creation and evolution such as the contrast between the “how” questions answered by their science lessons in school and the “who” and “why” questions answered in Scripture. Middle and high school students can find role models by reading the testimonies of scientist Christians.

Youth need to be encouraged to discuss their questions and doubts, while affirming core beliefs. When asked why they left the faith, scientists often mention that the church was not open to their questions and told them to “just believe.” Churches can demonstrate openness to questions by teaching youth about multiple Christian views on an issue. Students need to hear that some Christians accept the science of evolution and others do not, and have a conversation about the reasons why. Too many young people have struggled when they felt they had to choose between clear scientific evidence and the beliefs they grew up with. Even when parents and leaders are unsure about evolution, they can help students by saying, “While I have concerns about evolution, I’ve heard that some Christians accept the science of evolution while still believing in the God of the Bible.”

Difficult issues like origins cannot be addressed in a single event. People need time to ponder the issues, and spaces to talk it through. One church did a six-week sermon series, with parallel curricula for all ages in Sunday school, so that families could work through it together. Another church did a sermon series and discussion group for adults for four weeks, to prepare parents before a four-week series for the youth group. Other churches encourage small groups to read a book on science and faith and discuss a chapter a week. (Since all authors have their favorite view, I recommend discussing at least two books from different authors to learn about multiple Christian positions.)

More Than Evolution

In our science-saturated culture, evolution is not the only science topic the church should be considering, and not even the most important. With church members encountering the latest medical advances as patients and family members, a discussion on bioethics would be very relevant. Since young people are usually the first to use hot new gadgets, they should be considering the appropriate Christian use of technology . As the issue of climate change becomes more pressing every year, churches need to talk about it, and not avoid it because it is so political. The Evangelical Environmental Network offers many resources for churches, emphasizing ways that creation care benefits the poor and the unborn. One group of churches, with the help of Calvin College, joined together to clean up the local creek that drains the watershed in which the parishioners live, work, and worship. Many of the congregants were not even aware of the size of the watershed or the pollution level in their own creek. This was a hands-on opportunity for all ages, directly caring for their own corner of God’s green Earth.

More Than Controversy

With so many issues to discuss, Christians can easily get the feeling that science is always attacking the faith. It is essential to balance such conversations with positive responses to God’s creation. After all, the primary response to the natural world in the Bible is to praise the God who made it. The first time I led an adult Sunday school class on creation and evolution, I was amazed how much the participants appreciated simply ending each session with a Psalm reading or creation hymn. Thoughtful frowns turned into relaxed smiles as the group remembered our unity in Christ and the centrality of God as the Creator.

Creation themes can be incorporated throughout worship. One church asked the congregation to submit their favorite creation photos at the end of the summer (from backyard flowers to National Parks), then wove the images into a worship service with creation songs and readings from the Psalms. In addition to flowers and mountains, modern science has revealed incredible glories that can inspire our praise and reflection. Several contemporary Christian musicians have begun to artfully incorporate the wonders of the natural world into their music; Chris Rice sings of “cratered moon and Saturn’s rings,” and Third Day praises the “God of wonders beyond our galaxy.” In one church, an elder brought in modern science when leading the congregation in prayer with these words: “Creator God, out of nothing you created all that is. You hurled the galaxies through time and space. . . . The universe is your hourglass, the continental drift your minute hand, the Grand Canyon your second hand. You are infinite.”

Preachers can incorporate science in the same way they make references to movies, current events, or best-selling books in sermons. To notice these connections, take some time to encounter science: read the science section of the New York Times, visit a local science museum, or ask scientists in the congregation about their work. A visit to a planetarium might give a new appreciation for the vastness of the universe, which could illuminate a sermon on the vastness of God’s forgiveness in Psalm 103:11–12. Pastor John Van Sloten learned about the neural networks in the brain and incorporated it into a sermon on the vine and the branches of John 15.

Preachers are understandably concerned about avoiding scientific errors when preaching, but this should not prevent engagement with science. Some pastors do their own research to get the details right because they enjoy digging into a science topic. Other pastors bring in a scientist (live or by video) so that they do not have to explain the technical material themselves. Others play to their strengths by choosing topics with fewer technical details, such as the Christian motivation for doing science or exposition of Bible passages relevant for scientific questions. Many of the questions Christians have are really about biblical interpretation and Christian theology, areas where the pastor is an expert. Minor technical errors made in good faith are forgivable, but a sermon that argues that mainstream science is wrong on some point can be devastating for the faith life of teenagers who are learning the correct science in school.

Beyond Sunday morning worship and preaching, science can show up in many areas of church life. During a youth camping trip or church picnic, include a nature walk concluded with praise. After a winter evening worship service, invite a local amateur astronomer to set up a telescope in the parking lot to show people the moon and planets. Convert a vacant lot near church into a community garden, so kids can experience firsthand how God provides food from the Earth.

More Than Programs

In all these activities, remember that views on science are “caught” more than “taught.” Congregants will naturally pick up on the attitude of the pastor or ministry leader, whether skeptical of science or celebrating science as the study of God’s creation. Visitors will pick up on this too, so these attitudes are part of being a church that welcomes and ministers to scientist Christians . Recently I was invited to speak at a church on the expansion of the universe and the possibility of a multiverse. Several enthusiastic young people in attendance had clearly caught the love of science from the church leaders who planned the event. One girl came up afterward with her dad, both of them marveling at God’s creation. They were amazed not just with the particular things I had discussed, but with the way in which God has embedded wonders at every level of understanding. Everyone can marvel at the starry skies, school kids can learn about the planets and asteroids, and scientists with PhDs can study dark matter and string theory. No matter how deep we look, we keep discovering more and more ways that creation declares the glory of God.

For Further Reading

For more resources on a full range of science topics, visit the The Ministry Theorem collection at http://ministrytheorem.calvinseminary.edu/. You will find sample sermons, curricula for children and adults, worship resources, essays by a dozen scientist Christians, and much more.

"Homeschooling has broadened so much, and now includes many Christian groups who have never adopted Young Earth Creationism," said homeschool pioneer Susan Wise Bauer, a history professor at Virginia's College of William and Mary. "Also, there are a lot of younger evangelicals who have come to a different way of understanding Genesis, while still holding [on to their] evangelical roots."

Textbook providers are beginning to respond to the increasing demand for integrated science materials, and organizations like Test of Faith and the American Scientific Affiliation have responded to the needs of homeschooling parents by helping to create new resources and evaluate existing ones. The BioLogos Evolution and Christian Faith grant program is supporting projects to develop homeschooling resources, at Bryan College and at Wheaton College.

Read the full story at Christianity Today. 

Evidence from the Size of the Universe

We’ve already discussed the vastness of the universe earlier in this chapter. We noted that the most distant galaxies are over 10 billion light years away, indicating that the light left these galaxies over 10 billion years ago in order to reach us today. The straightforward interpretation of these data is that the universe must be at least 10 billion years old.

While some people have argued that perhaps these galaxies aren’t really that far away, all of the methods used to measure distance agree that galaxies are billions, not thousands, of light years away. Others have argued that perhaps the light moved much faster when it first left these galaxies, so that it could reach us in much less time than 10 billion years. But this idea conflicts with other data that we have. As described in Chapter 3, ample evidence supports the idea that physical processes such as quantum mechanics and electromagnetism function the same way in distant galaxies as they do on earth. Those physical processes depend on the speed of light and would look very different if the speed of light had changed. Instead, they look the same in distant galaxies as they do on earth, indicating that the speed of light has been constant over the history of the universe.

Evidence from the Moon and Planets

Studies of the Moon and planets also give evidence for great age. Geologists can use some of the same methods to measure the age of rocks on the Moon, Venus, and Mars as they use on Earth. That’s because the asteroid collisions, volcanoes, and erosion they observe on Earth also occur on the Moon and planets. Photos taken by spacecraft while orbiting Mars show channels and gullies on the planet’s surface. Similar channels on Earth are usually made by flowing water. Yet there is no liquid water on the surface of Mars right now.

What does this have to do with age? It is evidence that Mars was much different in the past than it is today. The atmosphere used to be much thicker and warmer, similar to Earth’s, but now it is much colder and thinner. This dramatic change in planet-wide climate took millions or billions of years. Thus the rocks testify that the planet Mars must be at least this old.

Evidence from the Orbits of Asteroids

The orbits of asteroids also show evidence of a long history. When an asteroid is discovered, its path through the sky shows its orbit around the Sun. Once astronomers know the orbit of an asteroid they can calculate its orbit in the past and into the future to see whether it will hit the earth. By calculating the orbits backward, astronomers have found several asteroids that converged at the same location several million years ago. Apparently two larger asteroids collided at this spot and shattered into the smaller asteroids we see today. If God had created asteroids just a few thousand years ago, why would he have put them in orbits that suggest a collision several million years ago? The evidence clearly points to a long history for asteroids.

Evidence from Meteorites

Radiometric dating is used to study rocks on Earth as well as rocks from elsewhere in the solar system. Studies have been done on the rocks that astronauts brought back from the Moon and on asteroids that have fallen to Earth. As with Earth rocks, scientists use multiple radioactive isotopes to cross-check age measurements. At least three different isotopes have been used to measure the age of Moon rocks, and at least five different radioactive isotopes have been used to measure the age of meteorites. The results all agree: the oldest Moon rocks and asteroids are 4.6 billion years old. This is our best measure of the age of the solar system as a whole. The universe itself must be at least this old.

Evidence from Star Clusters

Another important measure of age in the universe comes from star clusters. Because all stars in a star cluster form in the same nebula at about the same time, they all have about the same “birthday.” But they don’t all have the same lifespan. High-mass stars burn bright and fast like a “flash in the pan,” while low-mass stars burn slowly and steadily. Consider how this will look in a star cluster. A cluster starts with many stars with the same birthday but of all different masses. Over time the high-mass stars die off first, leaving behind the low-mass stars. This means that if many high-mass stars are present, the cluster must be young because they haven’t burned out yet. If most of the stars are low-mass, the cluster must be old. Careful studies of star clusters show that some clusters are younger and some are older, with the oldest ones having an age of about 12 billion years.

Multiple Lines of Evidence

The most distant galaxies, the planets and asteroids of our own solar system, and the oldest star clusters all are several billion years old. Astronomers have many different methods for measuring the age of various objects, and they all support ages of billions of years, not thousands. Even if the assumptions of one or two methods were faulty, it is highly unlikely that all of the methods would be affected. Like the geologists in the 1700s, astronomers today have found multiple lines of evidence against a young earth and young universe.

It may seem as though we are once again describing a conflict between science and theology. Scientific results that indicate great age do conflict with the Young-Earth Interpretation of Genesis 1 discussed in chapter 5. But remember that in chapters 5 and 6 we presented many other interpretations of Genesis 1; several of these are not in conflict with the great age found in the book of nature. In chapter 6 we also explained why we believe that the best biblical scholarship, quite independent of modern science, indicates that Genesis 1 was never meant to convey scientific information to the original audience. Its intent for the first listeners, and for us, is to teach the who and why of creation, not the how and when. Taken in this context, there is no conflict between Genesis 1 and the astronomical evidence for great age.

