In concordist interpretations, God made the earth using the sequence of events described in Genesis 1. In non-concordist interpretations, God created the earth using a different timing and order of events than those described Genesis 1.

How should Christians go about choosing among all of these interpretations? Such a decision should be based on consistent principles and prayerful reflection, not just on “what sounds good.” Here are our own conclusions.

Weaknesses in Concordist and Non-Concordist Interpretations

Both concordist and non-concordist interpretations of Genesis 1 arise from good motives, a desire to show that the Bible does not conflict with nature’s testimony.  But both types of interpretations have their pitfalls.

For concordists, the temptation is to interpret every Bible verse to match the current scientific picture. The meanings of particular phrases can be bent out of shape to match a particular scientific finding. For example, Hebrew words that literally meant birds or plants to the original audience are redefined to meet some modern scientific category such as insects or single-celled organisms, just to make the order of events line up. By focusing on trying to match the details of the ancient text to twenty-first century knowledge, the concordist may miss meanings in the passage that were clear in the original cultural context, including important spiritual insights. Moreover, concordists can be forced to regularly change and update their interpretations as modern scientific knowledge grows and changes. For instance, the Gap Interpretation twisted the meaning of Genesis 1:2 outside its original intent; later it failed to match new scientific evidence.

For non-concordists the temptation is to interpret every Bible verse that appears to disagree with science as figurative without first studying the text. By interpreting a text that was intended tobe understood literally as metaphoric, they may bend the meanings of particular phrases to refer to purely spiritual ideas and ignore the historical meanings they had in the original cultural context. At one extreme non-concordists can apply the same strategy to all Bible passages and even interpret Jesus’ miracles and resurrection as spiritual symbols simply because they think that miracles are scientifically impossible.

For both concordists and non-concordists the temptation is to let science drive the interpretation of Scripture more than it should. When an apparent conflict arises between science and a biblical text, it can and should motivate us to consider a biblical passage more closely. The scientifically discerned testimony from God’s book of nature can even be a useful tool for deciding between two or more biblical interpretations that are otherwise equally valid. But the interpretations themselves are not determined by science; they must be driven by theological considerationsand be consistent with the rest of Scripture.

To avoid these risks we need to look at what the best biblical scholarship has to say about the passage rather than at how it fitswith science. Finally, we must take care that the desire to resolve conflicts does not distract us from the main message God has forus in the text. Our primary calling as Christians is to live our lives according to the clear messages of God’s Word; it is a lesser calling to debate the subtleties of interpretation of less clear passages.

Genesis 1 in Its Original Context

To choose among the various interpretations, we recommend using a consistent approach based on the principles of biblical interpretation discussed in chapter 4.  The first principle, that each passage should be interpreted in light of the rest of the Bible, provides some guidance. For instance, the Bible’s teaching on God’s truthfulness and his glory displayed in creation might lead us away from the Appearance of Age Interpretation.  The differences between the Genesis 1 and Genesis 2 accounts might point toward a non-concordist interpretation.

The second principle of interpretation gives more direction. It reminds us first to work out what the passage meant in its original literary, cultural, and historical context, and then figure out what meaning it has for us today. How do the various interpretations fit this principle? Of the four concordist interpretations discussed in chapter 5, the Young Earth Interpretation seems to come closest to what ancient peoples would have heard in the text. The Gap and Day-Age concordist views would have baffled the original audience, since these ancients would have had no concept of geological ages; if they could not fathom time periods of millions or billions of years, the text must have meant something different to them.

Of the four non-concordist interpretations of Genesis discussed in this chapter, the Proclamation Day Interpretation, while it has some basis in the text, seems least likely to be the meaning heard by the original audience. The proclamations are implemented as soon as God says them, and there is no reference to a different timing or sequence of events in terrestrial time. In our view a combination of the Ancient Near East Cosmology, Kingdom and Covenant, and Creation Poem Interpretations come closest to what the original audience would have heard. The differences between the Genesis text and the pagan stories highlight the sovereignty of God and the goodness of creation. The elegant poetic structure and inspired phrases reinforce the theological messages of the Kingdom and Temple interpretations.