For background on related topics (like the reliability of historical science and interpretations of Genesis), see previous excerpts from this series.

Excerpt from Chapter 7 of Origins: Christian Perspectives on Creation, Evolution, and Intelligent Design (Grand Rapids, MI: Faith Alive Christian Resources), 2011. Reprinted with permission. To purchase a copy of the book or e-book, call 1-800-333-8300 or visit www.faithaliveresources.org.

Want a free copy of Origins?  For a limited time, donations of $50 or more will receive a  copy of the book! Plus, from now through April, your gift will be doubled thanks to a matching grant from a generous donor. You can learn more here.

As is the case in many fields, astronomers are trying to settle questions that the general public thinks little about, often because laypeople are still coming to grips with much more basic questions such as Did the universe appear—poof—all at once or did it evolve into its present state?

These are questions where science crosses into—and sometimes crosses swords with—religion. For many who take an anti-evolutionary stand as a matter of spiritual principle, the word evolution should not be applied to anything having to do with creation, cosmic or otherwise. Yet, if an evolving universe implies a beginning (and it does, for relativistic reasons), science has taken a tremendous leap toward rapprochement with Christian faith on the matter of creation. Traveling backward in time with their shrinking subject, cosmologists can only watch the cosmos disappear at the beginning, pointing to a universe that came out of nothing—a universe that wasn’t there.

No one need ask: “Were you there?” Chuck Steidel has tapped into nature’s own motion picture of past events, now showing in the present. Anyone who cares to view it can now see for himself what was and wasn’t there, at various stages of the deep past.

While other astronomers at first assumed that larger telescopes would be necessary before finding truly primeval galaxies, Steidel began finding dozens of them—and today, thousands of them. His method, called ultraviolet dropout, is based on the fact that intergalactic hydrogen gas absorbs the ultraviolet light of the most distant galaxies, causing them to disappear when seen through an ultraviolet filter. Steidel identified early galaxies that are present in pictures of the cosmos when viewed through red and green filters, but that aren’t there when viewed through an ultraviolet filter.

Visual evidence for a universe that isn’t there starts with the observation of galaxies that aren’t there.

“The way that people have looked for these in the past tended to be looking for particular, spectacular fireworks of stars going off all at once,” Steidel told me. He was only 32—a young-looking 32—and could have passed more easily as a student than as a professor as he talked with me in his Caltech office, surrounded by Hubble Deep Sky images. “So they were looking for relatively rare events, using narrow-band filters tuned to find an emission line that comes from hydrogen atoms. And you have to have the filter exactly tuned to that wavelength to see it.”

“And I’ve heard it’s like trying to find a needle in a haystack,” I offered.

“It’s much more difficult.”

“So rather than try to find something that stands out you’re trying to find something that drops out?”

“That’s correct. It’s a very simple technique, where we take pictures through different filters, very deep images of the sky with CCD detectors, and we take three filters, and we look for objects that are present through two of those filters, and they completely disappear in the third. And the reason they disappear is because they’re at a high redshift.”

The high redshift denotes greater distances—and earlier periods, because of the time required for light to reach us from those greater distances. These young galaxies contain young, hot stars, emitting strongly in the ultraviolet. However, ultraviolet radiation from the most distant galaxies is absorbed by a greater amount of intervening hydrogen gas along the way. Today, Steidel uses the 200-inch Hale Telescope at California’s Palomar Observatory to find these primeval galaxies with his ultraviolet dropout technique, then flies to the 10-meter Keck telescope in Hawaii to measure their redshift, which corresponds to their distance and time period.

And what do these galaxies look like?

“We actually think we’re seeing the central bulge regions of galaxies forming,” said Steidel, “that is, the round part in the middle of a spiral or an elliptical galaxy, where you expect all of the star formation to be happening in a relatively small region. And those parts of galaxies we see today are also the parts that we think are the oldest stars in those galaxies.”

“And you’re saying that modern galaxies have the oldest stars in the bulges, is that right?”

“That’s right …. It’s still somewhat controversial. But there isn’t any doubt that we’re finding a number of things that match fairly closely to the number that you would expect to find if you were looking at the progenitors of the present-day, bright galaxies.”

Steidel’s galaxy surveys have shown that galaxies were already arranged in clusters at that early time. But the individual, primeval galaxies lacked the characteristics of today’s spirals and ellipticals. More recently, Steidel has focused on a slightly later period, from about 10 to 12 billion years ago, when star formation appears to peak. If seeing is believing, then, as Steidel says, the universe “has absolutely changed with time.” His methods have helped astronomers identify populations of galaxies at various stages, where their differences from one to another are unmistakable.

In the years ahead, telescopes beyond our obfuscating atmosphere, like NASA’s James Webb Space Telescope (collecting six times as much light as the Hubble), may begin to give us glimpses of the “Dark Ages,” when the first galaxies began to form. As our improving technologies bring us closer to the beginning, they will lead people to ponder, once again, what happened before that. 

In my interviews with researchers, I usually bring up such crossover questions when the scientists or their studies naturally suggest them. But I worried that I’d crossed over too clumsily into this territory with Steidel when I asked him what he thought about a universe that appeared to come into being out of nothing.

He hesitated and said, “What happened before, you know, it’s …” and his voice trailed off. 

Finally I suggested: “Something must have happened before.”

“I think about that extremely rarely.”

Shoot, I’d gone too far, I thought.

But then he added: “On the other hand, I do have a very wide appreciation for whatever put things there—because it’s just the greatest thing to go out on the catwalk around the dome, in the middle of the night, and just look up there, or look at a picture of the Hubble Deep Field, and see all the things that are out there, and—you know— it’s a beautiful universe out there.”

Indeed, come to think of it, the way it all came together may be an even more impressive fact to ponder than the fact that at one time, that is, before time, the universe wasn’t there.

Writer David R. Wheeler writes that, “For homeschooling parents who want to teach their children that the earth is only a few thousand years old, the theory of evolution is a lie, and dinosaurs coexisted with humans, there is no shortage of materials. … This staunch rejection of modern science tends to characterize today's leading homeschool textbooks.”

But homeschooling evangelicals who embrace modern science are becoming more vocal about it, writes Wheeler, regardless of the “inevitable criticism” that comes with making that choice.

So where can these parents go to find textbooks that are both scientifically sound, yet still allow for God as the author of creation?

 Wheeler notes that one publisher in Grand Rapids is attempting to fill the gap, and also cites BioLogos’ Evolution and Christian Faith grants program as a promising source of materials that can help reframe the conversation for Christian parents.

Read the full article here!

Read his moving speech here.

Grantees will benefit from in-person interaction through a series of summer workshops in 2013, 2014, and 2015. These meetings will not only foster a broader knowledge base, but will build a sustained network of scholars and church leaders, both young and seasoned, who are serious about addressing the concerns of the church about evolution. Also in 2015, in connection with the third summer workshop, BioLogos will host a large conference open to scientists, scholars, and church leaders from around the world.

ECF History

In January 2012, BioLogos was awarded a multi-million dollar grant from the John Templeton Foundation to fund the work of scholars and church leaders on evolution and Christian faith. In spring 2012 we worked hard to get the word out. You may have seen announcements on the BioLogos website, in our newsletters, on the Books & Culture, Leadership Journal, or First Things websites, on your professional society’s listserv, or perhaps on your friend’s blog.

The response was overwhelming: we received 225 letters of intent for a total request of $21 million—about seven times the amount we had to offer. We needed to invite the most promising applicants to submit a full proposal, but recognizing the projects with highest potential would require broad expertise. From the beginning, we envisioned that a panel of scientists, pastors, and scholars would oversee the application and review process as well as play key advisory roles throughout the project. A team of eight highly qualified individuals came on board in the early months of the project. They reviewed each proposal and together recommended that BioLogos invite 86 applicants to submit full applications.

The deadline for submissions was October 1, 2012. As in the previous round, the ECF panel evaluated each proposal. In addition, we asked 55 other experts to participate, so that each proposal received 3-4 scores. Criteria for the decision included significance of topic, project design, creativity and innovation, long-term impact potential, feasibility, and budget.

The panel then met together November 29-30, 2012, to make the final funding decisions. In the end, they recommended that BioLogos give 37 awards, ranging from $23,000 to $300,000. BioLogos staff notified applicants of their awards on December 14, 2013.

The Grantees

As part of our objective to create a network of scholars and leaders, we awarded grants to organizations across the U.S. and the world. Thirty of the 37 grantees are domestic; seven are international, hailing from Canada, France, Great Britain, Netherlands, and Spain.

Two-thirds of the accepted projects will be led by teams—some with three or more Project Leaders. We expect that the teamwork and time spent together at our summer workshops will be the start of a long-lasting network of people dedicated to helping the church think carefully about origins.

Applicants chose to apply under one of three program tracks: interdisciplinary scholarship (Track 1), intra-disciplinary scholarship (Track 2), and translational projects (Track 3). Track 1 projects focus on both the collaboration between individuals in different disciplines and the development of projects at the interface of different content areas. Track 2 projects focus on work done within a specific discipline. Track 3 focuses on projects that encourage Christians, especially those within more conservative traditions, to engage in meaningful and productive dialogue to reduce tensions between mainstream science and the Christian faith. The numbers of grantees in Tracks 1, 2, and 3 are 6, 8, and 23, respectively.

Many of the scholarly projects tackle questions about Adam and Eve, the Fall, human identity, and Original Sin—some of the most critical interpretive issues for evangelical theology.  Some examples: 

• Theologian Oliver Crisp of Fuller Seminary will take an analytic theology approach to ask to what extent a theological account of the origin of human sin depends upon the evolution of modern humans from one and only one ancestral pair—especially if that pair does not appear to correspond to what we would think of as modern human beings. 

• Pastor Michael Gulker and philosopher James Smith, leading a large team from The Colossian Forum, ask a related question: if humanity emerged from non-human primates—as genetic, biological, and archaeological evidence seems to suggest—then what are the implications for Christian theology’s traditional account of origins, including both the origin of humanity and the origin of sin? 

• Biologist Dennis Venema of Trinity Western University and New Testament scholar Scot McKnight of Northern Seminary will write a book on the evidence for evolution and population genetics, with informed theological reflection on how these issues interact with orthodox Christianity.

• Biologist David Wilcox of Eastern University will develop an updated model of human identity which reflects the complex recent scientific advances in genetics and paleoanthropology and yet is sensitive to theological concerns.  

These are just a few of the scholarly awards; check out the Grantees page for full descriptions of all Track 1 and Track 2 projects.