Genesis 1 for Modern Readers

With a better understanding of what the original audience heard,we have insight into God’s message for them and thus for us. If God’s purposes in Genesis 1 did not include teaching scientific facts to the Israelites, then we should not look here for scientific information about the age or development of the world. For modern readers, as for the original audience, the message of Genesis 1 is its powerful theological truths. God does not use theBible to teach us the physical processes he uses to make the rainfall or the earth orbit the sun or to form the mountains. Instead, in a beautifully crafted and impressively short text, God teaches us all about

• his sovereignty.
• the goodness of creation.
• the honored status of humankind as his image bearers.

God has given us a text that speaks of the physical world in simple terms, based on how it appears, in order that all peoplemight understand it.  The common language of this text has made it accessible to people of many times and cultures, aiding the communication ofthe gospel around the world.

Does a non-concordist interpretation of Genesis 1 mean that we have sacrificed a literal understanding of the gospel? No. TheGospels were surely heard by their first audience as historical eyewitness accounts by the disciples, and everything about the emphasis and tone in those books indicates that Jesus’ resurrection and miracles are essential events in the story. That is how we should read the Gospel stories still today. In Genesis 1, on theother hand, the first listeners heard nothing new about the physical universe; all the emphasis was on who created the world and humanity and why they were created.

What does this mean for science? It means that Genesis 1 is not a science textbook. The text was never intended to teach scientificinformation about the structure, age, or natural history of the world. Thus, comparing Genesis 1 to modern science is likecomparing apples to oranges. Or perhaps more accurately, comparing Genesis 1 to modern science is like comparing Psalm 93:1 (“The world is firmly established; it cannot be moved”) to modern astronomy. Genesis is neither in agreement nor in conflict with the sequence of events found by astronomy and geology.

As scientific knowledge increases and changes over the centuries, its understanding of the physical structure and historyof the earth will change. But through all of those centuries the theological truths of Genesis 1 remain the same: there is one sovereign God who makes light from darkness, creates an ordered world from chaos, and fills an empty world with good creatures. Humans need not fear the capricious whims of a pantheon ofgods but can instead trust in the one true God who made us in his image and declares us “very good.”

For more discussion of Biblical interpretation, see chapters 4, 5, and 6 of Origins. Next week, we'll look at an excerpt on astronomy and the age of the universe.

Excerpt from Chapters 5 and 6 of Origins: Christian Perspectives on Creation, Evolution, and Intelligent Design (Grand Rapids, MI: Faith Alive Christian Resources), 2011. Reprinted with permission. To order purchase a copy of the book or e-book, please call 1-800-333-8300 or visit our website 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.

That may seem strange. Many people wouldn’t start with the Bible when talking about a scientific theory. But I’m a theologian, and I take the Bible with utmost seriousness. Talking about the Bible is a natural place for me to begin, both because the Bible was principally important in my youth, and because it remains so for me today.

I don’t mean to snub science. Science is important too. I read a lot in the sciences, and I think the evidence supporting the theory of evolution is strong. I try to take this and other evidence with great seriousness.

But the real story – for me – starts with the Bible.

Centrality of Scripture

Fortunately, my parents were committed Christians. Our family was one of those “attend-church-three-times-a-week-and-more” families. My parents were significant leaders in our local congregation, and I began following their footsteps early in life.

I doubt I missed more than a handful of Sunday school classes before I was twenty years old. And I always attended Vacation Bible School – even winning Bible memorizing competitions on occasion. (John 11:35 was my friend!) I participated on youth Bible quizzing team for a while too.

While growing up, I don’t recall anyone telling me that the Bible was the inerrant Word of God. But my passion for Scripture and my Evangelical community inclined me toward that position. Scripture was central in my life.

Besides, I wanted a failsafe foundation for my beliefs. And how could I convince my Mormon friends to become Christians if the Bible was not true in every sense, including literally true about what it said about the natural world? Witnessing to God’s truth seemed to require that I believe the Bible was without error on all matters, including matters related to science.

An Inerrant Bible?

My view of the Bible began to change when I went to college. It wasn’t that a liberal Bible professor brainwashed me away from the positions of my youth. Instead, I started reading the Bible carefully and the work of biblical scholars. I began to think it important to love God with my mind in a more consistent way.

And then I took a class in koine Greek, the language of the New Testament. In this course, I discovered several things. First, we have differing English translations of the New Testament, because the biblical text allows for a number of valid translation options. (When I later took Hebrew class, I found the diversity of valid translations even greater!) Second, we do not have access to the original biblical manuscripts/autographs. Our Bibles come from later manuscripts, the earliest of which are not complete. And, third, the oldest texts we have differ in many ways – although most differences are minor.

I also discovered discrepancies in the Bible. For instance, in Matthew’s gospel, Jesus curses a fig tree and it withers immediately (21:18-20). But in Mark’s version of the same story, the fig tree does not wither immediately and the disciples find it withered the next morning (11:12-14; 20-21). Mark says that Jesus heals one demon-possessed man at Gerasenes (5:1-20), while Matthew says there were two demon-possessed men involved in that same miracle (8:28-34). Jesus tells the disciples to take a staff on their journey as recorded in Mark 6:8, but Matthew says Jesus told the disciples not to take a staff (10:9-10). Jesus says Jonah was three days and three nights in the whale's belly. Then, making an analogy with his own death, he says the Son of Man will be three days and three nights in the heart of the earth (Mt 12:40). But Jesus was not dead three days and three nights!

I mention only a few of the many internal discrepancies. Once I discovered a few, I noticed more. This, of course, made me question whether I should say the Bible is inerrant in all ways.

What’s the Bible For?

I’m persistent. I don’t settle for easy answers, ignore problems, or appeal to mystery at the drop of a hat. I want to give a plausible account of the hope within me.

My quest for better ways to think about the Bible prompted me to read theologians and Bible scholars from the past and present. What I found surprised me! I had assumed believing the Bible is inerrant in all ways was the traditional position of Christians throughout the ages. I assumed it was the position of my own Christian tradition. I was wrong.

Few if any great theologians argued the Bible was absolutely inerrant. Augustine did not affirm inerrancy in this way. Thomas Aquinas didn’t. Neither did Martin Luther or John Wesley – a least in a consistent way. And I discovered through reading and conversations that those considered the leading biblical scholars and theologians today also reject absolute biblical inerrancy.

I did find a few teachers who said the Bible was inerrant. But when I read their explanations of the Bible’s discrepancies and their views about the differences between the oldest manuscripts, I found they stretched the word “inerrant” beyond recognition. Their meaning of “inerrant” was nothing like the usual meaning. And it was certainly not what most Evangelicals meant when they called the Bible the inerrant Word of God.

Perhaps even more important was my discovery that great theologians and biblical scholars of yesteryear believed the Bible’s basic purpose was to reveal God’s desire for our salvation. Many giants of the Christian faith could agree with John Wesley who said, “The Scriptures are a complete rule of faith and practice; and they are clear in all necessary points.”

The necessary points of Scripture refer to instruction for our salvation. They indicate that, as the Apostle Paul puts it, Scripture is inspired and “useful for teaching, for reproof, for correction, and for training in righteousness, so that everyone who belongs to God may be proficient, equipped for every good work” (2 Tim. 3:16-17). The purpose of the Bible is our salvation!

I also discovered Christian leaders over the centuries did not feel required to search the Bible for truths about science. In fact, they sometimes used allegorical interpretations that seem silly to me now. The vast majority of Evangelical scholars with whom I talked also didn’t think the Bible has to be inerrant about scientific matters.

After my studies, I came to believe that the Bible tells us how to find abundant life. But it does not provide the science for how life became abundant.

Tomorrow, Tom will discuss what his evolving view of the Bible has to do with evolution.

I was raised in a Christian home, where the Bible was a part of daily life. My family was very committed (probably overcommitted) to our local church, my father read the Bible aloud every night, and in a given year I probably went to half a dozen Bible-centered events. The only test I ever failed was in 7th grade.Every question on the test was about evolution, and every answer I gave was from the Bible. I wasn't a scientist but knew what Scripture said was sufficient for me.