All projects have translational potential, but Track 3 projects are designed to meet the needs of a particular constituency within the evangelical church. These projects run the gamut from ethics to education to media production to ministry resources.  Some examples include:

• Theologian Lee Camp of Lipscomb University will produce “The Questions in Monkey Town,” an episode of Tokens, a live variety show that features musical performances, comedic sketches, brief interpretive monologues, and dialog with authors and scholars. The episode will be performed and filmed on the site of the famous Scopes Trial in Dayton, Tennessee.

• Chaplain Joshua Hayashi and Educator Diane Sweeney of the Punahou School in Hawaii will lead a team to produce multimedia curricula aimed at helping high school students connect with their biology curricula and, at the same time, deepen their Christian faith.

• Physics teacher and pastor Benoît Hébert of Science et Foi Chrétienne in France will lead an international, multi-denominational team of French speaking Evangelical scientists, pastors and church leaders to produce a large number of resources on evolutionary creation.

• Pastor Seung-Hwan Kim of Grace Truth Community Church, a Southern Baptist church in Cambridge, Massachusetts, will produce teaching and preaching materials about evolution for church leaders.

• President Gregory Wolfe and Director of Resource Development for IMAGE will gather artists and writers of faith whose work explores the dialogue between evolutionary science and faith practice, convening a conversation between them and scientists, theologians, and church leaders in private and public conferences.

Again, this is just a taste of the diversity of Track 3 projects. Read more about each project on the Grantees page. You can look forward to an incredible variety of resources coming out of the ECF program, many of which will be featured right here on the BioLogos Forum.

I am a Christian who has always been drawn to the biological sciences. So much so that I majored in genetics in college and spent 18 years in the field of paternity/forensics and conservation genetics. In 2003, I was given the opportunity to teach Advanced Placement (AP) Biology at a local Christian high school, and in 2009, I left the field of genetics behind to pursue youth ministry at my church full time. From 2009-2012 I attended Bethel Theological Seminary, earning an M.A. in theology, while concurrently teaching AP Biology.

One of the reasons I agreed to teach at this particular Christian school was because they allowed the teaching of mainstream evolution in an open way in their biology courses. Because my course was an AP course, the school also needed to comply with the textbook requirements, meaning I would be teaching from a secular biology book. This teaching environment presented some of the most powerfully engaging teaching moments I have experienced with teenagers, and it was from these initial teaching experiences that I began to feel God’s call for me to enter into full-time youth ministry.

Within a few weeks of my first year of teaching AP Biology in a Christian school, one thing became clear: The students were entering my class with a presupposition towards Young Earth Creationism (YEC) as taught by our Bible department. I had been informed that among the teaching staff, the Bible Department believed in a Young Earth cosmology while the Science Department in an Old Earth cosmology. This caused me some concern, being new to Christian education. I quickly came to the realization that there were actually different ways of looking at the world (i.e. worldviews) within the Christian worldview. I had only attended secular schools growing up, and so this dichotomy within one teaching institution disturbed me on a few levels.

First, I had the sense that it was not healthy to have conflicting views that appear to place the Bible and science in conflict with each other. Second, and more detrimental in my opinion, I wondered if these opposing views could cause students to eventually abandon their faith in God and the truths of the Bible if they were continually flipping between biblical and scientific truths, as though these truths opposed each other? According to an article published by the BarnaGroup, “One of the reasons young adults feel disconnected from church or from faith is the tension they feel between Christianity [i.e. Theology] and science…the research shows that many science-minded young Christians are struggling to find ways of staying faithful to their beliefs and to their professional calling in science-related industries.” (Six Reasons Young Christians Leave Church, September 28, 2011). My new teaching position suddenly felt more like a ministry than when I had first agreed to this job.

Redeeming Conversations: Seeking The Truth

The first challenge for me at the beginning of each school year is to clarify the students’ understanding of evolution as it has been taught in their Bible and pre-requisite science courses. Invariably, they come back with the same answer: “Evolution is a lie,” to which I respond with, “Which aspects of evolution are you talking about?” After some debate and discussion, the students typically agree with microevolution, while rejecting the notion of macroevolution. These initial discussions typically end with the students’ astonishment that I treat evolution in a serious, non-mocking way, and yet am an adult with a strong Christian faith.

Ultimately, these conversations expose the fact that they had been taught to distrust science and trust the Word of God. I whole-heartedly agree that we must trust the Bible, but I also believe it is important for my students to understand that they can have faith in the Bible as God’s inspired Word, but must be careful with how they interpret the Bible and which interpretations they adhere to. One of my past students is currently working on his PhD in neuroscience at Ohio State and recently shared his experience from my class:

I wanted to let you know that in AP Biology you really challenged my view of creation and evolution. Being raised in a Christian family, school and church my entire life, I had always been taught the literal six-day account of Genesis (especially at [our school] where they didn't allow any discussion or thinking on the topic). I still remember in AP Bio when you said that you believed in evolution AND you were a Christian. It was completely unexpected! I ended up writing my college essay about the topic and it has since been a topic that I am greatly interested in. Specifically why culture (secular and Christian) has created the mindset of ‘Creation vs. Evolution’ rather than God could have created the world through evolution.

I share this quote to show the benefit of dealing openly and honestly with science and theology in the classroom. I believe this quote also reveals the underlying tension that is so real in the lives of so many Christians today, as pointed out in the Barna Group quote above. Having been taught a specific interpretation of the Genesis creation account (i.e. Literal Six-Day Creation), coupled with emphasizing the idea that biblical truth trumps scientific truth, a burden has been placed on teachers in Christian schools that goes beyond teaching the curriculum to pass a Bible or biology course alone.

I am firmly convinced that we must educate our young Christians, whether they attend Christian or public schools, to do theology, philosophy, and science well. As Christian parents, God calls us first and foremost to begin this education in our homes, but this should also be encouraged in the local church, through discipleship relationships, and/or in formal educational settings (e.g. Christian schools and Christian colleges). My hope is that as we continue to seek truth in theology and the sciences, we can learn to dialogue in redemptive, God-honoring ways. Maybe it is too much to hope for in the current cultural climate in America, but for my part, I will continue to attempt to encourage my students away from the creation/evolution debate, and towards a more accurate biblical hermeneutic, and less defensive stance towards the sciences.

In this video Conversation, Joel Hunter articulates the importance of raising a child that can garner knowledge from a variety of sources and to be able to study science with integrity—that is, to be able to pursue the truth to where it leads. Hunter alludes to the danger of letting one’s intellectual inquiry of science be governed by fear instead of by faith that one will ultimately be led to our Creator.

Hunter points out that the directive mankind is given in Genesis 2:15—that we would cultivate the earth and keep it—does not have an expiration date. That is, an attentiveness to God’s creation and its natural processes is something to which all Christians should aspire.

When we honor God’s mandate and begin more deliberately studying and preserving our natural environment, Hunter asserts, we will be attending to broader moral expectations. For example, development of green energy sources will translate into good stewardship and reducing pollution will help us better care for the vulnerable by protecting the environmental health of children. These are just two instances where venerating God’s command will allow us to be obedient in other ways.

“Christians must be good at science so we can carry out the moral mandates we’ve been given by God,” says Hunter.

Editor's note: first posted July 21, 2010. If you'd like to see other great posts like this, go to the BioLogos Navigator topic Education.

Showing Christian schoolteachers that one can be a believer who embraces the Bible as God’s inspired Word and evolution as His creative process has always been a mission of BioLogy by the Sea, the accomplishment of which is never guaranteed. During the first few days, several participants expressed doubt that their faith could be compatible with evolutionary creation. However, as the week came to a close, some of those who had previously denied compatibility seemed to be much more considerate of the notion—if not fully accepting of the idea altogether. If you’ve ever doubted evolution yourself, then you know that such acceptance is no small feat. There are numerous theological and philosophical barriers that must be dealt with, and to think that this could occur in the span of just one week is pretty amazing. Then again, the program had some pretty amazing guest speakers and activities—the most significant of which occurred throughout the week: prayer and worship to the One we all serve, our Lord and Savior Jesus Christ.

While these times served to glorify God and nurture participants’ souls, the week was also filled with activities designed to nurture participants’ minds through the study of biblical passages and biological content. In addition to graduate level courses and accompanying labs in either biodiversity or developmental biology, participants went on field trips to the intertidal zone, the Natural History Museum of Los Angeles County, the La Brea Tar Pits, and the Gaslamp Quarter. Furthermore, presentations given by Dr. Gregg Davidson, professor of geology and geological engineering from the University of Mississippi, and Dr. Mary Schweitzer, paleontologist and associate professor of marine, earth and atmospheric sciences from North Carolina State University, offered key insights into their fields and demonstrated how the tenants of both are based on evidence rather than conjecture.

In short, this year’s BioLogy by the Sea offered another comprehensive look at what it means to be a Christian who accepts the conclusions of mainstream science—not at the expense of our faith in God or His Word, but in light of it. We can only hope that these teachers, who spent an entire week of their summer break with us, left with not only a greater sense of oneness as the body of Christ, but also found new ways to engage their students in matters of science and faith—another facet of the program’s mission. After all, the first step in protecting the next generation from the faith crisis that many seem to experience after they learn about evolution from a secular perspective is showing that it need not be an either-or situation. It’s also an important part of ensuring that Christian young people can rise to the forefront of global scientific research.

These facts persist in the face of educational guidelines in most states that mandate the teaching of evolution, court decisions that have declared the teaching of creationism as unconstitutional and having “no scientific merit or educational value as science [because it] is simply not science” (McLean v. Arkansas Board of Education, 1982), thousands of scientific papers and books that document evidence for evolution, direct observations of evolution, and countless endorsements of evolution (and rejections of creationism) by professional scientific organizations. Decades of costly science education reform have not reformed popular acceptance of evolution: most of the public continues to see religion and mainstream science as diametrically opposed, and when presented with that choice, most will choose the supernatural over science, even when it means rejecting the foundations of modern biology. Why?

Many factors – for example, the media and religion -- influence people’s beliefs about the evolution and creationism, as well as their acceptance of science. One of these influences is education. What are students taught about evolution and creationism?

Evolution and Creationism in High School Biology Courses

Students have widely variable introductions to evolution in their high school biology courses. Although most states have educational guidelines that mandate the teaching of evolution, only about 70% of students entering college report that their high school biology courses included evolution (in some form) and not creationism. Although educational guidelines provide important support for teachers wanting to teach evolution, these guidelines are irrelevant to many biology teachers and administrators.

Approximately 20% of students are taught neither creationism nor evolution in their high school biology courses (Moore, 2007). Another “cautious 60%” of biology teachers want to avoid controversy, and neither advocate evolution nor explicitly endorse nonscientific alternatives (Berkman and Plutzer, 2011). Even when teachers do teach evolution, they often cover the topic in a trivial or disparaging way (Bandoli, 2008, and references therein), thereby perpetuating a cycle of ignorance reinforced by popular opinion (Berkman and Plutzer, 2011). When these students arrive on college campuses, they are predisposed to remain skeptical of evolution, for their perceptions and prior knowledge strongly influence their learning. This is especially important for evolution, for many students view evolution as negative and undesirable (Brem, Ranney, and Schindel, 2003) and sense an “overlap of some ideas that the theory [of evolution] advocates with other social, epistemological, and religious beliefs” (Hakoyem and BouJaode, 2008).