By the time I graduated high school, I had memorized more Scripture than most people do in a lifetime, and along the way I had read dozens, probably hundreds, of books about spiritual warfare, the end times, and the mountains of evidence which proved the Genesis creation account was absolute fact. And in my sophomore year of college, I had made the ultimate sacrifice: I had given up on my intended lucrative career in psychiatry to pursue the thankless, penniless life of a minister, because I was certain that's what God was calling me to do.

So there I sat in a class on the prophets, giving a brilliant (in my estimation) explanation of how Daniel's 70th week and Revelation fit together, when my professor leveled that unforgivable charge, "You don't take Scripture seriously." Perhaps you can understand now why the very thought offended me. He asked me to turn to 2 Timothy 3 and read verses 16 and 17. I did him one better and quoted them without hesitation.

"All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the man of God may be thoroughly equipped for every good work."

He was not impressed by my instant recall, and pressed on making his point.

"Can you tell me where in the Bible it says Scripture is useful for telling the future?"

I could not.

"Where does it say Scripture is a primer on the end times?"

It doesn't.

"How about Math, or history, or geography, or science?"

No, I didn't know those passages either. He continued.

"The problem, Shea, is that you are asking Scripture questions it's not meant to answer, and not bothering with the questions it does. How does your analysis of these prophecies equip people to do good works? How does it teach, rebuke, correct, or train them in such a way that they can be righteous? If your interpretations can't do any of these things, then what's the point in having them?"

I couldn't bring myself to say it at the time, but my professor was completely right. I had spent so much time using the Bible as evidence to prove my point that I hadn't bothered to consider its intended purpose. It was as if I had been given a nice new pair of shoes, but instead of wearing them and letting them take me where I needed to go, I had been using them to kill bugs, prop open doors, and fix wobbly table legs. Shoes can be made to do all of those things, but that's not their purpose. There are other items out there that do those jobs a whole lot better. I hated to admit it, but I knew that I had to reconsider everything I thought I knew about Scripture.

So I began studying in earnest once more, but this time instead of trying to gather facts and evidence, I would ask myself "what is there about this passage that helps me to be prepared for good works?" Sometimes it changed my understanding a little, sometimes a lot, and sometimes not at all. But when I finally decided to tackle Genesis, everything changed. I half-read, half-remembered the seven day creation account. As I read, asking how this passage fulfilled the purpose of Scripture, I was amazed. This was the story about a God who cared about everything in the universe. It was a story about a God who looks at the world, at living things, and even at humans, and calls them "good." But they weren't just good. Those humans were a reflection of who God was. They bore in themselves an image of the Divine. It was a beautiful, intimate story about God's special love for and relationship with humans, which included me. It was then that I realized I could no longer read this, one of the greatest love poems ever written, as though it were a list of facts whose only use was to prove others wrong.

I am still not a scientist. I have read a lot on the subject, but I can't really tell you with absolute certainty the age of the earth or the timeline of how humans came into being. What I can tell you is what I learned the hard way: to really take Scripture seriously, we have to let Scripture do what it was meant to do. Scientists may find indisputable evidence tomorrow that this or that story in the Bible didn't happen exactly as written, but that won't matter one bit for those who take Scripture seriously. We need not plug our ears or drown out the voice of the scientists because we know the right question to ask of Scripture, and it is not, "Is that exactly the way it happened?" Scientists will do what they do best, proving and disproving this or that theory. We will be able to accept that with ease because we take Scripture, and its purpose, seriously.

Despite this usage, most of us know that randomness has something to do with probability, and that it often implies a lack of conscious intentionality. But what do mathematicians and scientists mean when they say something is random? Can a random process lead to an ordered, even predictable outcome? Is there evidence that God makes use of random processes to fulfill his creative purposes?

These are big questions, and we won’t address them all today. But I think randomness is an important topic to cover for two reasons: 1) it is integral to many processes in biology (and math, physics, chemistry, etc.), and 2) it is commonly misunderstood to be incompatible with Christianity.

As I said above, most of us know that randomness has something to do with probability. If you pick a card “at random” from a shuffled deck, you have a small probability of drawing an ace (4 out of 52, or a 7.7% chance). If you flip a coin, you have an equal probability of getting heads or tails.

Randomness also seems to imply a lack of intentionality or purposefulness. After all, you might hope for an ace when you draw a card, but you can’t choose one on purpose. You might call heads when you flip a coin, but you can’t know beforehand what the outcome will be. Thus the outcome is indeterminate, but is it purposeless? Not necessarily. Indeterminacy simply means the result cannot be predicted from the outset.

It should be noted that indeterminacy does not imply that God does not have foreknowledge of future events. Christians ought not to be uncomfortable with the idea of God interacting with his creation through chance. We often describe a seemingly-random (i.e. unplanned by us) sequence of events as being “providential,” or planned by God.

In biology, it is very hard or impossible to calculate precise probabilities for most processes, so when we say a process is random, we typically mean it is extremely unpredictable. Eventually we will discuss randomness within biological evolution, but first we must consider some simpler processes, like the self-assembly of a virus.

Viruses are remarkably efficient entities. Coiled tightly within a protein-based shell is a small amount of DNA needed for self-replication. The shell, called a capsid, is made of many repeating protein subunits and is therefore highly symmetrical (see figure). Important biomedical insights have certainly been gleaned from structural studies of viruses, but viruses also teach us about the emergence of order from non-order.

The virus life cycle has four main steps: 1) enter a host cell, 2) hijack the cell’s replication and translation machinery to make many copies of itself, 3) assemble into many virus particles, and 4) exit the cell to invade another host.

When I first learned about this process, I found it very hard to believe it just “happens.” The idea that a bunch of molecules bumping into each other inside a crowded cell could spontaneously assembly into a fully-functional virus seemed a bit far-fetched. Many viral capsids have over 100 protein subunits that must interact with each other in just the right way, or it won’t work. Surely there must be something driving this process, right?

There is! Random motion. I had to see it to believe it. I distinctly remember sitting in class during my first year of graduate school when the professor demonstrated self-assembly of a virus using a 3D model as shown in the following video. In less than 30 seconds, you can watch a jumbled heap of proteins become a beautifully ordered structure.

As the narrator explains, sub-assemblies form and break apart en route to the most stable structure, the full capsid. As the sub-assemblies begin to form, further associations with free subunits become more favorable and as a result occur rapidly, while the final steps may take considerably longer. While the subunits in the model are rigid, in reality the proteins take on multiple conformations, allowing the capsid to “breathe.”

Amazing as it is, the system we just considered—one virus capsid in a jar—is pretty simple. One wonders how self-assembly can happen in a crowded cell, where there are countless other molecules diffusing around, potentially getting in the way. We can’t directly see how it happens in a cell, but we can reconstitute the process in a test tube using different combinations of constituent molecules.

Consider two viruses, where each protein subunit in one virus is the mirror image of the corresponding subunit in the other. Putting the two viruses together by hand would be pretty tricky, because the constituent parts look so similar. But random motion can do the job in short order:

From this model, we can see clearly, in real-time, how distinct complex structures can arise from their parts randomly interacting with one another. Many large viruses also use special scaffolding proteins to assist in the assembly process, and some even use their own genomes as a scaffold. In addition, two closely-related viruses that happen to infect the same cell can exchange parts to create a new virus. This is one way viruses can evolve quickly to evade the host’s immune system.

Here we have seen how viruses demonstrate a principle inherent in God’s world—that order can emerge out of chaos from random processes. In my next post, we will look at some other biological processes that make use of—rather, depend on—randomness. This will set the stage for us to see that such processes can not only assemble a structure within seconds or minutes, but also generate complex, information-bearing molecules over billions of years. Even though the freedom inherent in nature sometimes produces unintelligently-designed structures (like viruses, which can kill us), we see that God has made, and continues to oversee by his providence, a good creation that, at least in part, is capable of creating itself.

Next weekend, we’ll continue this series about randomness and God’s divine will. Up next: how God created the body to heal itself, and how can random mutations can be both harmful and benign.

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.

Genesis 8:1: But God remembered Noah and all the wild animals and all the domestic animals that were with him in the ark. And God made a wind blow over the earth, and the waters subsided; 2 the fountains of the deep and the windows of the heavens were closed, the rain from the heavens was restrained, 3 and the waters gradually receded from the earth.