The Creationists Down the Hall

Most Americans reject evolution, and most biologists have grown accustomed to headlines such as “Four in 10 Americans Believe in Strict Creationism” (Gallup, 2010) and “In U.S., 46% Hold Creationist View of Human Origins” (Gallup, 2012). However, most biologists are less familiar with the fact that creationism is thriving among undergraduate biology majors (Verhey, 2005; also see above), biology graduate students (Gregory and Ellis, 2009), and former students who have become biology teachers (Berkman, Pacheco, and Plutzer, 2008; Moore, 2007, and references therein).

Despite their training, many biology teachers are creationists. Indeed, fully one-sixth of biology teachers are young-Earth creationists (Berkman, Pacheco, and Plutzer, 2008), and a presentation of young-Earth creationism as legitimate science would presumably confuse students about the basic tenets of science in general, and of evolution in particular. Because teachers’ personal views about a subject affect their teaching of the subject (Carlesen, 1991; Grossman, 1989), and because teachers with strong religious convictions accept evolution less often than their less-religious peers (Trani, 2004), it is not surprising that many of today’s biology teachers explicitly teach creationism in their biology courses. Although few biology teachers in public schools teach creationism without mentioning evolution, 20-25% of today’s biology teachers teach evolution and creationism in their courses (Moore, 2007, and references therein). Although a handful of creationism-based biology teachers are confronted for their malpractice (e.g., Rodney LeVake; see Moore, 2004), most are tolerated — and sometimes even encouraged — to teach creationism, possibly because of pressure from the public and administrators to ignore evolution and/or teach creationism (Cavanagh, 2005, Verango and Toppo, 2005). As Don Aguillard, the lead plaintiff in Edwards v. Aguillard (1987) noted in 1999 (Moore, 1999), “Creationism is alive and well among biology teachers.”

When Biology Teachers Teach Creationism, What Do They Teach?

When biology teachers teach creationism, they usually present only a particular version of the Judeo-Christian creation story. Moreover, these stories are often presented as a scientific alternative to evolution (Moore, 2008), despite the fact that creation science has “no scientific or educational value as science [because it] is simply not science” (McLean v. Arkansas Board of Education, 1982). Relatively few biology teachers who teach creationism present it as religious idea, philosophical idea, or as part of a survey of several religions (Moore, 2008). They do not “teach the controversy,” in other words, but present the relationship between modern evolutionary biology and their faith as one of self-evident conflict, assuming (and teaching) that their version of creationism is the only true alternative.

Does It Matter When Biology Teachers Teach Creationism?

Yes—high school biology courses have a strong and lingering impact on students’ views of evolution and creationism (Moore and Cotner, 2009). Students who were taught creationism in high school know significantly less about evolution when they enter college than do students who were taught evolution in high school. Similarly, students who claimed that most of their knowledge of evolution came from non-school sources (e.g., the media, church) knew less about evolution than did students who claimed that their primary source of knowledge about evolution was their high school biology class (Moore, Cotner, and Bates, 2009).

Solving the Problem?

Several studies have claimed that additional evolution-related training will help improve the teaching of evolution in high schools. We are not nearly as optimistic. Although workshops and short-courses presumably help and encourage teachers willing to consider teaching evolution, focused instruction about evolution often does not affect students’ or teachers’ acceptance of evolution (Alters and Nelson, 2002; Chinsamy and Plaganyi, 2008). Moreover, these workshops will not reach creationism-based biology teachers who are dedicated to substituting their religious beliefs for science in their classes.

In our experience, these teachers rarely attend such workshops, even if they are paid to do so, and even then their acceptance of evolution is unaffected. After all, these teachers have access to and know the evidence for evolution – it’s widely available, including in the textbooks that they adopt and use in their classes – and they are not convinced by that evidence. We know of no evidence that the availability of such solely science-focused workshops, seminars, and other forms of evolution-related education will significantly affect what creationism-based biology teachers teach. Since the impediments to better teaching of evolution are primarily the philosophical and religious views of biology teachers, programs that do not address the more personal, “non-science” issues of science educators directly and effectively are likely to have little impact on what students learn in high-school biology classrooms. Instead, if further fact-based instruction in evolution is part of the answer, it is likely to be most effective with young children, who are developmentally primed to seek explanations for natural phenomena. However, evolution instruction is essentially absent prior to high-school biology; by high school, a student’s teleological demands have likely been met by supernatural explanations, creating a cycle of adults who know little about evolution and teach creationism-flavored biology.

Creationism has long been popular among biology teachers (Moore, 2007), and there is no evidence that improved state educational standards, proclamations by professional organizations, and decades of science education reform have made much difference. As John Scopes commented almost 50 years ago, “I don’t think the world changes very rapidly” (Anonymous, 1966).

View Literature Cited

The script was written by biology student Joy Walters, with help from BioLogos president Darrel Falk.

It’s true that physics sounds scary to many people, and it can indeed be a difficult topic to learn. Yet I’ve always loved physics (my degrees are in physics rather than astronomy), because of the way that mathematical equations can describe and predict so much of what we see in the world around us. One reason I got into astrophysics is because the universe contains so many bizarre situations that we can’t reproduce on earth, like ultracold, or extremely high density, or extremely high magnetic fields. It’s a fun challenge to figure out which physical process will be the most important when the situation is so dissimilar to everyday experience. But if the word “physics” makes you shrink in distaste or fear, don’t worry. For the rest of this article, we’ll focus on a more friendly topic: astronomy.

In the last decade or two, our knowledge of the universe has grown dramatically as many new telescopes and spacecraft have come online. In this essay, I’ve selected some of my favorite recent astronomy photographs to share with you. As a professional astronomer and a Christian, I feel God has called me to share these wonders with the Church. Many times, these new discoveries are presented without any mention of God, and sometimes in a context of overt atheism. I want to share these things with you in a Christian context, with God as their creator.

The Milky Way

Have you ever seen the Milky Way? If you live in a rural area, you may have seen it many times. If not, it may have been a dramatic surprise when you first saw it while camping or traveling. On a clear night out in the country, the sky is strewn with brilliant stars—many more stars than you can see under city lights.The faintest stars form a creamy, smoky band from horizon to horizon. Our galaxy contains billions of stars, and thousands of those stars are visible to the naked eye. The stars appear in a band across the sky because we are viewing our galaxy edge-on, like looking at the edge of a dinner plate.

When David looked up at the night sky over Israel thousands of years ago, he may have seen the Milky Way, or a comet, or simply the brilliance of the full moon. Whatever the sky looked like that night, it inspired him to sing:

The heavens declare the glory of God; the skies proclaim the work of his hands. Day after day they pour forth speech; night after night they reveal knowledge. They have no speech, they use no words; no sound is heard from them. Yet their voice goes out into all the earth, their words to the ends of the world. (Ps. 19:1-4a)

The heavens are displaying the glory of God for all people to hear, proclaiming their message to people of every language, tribe, and nation. Just about anyone who looks up at the night sky feels a sense of wonder. Yet as Christians, we feel more than a vague sense of awe; we know the Creator of the heavens personally, as our own loving Father.

The heavens declare more than God’s glory. The universe is God’s revelation of himself to us, and teaches us about his character. As the Belgic Confession says about “The Means by Which We Know God,”

We know him by two means: First, by the creation, preservation, and government of the universe, since that universe is before our eyes like a beautiful book in which all creatures, great and small, are as letters to make us ponder the invisible things of God: his eternal power and his divinity, as the apostle Paul says in Romans 1:20. Second, he makes himself known to us more openly by his holy and divine Word, as much as we need in this life, for his glory and for the salvation of his own. (Article 2)

The natural world teaches us about God’s glory, power, divinity, faithfulness, extravagance, immensity, love, and other attributes. God’s special revelation in scripture is our primary place to learn of God’s character (Ps. 19 goes on to talk about special revelation in vs. 7), but the natural world can bring the message to our senses in a powerful way beyond mere words on a page. The Holy Spirit can use the natural world to get the message past our hardened or weary hearts. Nature illustrates these attributes in ways that enlarge our imaginations to appreciate afresh the glory of God.

The Sun

The Solar Dynamics Observatory was launched into space in 2010, the latest of several spacecraft to photograph the sun in detail. In Figure 2, the upper photo shows the face of the sun with a sprinkling of sunspots. The sun is powered by nuclear fusion reactions deep in its core which heat the hydrogen and helium gas till it glows. A sunspot is a place on the sun’s surface where the gasses are a bit cooler than the surrounding area, so that it glows less brightly and appears dark.

The lower photo in Figure 2 was taken the same day, but in X-ray light. X-rays are invisible to our eyes, but you have experienced them at the dentist’s office. There, the X-rays are produced by a machine, travel through the mouth, and are detected by film to reveal an image of your teeth. In this image, X-rays are produced by the sun, travel to the Solar Dynamics Observatory, and are detected by a camera to show an image of the sun. In X-rays, the sunspots are the brightest part of the image, not the faintest. If you look at the sunspot on the left edge, you can see bands of particles rising out of the sunspot in a looping path above the sun’s surface and falling back down on it. As the particles follow lines of magnetic field, they emit X-rays. The loops you see are not small—they are about the size of planet Earth! Because of modern spacecraft, telescopes, and cameras, we can see so much more in the heavens than what is visible to the naked eye. Thus, we are seeing more of what the heavens have to declare about God. In Psalm 19, David goes on to describe the sun:

In the heavens God has pitched a tent for the sun. It is like a bridegroom coming out of his chamber, like a champion rejoicing to run his course. It rises at one end of the heavens and makes its circuit to the other; nothing is deprived of its warmth. (vs. 4b-6)

If David had lived today, maybe he would have written about other properties of the sun, like the power of God as seen in nuclear reactions and looping magnetic fields. As it is, he makes two important points. One is the universal warmth of the sun, by which God provides for all life on earth. The other is the faithful path of the sun, day after day, unchanging year after year. In the book of Jeremiah, God promises his people that he will not break his covenant with them, any more than he would break his covenant with day and night and the fixed laws of heaven and earth (33:19-26). The sun is a persistent reminder, woven into our lives, of God’s faithfulness to his promises.

Parents, youth leaders, teachers—all of us—need to encourage young people to have a passion for God’s world and God’s Word. We should help them learn to distinguish between primary issues of the faith, and secondary issues that Christians may in good conscience disagree on. And we must equip them to think critically and biblically through the many different issues of science and faith so that they can be effective citizens and witnesses in today’s society. Today I’d like to introduce a new resource for the Church in that equipping mission for today’s Christian young people; but first, let me give a bit of my own story.

Prepared for the conflict

My amazing parents homeschooled me through eighth grade. I loved the freedom to explore things that I enjoyed; the challenge of tackling subjects well beyond my “official” grade level; and the joy of forming deep relationships with my parents and brothers. We used many high-quality science texts, but in my memory, all of the resources on origins available to us promoted an often-combative Creation Science perspective.

In ninth grade, I went to public high school armed and ready for the fight I had been trained to expect. When my biology teacher taught evolution and required us to write an essay, I hi-jacked the essay topic and turned it into an apologetic for six-day creation. Because I was in “conflict mode,” I was not ready to consider the arguments for evolution, or the possibility that Christians could actually accept it. I stayed on guard for the next three years until I headed off to the less hostile territory of Wheaton College.

As a student in Wheaton’s explicitly Christian environment, I felt a new safety to explore different biblically faithful positions that Christians hold, while at the same time maintaining my commitment to my faith. I majored in English and Secondary Education, and as one of my science requirements I took a class called “Issues in Biology.” My professor’s Christian faith shone through her teaching, and her words have stayed with me to this day: “Jesus is not going to be standing at the gateway of heaven,” she said, “holding a clipboard in his hand and asking, ‘Did you believe in six-day creation? Did you believe in evolution?’ He’s going to be asking the one question that matters: ‘Did you believe in ME?’” Yes! I thought. I agree. My professor then proceeded to surprise me: she was the first person to clearly articulate for me how someone could both believe the Bible and accept evolution. I realized that this— alongside many others—was a secondary issue, and that whatever my position on origins might be, I could have fellowship with Christians who held different positions.

But this particular biology professor had more to say than, “we can all just get along.” I remember her bemoaning a phenomenon that she had observed as a teacher: Christian students, raised in a strict Young Earth Creationist background which only portrayed the weaknesses in evolution, would often lose their faith when confronted with evolutionary theory in its full strength. Having only ever heard one perspective, they hadn’t learned to think critically through different viewpoints. Furthermore, they identified their faith so strongly with Young Earth Creationism, that when science seemed to contradict their understanding of origins, they felt they had to jettison not only their Creationism, but the whole of their Christian faith.

During my training as a high school teacher, I learned another way to understand what was happening in the minds (and lives) of these students using Piaget’s theory of cognitive equilibrium. In simplified form, the theory says that students have a mental construct of how they see the world (called a schema by Piaget); with this schema, they are happy and peaceful—in a state of equilibrium. When they encounter new information, however, they get pushed into an uncomfortable state of disequilibrium. In order to return to equilibrium, they must either assimilate the new information into their existing worldview, or they must accommodate their worldview to fit the new information. Resilient learners and a robust faith can handle such 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. Indeed, in 1644, John Milton described such untested conviction like this: “I cannot praise a fugitive and cloistered virtue, unexercised and unbreathed, that never sallies out and sees her adversary, but slinks out of the race where that immortal garland is to be run for...” (from Areopagitica: A speech for the Liberty of Unlicensed Printing to the Parliament of England). To use Piaget’s terms again, evolution threw these students into a disequilibrium from which they could not recover; they could not assimilate evolution into their Creationist worldview, and they could not or would not accommodate their worldview to fit the scientific evidence—so they floundered.

Training for resilience

In my own roles as a teacher and youth leader, I strive to introduce young people to new ideas that will stretch them—even cause them to lose their equilibrium at first. Too much new information conflicting with students’ pre-existing ideas will mean that they cannot assimilate the new information or accommodate to it. Too little new information will mean that they are not being challenged. Both extremes mean that the student is not learning. What I aim to do is to push them into disequilibrium, but also then provide them with the tools to assimilate/accommodate for themselves, and reach equilibrium again—with a deeper, enriched, and more nuanced worldview.

While this has been my strategy to personally help train up resilient young Christians in classrooms and youth groups, last year, Dr. Ruth Bancewicz (the Test of FAITH Project Leader, contributor to this blog, and fellow member of City Church Cambridge) brought me on board to work on another exciting project. Since then, I have been able to use my passion to provoke young people to think more deeply in my role as author of the Test of FAITH homeschool material.

As it was when I was a homeschooled student myself, the vast majority of homeschool science resources available today focus on the issue of origins, and from a Young Earth Creationist perspective. We have developed the Test of FAITH homeschool course to allow young people to learn about the different perspectives that Christians hold on a wide range of issues. In fact, let me emphasize that less than one-third of this material is about origins! For my part, I have loved the opportunity to delve into other issues of science and faith while developing this course; we think students will also appreciate seeing how a biblical worldview engages with such diverse topics as cosmology, the environment, neurology and the soul, free will and determinism, and bioethics.

Both the broad range of issues addressed in the Test of FAITH curriculum and the approach this curriculum takes to those topics will benefit students in several specific ways:

• Learning about different viewpoints will encourage homeschoolers to think critically through ideas and their consequences.
• Coming in contact with a variety of views will cause students to question why they believe what they believe, and will give them th tools to emerge from that questioning with an even deeper faith in God.
• Showing that Christians can disagree on various secondary issues, yet still remain committed, Bible-based believers, will help diffuse the acrimony that often surrounds science-faith issues.

I still have many questions, and I feel that my journey in understanding how science relates to my faith has just begun. However, Test of FAITH has been a significant marker on my own path, and I hope it will be a milestone for many homeschoolers around the globe, as well.

Science and Christianity: An Introductory Course for Homeschoolers is available for free download at www.testoffaith.com/homeschool. The 3-8 week course is designed for use with the award-winning documentary Test of FAITH: Does science threaten belief in God?

Ten free Test of FAITH DVD’s are available to homeschooling Biologos supporters! Contact abigail@testoffaith.com to reserve your copy.

As Christians and geologists, we frequently encounter people with stories of storm tossed and shipwrecked faith that started when they began to wrestle with apparent conflicts between science and the Bible. The stories have a common thread. The Bible, they were told, clearly teaches the earth was created a few thousand years ago with life forms fashioned more or less as we find them today. Because the earth is very young, the incredibly complex sequence of rock, sediment, and fossils found on our planet must have been deposited in a very short period of time. Noah’s Flood, as the only plausible causal agent, was obviously a global and violent event. Theories of an ancient earth and adaptation of life forms, they were further informed, have been constructed on flimsy evidence created by atheistic scientists searching for ways to expunge God from modern culture. But as these sojourners began to explore and understand the actual evidence for an ancient earth, they found themselves increasingly convinced of its legitimacy, and thereby increasingly questioning the veracity of their faith – many to the point of relegating Christ to just another wishful myth.

It is our conviction that these stories of strained or lost faith derive not from an inherent unwillingness to trust the Bible, but rather from misguided teaching on the message of Scripture. Those insisting the earth is young are not simply putting their faith in God’s Word, they are putting their faith in their own particular interpretation of that Word. As such, an entirely unnecessary stumbling block to faith is created, where faith in Christ first requires rejection of sound science.

As we have prayed and studied this subject, we have felt God’s call to speak out against this misplaced stumbling block. We are sensitive, however, to the fact that when scientists speak on issues of faith, there is a natural suspicion that science will be regarded as the ultimate arbiter of truth, and Scripture will have to yield whenever conflict arises. It is thus important for us to state here that both of us ascribe to the authority and inspiration of Scripture, the reality and necessity of Christ’s death and resurrection, the existence of genuine miraculous events, and the truthfulness of the Biblical historical narratives. In our understanding, science will never trump Scripture, but by virtue of science being a study of God’s natural creation, it may occasionally assist in our understanding of God’s written Word. Where this has occurred historically and has been accepted by the Church, the invariable result has been the abandonment of an interpretation of some secondary importance, without any change in our understanding of the intended central message.

This phenomenon is illustrated well by the 17th century clash between Galileo’s claims that the earth revolves around the sun, and the multiple passages in Scripture that appear to clearly present a static earth as the physical center of God’s natural creation. The Bible tells us repeatedly that the earth is fixed upon its foundations (Ps 93:1, 104:5) and the sun rises and sets (Eccl 1:5, Ps 19:6). Within the context of the historical narratives (which we are not accustomed to interpreting in any figurative manner) we read statements about “the sun rising over the land” (Gen 19:23), and a miraculous event during a famous battle where “the sun stopped in the middle of the sky and delayed going down a full day” (Josh 10:13). Likewise in the Levitical law, we find commands to complete the Passover sacrifice “when the sun goes down” (Deut 16:6).

God’s people had interpreted these verses for thousands of years to be authoritative statements about both spiritual and physical realms, and 17th century believers understandably struggled with allowing science to alter traditional interpretations. If God says the sun rises and the sun sets, how could it be otherwise?

Fast forward a few centuries, and we are now somehow quite content to have allowed science to alter our thinking on these verses, without abandoning notions of inerrancy or inspiration. The reason is simply because it was eventually recognized that the primary message of these verses was never on the nature of nature, but on the nature of man and his experience with his environment and his God. Solomon and Joshua accurately recorded their experience from an earthly perspective (sun rising and setting), and David praised God for holding the earth fixedly in His hand (Ps 93:1, 104:5), without requiring a meaning of fixity in space. The central message of these verses was apparent to readers before and after Galileo. Only a secondary interpretation, likely never intended by the writers, was cast off after scientific advances.

So what is the issue regarding Noah’s Flood? The modern debate centers around two questions. Was it truly global in extent, and can the Flood account for the earth’s complex geologic record? To address the first, it is worth being reminded of the Apostle Paul’s letter to the church in Rome where he makes a statement that “your faith is being proclaimed throughout the whole world” (Rom 1:8). Entire people groups existed at this time in China, Australia, and North and South America who knew nothing of the church in Rome. Though using wording that literally means the entire world population, Paul is clearly referring to the world known to him and his readers at the time.¹ Paul speaks truthfully from his experience. Allowing for the possibility that Noah’s Flood encompassed all of known humanity without necessarily covering the entire planet is thus consistent with how other passages in Scripture are interpreted by Christians who believe the Bible is authoritative and trustworthy.

Our primary interest in this blog series is the second question, the widely promulgated notion that the Flood can account for the earth’s complex geology, and that all genuine Christians should accept this viewpoint.

Notes

1. Many Biblical scholars define a literal interpretation as one that takes into account the literary genre, figures of speech, context, and author/audience perspective in deriving the intended meaning. By this definition, poetry and allegory are literally interpreted as figurative. In this blog and in our article, our use of literal conforms to its more common definition where a literal interpretation is one that adheres to the precise definition of words without figurative meaning and without requiring additional context to understand.

What are the best ways to spark productive conversations about science and faith? Certainly there are books, articles, blogs (like this one), and podcasts. Or we can host major events with a prominent speaker or panel. These are all good things, to be sure. But there are particular advantages to using film. Unlike books, articles, blogs, or podcasts, videos engage with both sight and sound. A single DVD is much less expensive than a dozen copies of a book for a group to read through together. A film is portable, flexible, quick, and easy to use. Participants don't need to prepare between sessions, nor do they require internet access. And you don't need to find a big-name speaker or organize a large-scale event.

Test of Faith

Unlike years ago, there are now high-quality and stimulating science-faith documentaries that are well-suited for engaging groups and stimulating conversations. The Faraday Institute for Science and Religion, based in Cambridge, UK, has put together an award-winning documentary, Test of Faith: Does Science Threaten Belief in God? This 2009 film is divided into three distinct 30-minute sessions, which can be further divided if desired. A wide range of topics are considered, including the age and origin of the universe, the possibility of other universes, evolution, care for the environment, the brain, free will, and bioethics. The trailer can be seen above. This film is a good choice if you are not looking to focus primarily on issues around biological evolution. It is also particularly well-suited for groups that include both skeptics and Christians, as one could imagine it being shown on a public television station such as PBS or BBC. Faraday now has quite a range of supporting materials around the film, including bonus footage, a rich website, a leader’s guide, a study guide for participants, and a book with autobiographical contributions from scientist-believers, Test of Faith: Spiritual Journeys with Scientists. Contributors to the film and book include Francis Collins, Alister McGrath, Ard Louis, Jennifer Wiseman, Bill Newsome, John Polkinghorne, Alasdair Coles, Rosalind Picard, and John Bryant.

From the Dust

Just this year, BioLogos partnered with Highway Media to produce a new documentary, From the Dust: Conversations in Creation. This film is just over an hour long, and is divided into four sections of similar length: “Faith and Science,” “Divinely Inspired,” “The Conversation,” and “Truly Human.” Some early clips from the film (prior to the final round of editing) and additional footage can be found in the multimedia resources section of the BioLogos website, and the trailer is above. From the Dust has a firm focus on Genesis, creation, and evolution, probably the area of the most significant tension in our society today related to science and faith. Unlike Test of Faith, there is no narrative voice in From the Dust, and contrasting views are held in tension. It also focuses on theology more than science, so From the Dust may be a better choice than Test of Faith for some groups of Christians. While the Test of Faith film has a very modern and logical structure to it, From the Dust has more of a personal and emotional feel, and you feel that the people in the film are talking with you more than just talking to you. You see the cost that divisive positions on creation and evolution can have on Christians, even in the college classroom. While the film has a strong leaning towards evolutionary creationism and features N. T. Wright, John Walton, John Polkinghorne, Alister McGrath, Peter Enns, Jeff Schloss and Rick Colling, there are also significant contrasting voices from Answers in Genesis and Canopy Ministries. In my opinion, From the Dust is a good choice for many churches, small group Bible studies, or Christian student groups (e.g., InterVarsity, Navigators) to use. There are fewer supporting materials around From the Dust, due both to its new release and also its more inductive approach than that of the Faraday project. In addition to bonus footage, there is a website, a list of sample discussion questions, and a group study guide that I developed.

Next Steps

As you decide which film to use for starting conversations and how to use it, there are several things to consider. Will you show the whole film at once, or will you spread it out over several sessions? Will you provide additional structure or just have an open discussion after each viewing? How many days do you have available? How much time at each session? What are the worldviews of your audience? What is their level of biblical, theological, and scientific knowledge? How big is the group, and what is their age? What is their willingness to do homework and their level of interest in the topic? Is this a new group specifically convened to explore science and faith issues together, or is this a preexisting group that has been doing other things together and has varying levels of commitment to this new topic? What sort of expertise does the leader of the group have, or are there multiple leaders? All of these can affect the group dynamic and may influence the choices you make.

The groups I have worked with have been Christian students from secular colleges, Christian faculty and staff from secular colleges, a small group Bible study, and a general audience. I have found that Test of Faith worked well over three weeks with my Bible study group and with the faculty and staff group, though in these exclusively Christian groups I needed to add a bit of scripture, song or prayer in those settings (as is also recommended in the Faraday materials). The film was particularly good for a 30-minute screening at the general audience event, which also featured a panel for Q&A afterwards. It could likely be used in a college classroom, too, even at a secular institution. I had been considering strategies for using Test of Faith at my church as well, until I found From the Dust.

As I began thinking about ways to use From the Dust while it was still in the final editing stages, I screened it in two parts to three of the four audiences mentioned above (not the general audience). I asked several dozen undergraduates from local InterVarsity groups to give me their responses to the film and to tell me what questions it makes them want to explore more. I did the same with the Christian faculty and staff, and with my home Bible study group. Then I assembled a six-week curriculum (plus an opening session on setting expectations and sharing my vision), primarily aimed at Christian undergraduates. My students this summer loved it so much that we followed it with three-weeks on Test of Faith! Now I keep getting asked when I’ll do it next. But I am hoping that others, even my own students, will want to lead discussion groups like this. You don’t have to be an expert to start a conversation, and sometimes being a leader is the best way to learn.

While many Christian colleges actively seek to help their students engage issues of faith and science constructively, few secular colleges are active in promoting the conversation. So what is a student to do? They may find it difficult to find a visible role model or mentor that they admire or respect both spiritually and intellectually. Christian faculty at secular colleges and universities often do not feel safe publicly revealing their faith (due to a real or imagined hostile campus climate) or feel ill-equipped to tackle intimidating and controversial topics.

I was fortunate as an undergraduate to find professors in my field that shared my faith. Though we never talked about faith and science topics explicitly, their very presence encouraged me to consider being a Christian professor in chemistry. I grew spiritually in college, largely due to the community I found in InterVarsity Christian Fellowship. My beliefs were challenged on occasion, but I did not really engage issues like evolution. Like Dennis Venema, I was initially attracted to Michael Behe’s Darwin’s Black Box and the Intelligent Design movement. But as I learned more biology as a graduate student and postdoc, I no longer found this position tenable. I was delighted to find Darrel Falk’s Coming to Peace with Science and Ken Miller’s Finding Darwin’s God. They offered perspectives I had not previously heard, and rejected neither the scientific evidence nor the key tenets of the Christian faith. I was fortunate also to hear Francis Collins give several talks on science and faith. Now I knew someone universally acknowledged as an outstanding scientist that was open about his faith, and I agreed wholeheartedly with his approach.

Now, as a professor, how can I encourage my students to authentic engagement and dialogue on issues like this? Following the example of the Veritas Forum, I can call on a common search for truth. But first it requires understanding what is so special about college students.

College students are often living away from home, are exposed to lots of new ideas in a rigorous environment (including, for many, evolutionary biology and philosophy--taught by professors who are assumed to be greater intellectual authorities than any high school teachers), and are seeking direction for their future careers. In short, it is a time of intense exploration and change for many young people. On residential college campuses, students can experience an unparalleled sense of community, engaging in deep conversations in the dining halls and dormitories. More than any other place, colleges and universities are concentrated locations of our world’s future leaders. Charles Malik, Lebanese philosopher, diplomat, and co-author of the Universal Declaration of Human Rights has said, "The university is a clear-cut fulcrum with which to move the world. Change the university and you change the world." Sadly, the message most students in American universities hear today is one of incompatibility between science and faith.

This is not only a concern for Christian students, but for their non-believing peers as well. If agnostic students think it is inconsistent to embrace both science and Christianity, they are very unlikely to be spiritually curious. If science and faith are viewed as mutually exclusive perspectives, it will be hard for students (and even harder for faculty!) to be credible witnesses for the Christian faith on campuses, not to mention being faith-filled scientists. It is because of my love for God, for truth, and for students that I seek to promote harmony between faith and science, Jesus and genes. And sometimes my students’ lives are changed dramatically.

So what practical steps can we take to foster the kind of conversations that need to be had in the university, and what resources are available to help that project along? While there are many available books on the subject, as well as many on-line resources, I am particularly excited about the new From the Dust documentary and the materials BioLogos is providing to accompany them, especially when students can explore then in a supportive group setting. To facilitate exactly that kind of open dialogue, I was invited to develop a study guide to accompany the film, and to try it out in my own college community.

I liked using From the Dust as the centerpiece of the group study plan, as it is visually, theologically and emotionally stimulating. It also takes the Bible seriously and is aimed at starting conversations, rather than ending them with dogmatic answers to challenging questions. I also knew that even though From the Dust is only an hour long, it is packed with potential discussion topics and is probably best viewed over the course of a few sessions instead of all at once. Since I was focused mainly on a Christian audience, I decided to have the students read from Genesis before we started the film, read it again halfway through the film, and read it a third time after we’d finished the film. To deepen the discussion further, and to give students something to think about each week between our sessions, I added six scholarly yet accessible articles that are freely available online from BioLogos, the Faraday Institute, or the American Scientific Affiliation.

My students, several of whom I did not know prior to our science & faith study, were from both Protestant and Catholic backgrounds. Many had not deeply engaged the intersection of science and faith previously, but were dissatisfied with what they had been taught at church or at Christian primary or secondary schools. While individual responses at each session varied, the group was overwhelmingly positive about the content and the process of our study together. Many of the questions we discussed were difficult and emotional, and having the space to wrestle with the ideas together in a supportive group was incredibly helpful.

Tomorrow, I’ll give some more concrete details on how the Study Guide can be used in college and other settings, and also highlight another new film-based resource: The Faraday Institute’s Test of Faith project.

My walk in the scientific/evangelical world – Who am I?

First, a little history. While I was working towards my doctorate in Bioengineering at the University of Washington, my husband and I attended a Presbyterian church in Seattle. Young and newly married, we chose to help in Sunday School, and found our niche teaching second graders there for almost 10 years. During that time I was very involved in the scientific world and surrounded by a university community that had a real appreciation for science. Wrapped up as I was in the lab, focusing on my dissertation, and living in a climate of serious inquiry and study, I was unaware of any significant disconnections between science and faith. Science was actively integrated with faith from the pulpit of our church, and in turn, we always loved to bring little bits of science into our lessons—even to the point of using sediment deposits in the Black Sea as evidence of a regionally-based ‘flood’ event thousands of years ago during our lessons about Noah’s ark. No one complained.

As I loved research, I continued to work in a lab at UW once I finished my PhD. But I also had two babies while completing my dissertation, and eventually found it challenging to balance work and family. When my husband was relocated to San Diego, I took that difficult uprooting as an opportunity to step back from labwork and spend more time with preschoolers. Leaving life at a fast-paced urban research university for the relaxed and resort-like coastal suburbs of San Diego County was another kind of culture shock, compounded by the fact that we found looking for a new church to be particularly hard. After some consultation with friends of friends, we stepped out of our Mainstream Protestant comfort zone and visited a Calvary Chapel.

There was certainly an adjustment period (eventually we stopped doing a double-take every time we saw the board shorts and flip-flops on Sunday morning – even on the stage!), but over time we were able to plug into a dynamic evangelical community. We found the vibrant, Christ-centered church to be a great place to make deep and lasting connections with the people, both through small groups and by serving in Children’s Ministry. Making a personally quite revolutionary decision to fully step away from the busy life of a researcher, I found a new calling when I took on a part time job leading the church’s 2nd and 3rd Grade program.

A surprising disconnect in the faith community

I now find myself spending my weekends with over a hundred kids and volunteers, and it has been a great adventure. However, it has also been through this ministry that I discovered first hand the uncomfortable disconnect between science and the evangelical church. At first it was just a few throw-away comments from fellow believers in church: dismissal of museum exhibits, eye-rolling at the ancient geology of the Grand Canyon, etc. Of course, I had heard rumors of such thinking, but I was a little surprised to find it to be so common in the Evangelical community. Many people I knew were rejecting large swathes of science outright. Sometimes I give out prizes to the kids in my class—trinkets and other insignificant plastic things that kids love—and some of the items I had in our “prize box” were “dino eggs with dino facts.” To my amazement, these items brought on complaints from parents because of their reference to the age of the dinosaurs some 65 million years ago.

Meanwhile, my husband—an environmental engineer with a background in Geology—was serving at the church with older kids. In his class he often heard that favorite question from Christian kids, “How do the dinosaurs fit into the creation story?” But the only answer he’d ever heard in response was the explanation that dinosaurs were obviously on the ark, and somehow became extinct after the flood. He is the most easy-going person ever, but he was taken aback by this wholesale dismissal of geologic history and by the lack of a more nuanced discussion of Scripture. At that point we began to ask around, and learned that, yes, this is a common way of thinking in evangelical circles.

These attitudes about science and the Bible seemed especially prevalent among the many home schooling families in our community. More than half of my church coworkers homeschool or send their kids to Christian schools. Several of these wonderful folks were homeschooled themselves, and very few attended secular universities. Many of the children and families that I minister to each week are also homeschooling families, and for the first time I became troubled by what they were learning about science and the natural world. I attended public school and secular universities both for undergraduate and graduate studies, and (after much thought and discussion) we chose to send our own kids to public schools, not least because we want them to have great training in science and math. While we are fortunate enough to live in a community with challenging public schools well equipped to prepare kids in those areas, I want the same for homeschooled kids, as well. All Christian young people should be able to both excel in science and grow in their understanding of the God of Scripture, whether they’re taught in institutional settings or at home. I only wish I could better trust available homeschooling science curriculum materials to achieve that end.

Is there cause for concern? Does it really matter?

One can correctly argue that Jesus’ incarnation and resurrection are the central beliefs and values of the Christian faith. In the end, does it matter what we teach our kids about origins or the age of the Universe? What harm is there in these black and white beliefs held by good people doing good things?

I believe that it does matter, for several reasons:

1. We have generation of Christian young people who are not trained in scientific principles that will allow them to meaningfully contribute to fields such as cosmology, geology, biology, etc. Our universities especially need an evangelical presence!
2. Thoughtful, scientifically-minded people—both young and old—will be pushed AWAY from the evangelical community. I know that I could not attend a church that dismisses scientific evidence in order to fit nature’s narrative into preconceived ideas, or one where scientists are actively mocked.
3. The faith of homeschooled and other Christian kids can be challenged when they have their first college classes on geology, evolutionary biology, etc. Many will reach a point where they think they have to choose between their faith and what the scientific world tells them about the created order.
4. Simply, evangelicals are in danger of looking a bit ridiculous to reasonable and educated people when they appear so fearful of science, making it easier for non-Christians to dismiss the gospel message.

Exploratory Efforts –Communicating God’s Revelation in Nature

Despite these experiences and concerns, my overall impression of the evangelical community’s perspective on science is that in most areas, everything is fine. But it seems that sensitivity around a few points—particularly origins, the age of the earth and climate change—limits open discussion even of more general scientific issues, and as wonderful as they are, our pastoral staff rarely invokes natural wonders to illustrate doctrine, whether speaking to adults or kids.

As a Christian, a scientist and an educator, I particularly want the kids I work with to know that it is good to wonder about the world around us and say “God Did It – But How?” More than that, I want them to know that they do not have to be afraid of the answers to those questions. So I ask myself, “Is there anything I can do?” As it turns out, I’ve concluded that there are ways that I (like any of us) can help, even if the efforts are incrementally small at first. Our church hosts a tremendous summer camp that teaches kids Bible stories and worship, but also gives children a chance to choose an “elective” and learn more about subjects like art, music, cooking, a sport, or science. Each summer more than 1,000 kids attend this outreach at our church campus, and I was privileged this past summer to be able to “coach” science and write up a fun science curriculum that dovetailed with the various Bible stories the kids were hearing.

The practice of science became a wonderful avenue for sharing God’s love and the Salvation Story whether I pulled ideas for experiments directly from the Bible (such as creating, testing and optimizing sling shots like David) or used the stories more allegorically; extracting DNA from strawberries (always a hit with kids) illustrated our uniqueness in God’s eyes, while creating a solar music box demonstrated the beauty of living in God’s light vs. hiding in the darkness. I found that this was an excellent place in which to bring young Christians (and non-Christians) into an understanding and appreciation of basic scientific principles in conjunction with communicating spiritual truth. My hope is that those lessons will open their eyes to further inquiry as they grow up and move on through junior high, high school, and—for some—beyond.

In the end, I was inspired to write out a preliminary curriculum, combining scriptural lessons with science experiments. This effort led me to co-author Wonders In Our World: Insights From God's Two Books, a book that further explains the complementarities of God’s Two Books – the book of nature and Scripture. While materials like these can be used in church settings such as the summer camp at our Calvary Chapel, my hope is that they will become a resource for Christian families all year long—especially for those homeschoolers I love so much. A full curriculum may still be a ways off (perhaps I’ll have more to share about that in a future post), but in the meantime, I’m honored to be able to draw on both Scripture and science to share my joy in Christ and his creation.

Framing the Problem

I have to ask God to give me patience to not hate the men who cause me and my dad to argue about origins. I think that if they could just realize that science is not out to destroy God then maybe they would give it a chance.

Rachel spoke these words as she reflected on her relationship with her father and the strain she felt about her own acceptance of evolution. Rachel had grown up as a pastor’s kid firmly entrenched in Young Earth Creationism. When she enrolled in a Zoology course at a Christian college as a Pre-Med major, it was the first time she had encountered the notion that a person could accept evolution and remain a vibrant Christian – her professor was a testament to that reality. Through her experiences at the university, Rachel eventually came to accept cosmological, geological, and biological evolution as valid in understanding the long history of the universe and life on Earth. However, her acceptance of evolution was an extended journey marked by conflict resolution and apprehension.

Rachel’s account of her struggle with evolution resonates with the stories told by many participants in a qualitative research case study designed to explore how Christian biology-related majors at a mid-Western Christian liberal arts university reconciled evolution and their personal religious beliefs. Their individual stories and the common themes that emerged from research data are the focus of this three-part series.

This first part of the series provides a backdrop for the reader to see this crucible of conflict from the participants’ perspectives – using their words to convey the struggle and anxiety of encountering evolution in juxtaposition to their faith. The second part of the article explores the participants’ negotiation of their perceived conflict between evolution and their personal faith. The third and final part of the series discusses the factors in the participants coming to an acceptance of evolution and addresses the question, “What, then, are the ramifications for college educators and those who seek to mentor young people in reconciling science and faith?”

The 15 participants in the case study were senior biology-related majors (biology, biology-chemistry, or biological science education) and recent graduates (within the last two years) who majored in a biology-related science, and had completed an upper-level biology course on evolution entitled Origins. While a diversity of approaches exists in addressing evolution issues at Christian universities, no aspect of the study site suggested that it was atypical of higher education institutions committed to the teaching of evolution in non-opposition to religious belief. Or to put it positively, the college is typical of other Christian institutions where evolution is taught as being compatible with faith.

Parental Influence

Data were collected for the study from December 2006 to August 2007, utilizing a dual interview design. The first interview investigated the participants’ worldview using Fowler’s (1981) structural-developmental theory of “stages of faith” which describe the cognitive rationale and affective response in shaping one’s world. The second interview was conducted approximately a week following the first interview and explored participants’ perceived conflicts between evolution and personal religious beliefs. Additional data came in the form of the Evolution Attitudes Survey (Ingram & Nelson, 2006); descriptive field notes of the Origins course in Spring 2007; a “scholarly paper” that participants wrote in the Origins class that integrated course content with their own worldview; and participant feedback on interview transcripts and researcher-written descriptive personal portraits that described their views of creationism and evolution. The data was coded, and through multiple readings and refinement of codes, patterns evident within the data suggested common themes in the experiences of the students.

This article series is not a formal presentation of the study (see Winslow, 2008 and Winslow, Staver, & Scharmann, 2011), but seeks to tell a story from the participants’ perspectives to help the reader better understand their experiences in reconciling science and faith.

Participants’ Views of Creationism and Evolution

Table 1 summarizes participants’ childhood beliefs, including the sources for those beliefs, and their views on creationism and evolution at the time of the study. As the data show, most of the participants were raised during childhood to believe in Young Earth Creationism.

Many participants reported that their strong creationist and anti-evolution beliefs were due to their parents’ influence during childhood. Eight participants voiced that one or both parents expressed a strong belief in creationism throughout the participants’ childhood and expected participants to hold similar beliefs. For example, Nicole stated, “My family was . . . very much of the Genesis is the golden rule. God created the earth in seven days. That’s how it happened, no questions asked. If you asked questions, . . . you were thinking too hard about it.”

Asked about where she acquired her negative view of evolution before enrolling at the study site university, Rachel recalled hearing her parents’ conversations, such as, “Darwin is a tool of the devil and . . . he’s led so many people astray from God and that’s just terrible and don’t get sucked into that because it’s the devil working through him.” Rachel added, “I’d be kinda listening in” and soon enough, she found herself saying to her high school friends, “Oh yeah, I can’t believe these evolutionist liberals.” She added, “Those two words always went together – liberal and evolutionist!”

Other participants remarked that they simply assimilated creationist beliefs from what they heard in church. Six participants perceived that their parents believed in creationism, but primarily because creationism was part of the participants’ upbringing in the church. In other words, parents’ expression of their belief in creationism was less pronounced than in the other eight cases. For example, Ashley noted,

"I’m pretty safe in saying from the time I was born until high school senior year, the first chapter of Genesis was literal. That’s just how I was raised. . . . Nothing was ever questioned." Ashley clarified, “Not that they [my parents] said everything in the Bible is word for word true, . . . but no one ever said the opposite, that it wasn’t literal. So I just assumed that it was.”

Other factors, such as church, friends, siblings, and spouses were construed by participants as relatively moderate influences in their lives. For example, when participants expressed apprehension in their encounters with evolution, not a single participant expressed anxiety about the response of their church or pastor. Instead, most were worried about the reaction of their parents.

For many participants, the anti-evolution sentiments they heard in childhood continued while learning evolution at the study site university. Several participants asserted that their parents expressed displeasure that their daughter or son was learning evolution at a Christian university. For example, Jennifer stated that whenever her parents spoke of “evolution stuff,” they would pejoratively append, “and that’s not right.” In high school, Jennifer thought of evolution as “kind of a theory. . . . It was just something . . . good for the scientists, but that’s not what happened.” She recalled in her junior AP Biology class that the teacher announced, “Well, I teach evolution as a theory, not as a scientific explanation.” Jennifer laughed as she recounted, “My mom was real happy that I was having her for my teacher.” However, when Jennifer took the Origins course at the study site university, she began to share her new ideas about evolution with her parents. She recalled they became increasingly “apprehensive about things.” Jennifer could tell by their body language and, as she described,

[the] kind of looks they give me whenever I’m like, “Well, what about this [evidence for evolution]?” Because I get real kind of built up about things like this . . . and I’m like, “But this is what I learned in college” [shouting as she says this] and I bring my papers home and I’m like, “Look at this” [pounding the table] and they’re like a little skeptical. . . . You kind of see it in their eyes and they furrow their brow and stuff like that.

Jennifer enjoyed a strong relationship with her parents and despite the pressure she encountered from her parents regarding evolution, she said, “I’ve come to respect their opinions about certain things a lot more. At the same time, I’ve come to realize that maybe they’re not always right in every single thing. . . . It’s okay for me to think differently than them.” As reflected in the last column of Table 1, Jennifer was among the thirteen participants who—at the time of the study—affirmed that God created through evolution in contrast to their childhood beliefs.

Two noticeable exceptions are Ashley and David. David espoused a traditional, Young Earth Creationist view. Ashley’s views were a hybrid model of Old Earth Creationism and Evolutionary Creationism perspectives. Having come from a strong creationist background, Ashley adapted her views while in college to assert that God specially intervened to create an initial line of ten thousand species through which evolution took over to result in the diversity of life on earth. Item 1 in the Evolution Attitudes Survey stated, “Over billions of years all plants and animals on Earth descended from a common ancestor.” David strongly disagreed and Ashley disagreed with this statement. Nine participants agreed and four participants were undecided.

Most participants also accepted human evolution as evidenced from their interview statements, scholarly papers, and survey data. Five items in the Evolution Attitudes Survey dealt directly with human evolution. Marking “strongly disagree” or “disagree” on these statements would indicate an acceptance of human evolution. Fourteen participants demonstrated an acceptance of human evolution from their survey results. David was the lone exception. Eight participants either “strongly disagreed” or “disagreed” on all five items while the remaining participants marked disagree with only one or two “undecideds” on the five survey items.

The results from the survey show a clear trend in 14 participants’ acceptance of human evolution despite a relatively mixed response to Item 1, which said, “Over billions of years all plants and animals on Earth descended from a common ancestor.” For instance, Ashley disagreed with evolution from a common ancestor, but she disagreed with every statement that rejected human evolution. Similarly, all four participants who were undecided on evolution from a common ancestor indicated by their survey responses that they accepted human evolution.

Participants saw ample evidence for human evolution in the Origins course both in textbook and lecture materials. Accepting human evolution may require less scientific inference in the minds of the participants than the linking of all living things to a single ancestor billions of years ago. Many participants expressed that human evolution was part of the larger story of evolution. When asked if humans evolved, Gail said, “For evolution to make sense in my head, we have to have had a common ancestor. If I understand evolution correctly, there has to be some ultimate beginning, which would be a link for all of us.”

The transition from Young Earth Creationism to Evolutionary Creationism for most of the participants was not an easy one. As we’ll see in the next part of this article, that journey was marked by apprehension and a process of conflict resolution.

References

Fowler, J. W. (1981). Stages of faith: The psychology of human development and the quest for meaning. San Francisco: HarperCollins.
Ingram, E. L., & Nelson, C. E. (2006). Relationship between achievement and students’ acceptance of evolution or creation in an upper-level evolution course. Journal of Research in Science Teaching, 43(1), 7-24.
Winslow, M. W. (2008). Evolution and personal religious belief: Christian biology-related majors' search for reconciliation at a Christian university. Retrieved from ProQuest Digital Dissertations. (AAT 3310836). Available at the Kansas State Research Exchange Web site: http://krex.k-state.edu/dspace/handle/2097/710.
Winslow, M. W., Staver, J. R., & Scharmann, L. C. (2011). Evolution and personal religious belief: Christian university biology-related majors' search for reconciliation. Journal of Research in Science Teaching, 48(9), 1026-1049.
]]> Tue, 28 Aug 12 05:37:57 -0700 Mark Winslow http://biologos.org/blog/freedom-and-grace-in-tennessee?utm_source=RSS_Feed&utm_medium=RSS&utm_campaign=RSS_Syndication http://biologos.org/blog/freedom-and-grace-in-tennessee?utm_source=RSS_Feed&utm_medium=RSS&utm_campaign=RSS_Syndication 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. 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, and as the teacher informed her uninterested class about the details, she made the comment that we are "devolving" in the great state of Tennessee instead of "evolving." As a Christian, a biologist, and a soon-to-be educator, I was inclined to agree.

In Tennessee and across the country, many others weighed in on the subject over the next few weeks, including two essays (here and here) on the BioLogos Forum. But soon after that, other issues crowded that story off the front page. Now, though, teachers and students across my state are returning to science classrooms, and we will all get to see what effect the law has in practice. Again speaking as a Christian, a biologist, and educator and drawing on all three of those perspectives, I’d like to offer my own reflections on the bill’s likely effect on Tennessee teachers and students, beginning with this excerpt from the bill itself:

The teaching of some scientific subjects, including, but not limited to, biological evolution, the chemical origins of life, global warming, and human cloning, can cause controversy . . . The state board of education, public elementary and secondary school governing authorities, directors of schools, school system administrators, and public elementary and secondary school principals and administrators shall endeavor to assist teachers to find effective ways to present the science curriculum as it addresses scientific controversies. (Tennessee HB368 / SB893)

As an evangelical, I think this bill could be more detrimental than helpful to Christian teenagers’ faith. Many students who are particularly interested in the sciences and theory of evolution are already in the uncomfortable position of hearing pro-Intelligent Design doctrine from the pulpit on Sunday and then listening to their science teacher’s evolution instruction on Monday. I was one of those students—sitting in more than one congregation under pastors who were particularly antagonistic to the theory of evolution, and who made not-so-subtle comments that it cannot co-exist with authentic Christian faith. Having a keen interest in the sciences and wanting to explore the data so widely accepted by the scientific community, I felt confused and ostracized in my church. I wondered if I would have to choose between my faith and intellectual integrity. The church family I trusted clashed with the science that I also trusted, causing a near catastrophe for my faith. I am thankful to the few people who offered me grace, allowing for my questioning of some of what I heard in church without labeling me a heretic.

Though the conservative Christian community may view this bill as a “win for the faith,” it is actually a loss if it reinforces the idea that this is simply an issue of science vs. scripture. Evolution is central to modern biology; trust in the authority of the Scriptures is central to Christian faith. But this fight mentality between the two established communities is detrimental to our young teenagers who are seeking to grow in faith, but who cannot seem to reconcile scripture and scientific data. We need them to seek after that reconciliation, not be told it can’t be done. Whatever they are hearing from the pulpit, the science classroom should be the one place that students can learn science. Students may well emerge with bitterness towards the church for dismissing the evidence of evolution not only so quickly, but in what is so often a haughty and condescending manner. Worse yet, students may emerge with bitterness that they were forced to choose between faith and intellectual integrity. Is this really an all or nothing argument? Are the two truly diametrically opposed?

In my world, these two have reconciled, and they now co-exist in peace. It has been a very long road to get there and I could not have done it without both access to good data and the freedom to explore it. Having taught teenagers in an evangelical church for years and having observed in many biology classrooms as well, I know that many students are still struggling for this same reconciliation. That reconciliation is perhaps most easily attained when the seeking student is able investigate evolution in the science classroom without harassment from opposing religious forces. With this freedom, the student may very well realize that the fear that he/she may have regarding evolution is really just a fear of the unknown, and that it is possible to have intellectual integrity and to praise God for initiating and sustaining the evolutionary process.

In Tennessee’s science classrooms there are surely many teachers who begrudge being told that they must teach evolution, and who are relieved that they can now present it as a controversy and/or allow Intelligent Design as an alternative. They, too, will likely see this law as a “win.” But isn’t public science education is about giving students an accurate picture of the state of science, not about teachers’ philosophical opinions? As has been pointed out before, most Tennessee science teachers have not had the training to teach about religion or philosophy; they have been trained to teach about the basic principles of the biological world.

This bill may be particularly frustrating, then, to teachers who do simply want to teach science. From the many hours I’ve spent in secondary biology classrooms this year, I can say for sure that time is of the essence. Tennessee teachers have barely enough instructional time to cover what students must know to pass the end-of-course biology test required for graduation; they do not have extra time to spend covering material that is not science. I have seen classroom arguments over evolution’s feasibility that ate away precious instruction time and only left a greater rift between the two camps and no doubt, a frustrated teacher. News of the Intelligent Design movement’s success in creating political and legal controversy is misplaced content in the secondary biology classroom.

Furthermore, as it allows teachers to frame biological evolution in terms of “controversy”— something that is a topic for debate—this law will likely not result in students who are more engaged in understanding science, but instead, only in more confusion (and possibly antagonism) in the classroom. Educators welcome debate in many cases because debate encourages critical thinking that leads to “formal thought,” the Holy Grail of Piaget’s Theory of Cognitive Development. But the practice of science is about proposing hypotheses and testing the data, not primarily argumentation. And if the science community is not “debating” evolution, why should high school science students be debating evolution as part of their biology curriculum?

The bill is correct in stating that the purpose of science education is to “inform students about scientific evidence” and “help students develop critical thinking skills necessary to becoming intelligent, productive, and scientifically informed citizens.” I certainly agree, though I question whether it needed to be legislated. Rather, my answer is: “Let’s actually do it!” Before bringing “debate” and “controversy” about scientific theories into the classroom, let’s instead teach our students about sound scientific practice; let’s give them opportunities to learn how to research and to employ the scientific method in everyday life. Let’s focus on teaching them about observing the indicators of climate change, the intricacies of DNA, conservation of ecosystems, and the principles of molecular and cell biology. Let’s give them the tools—specific to science— that help them think critically and work out problems, rather than undermining faith in those very practices and the community of people that uses them every day. Let’s not teach them to live in denial of the ordinary dependability of science, let’s not teach them to distrust scientists who have no interest in “debate,” but want to understand the world God made.

In Tennessee and elsewhere, let’s give both our students and those scientists the grace and support they need to merge authentic faith and intellectual integrity.