The Flood narrative of Genesis 7-9 has played a prominent role in science and religion debates for over three hundred years and gave rise in earlier centuries to geological theories such as old earth catastrophism. While literary studies have uncovered the chiastic structure of the Flood story (see Gordon Wenham, “The Coherence of the Flood Narrative” Vetus Testamentum 28 (1978):336-48) and with it the theological pivot point of the entire narrative (Gen. 8:1 – “And God remembered Noah…), much of the popular attention remains on the questions regarding details (Is there THAT much water in the world to cover ALL the mountains to a depth of 15 cubits? Could you really fit two or seven of every animal species in an ark that size?)

Looking at a smaller matter, we find at the beginning and the middle of the narrative indications of an ancient Near Eastern worldview. As the story is told, the flood was not merely the result of excessive rain, but actually the convergence of the waters above the earth with the waters below the earth. It is, as one translation puts it, as if the sluice gates at the deep and of the heavens were thrown open and water poured in from above and below. This is a consistent picture from the Old Testament of a three-tiered universe—a dome above the earth holding back the heavenly waters, a flat earth with water on its surface, and water under an earth which is held up by pillars.

That the story is told using the cosmology of its time should not be unduly unsettling, nor that the story is reinterpreted as new understandings of the universe come into favor. By way of example, consider John Calvin and his understanding of the structure of the universe. Although committed to the principle of sola Scriptura, Calvin recognized that the Bible would have been written in terms its original recipients would have understood.

Calvin inherited the medieval cosmology of his time, a way of viewing the world heavily influenced by Greek thought and one which was about to receive shocks from astronomers such as Copernicus and Galileo. But not just yet. Calvin still subscribed to the common conception of his day in which the four elements—earth, air, fire, and water—comprised the earthly sphere and possessed unique characteristics. The nature of air and fire was to rise, while the nature of earth and water is to sink. Earth, being heavier than water, should sink to the center of the cosmos and water should compose the next layer. Both earth and water are spherical, i.e., naturally form spherically around the cosmic center. Thus the heavier spherical element of earth should be encased entirely within the lighter spherical element of water.

Notice what this does to the flood story. For Calvin, the amazing thing is that the world isn’t constantly under water and subject to flooding. In the cosmology of Calvin’s day, it does not take an act of God to cause a universal flood, but rather an actively present and restraining hand of God to keep the waters back in everyday circumstances and make inundation by water something other than universal.

Obviously, Calvin was wrong. Or perhaps we should say that medieval cosmology was flawed and justifiably gave way to new conceptions of the universe. The answer is not to return to an ancient Near Eastern cosmology, but to reinterpret cautiously within new and better cosmologies and to pay closest attention to the text and the theology of scripture.

The geological and planetary sciences bring their own unique contributions and are of more interest than the latest expedition to discover the ark on Mt. Ararat. Is the flood story a universalization of a catastrophic regional event that burned itself into the psyche of ancient cultures in the Mediterranean basin? Various theories regarding a Black Sea venue for a catastrophic flood event are still in process of being sorted out. It’s intriguing. Or the question where the water on Planet Earth comes from? Was it always here as an emanation of vapors from the earth’s crust in its early formation, or has it accumulated over eons through the steady bombardment of earth by small, icy comets? It’s an intriguing scientific question that is in the midst of determination through testing.

Preaching Suggestions

When preaching on the story of the Flood, it is easy to get lost in the debates over particulars. As mentioned elsewhere, to tackle all the peripheral issues threatens to turn a sermon into a geology lecture. Other settings are better suited to addressing those questions, and those are best addressed open-endedly.

A brief explanation of ancient Near Eastern cosmology can be helpful to contextualize the story. If there are those who are tempted to think that a cosmology embedded in the Bible must be inspired and definitive, one can note that cosmology has changed by the New Testament. The Bible itself isn’t wed to a particular structure of the universe.

What is important is to keep the theology of the text front and center, and in that theology there are at least three non-negotiables from the flood narrative. First, human sin and violence threatens to undo a good creation (the flood is a de-creation event, a return of the waters mentioned in Genesis 1:2). Second, God remembers Noah, and never forgets his promises. Third, the end of the flood is a covenant with the whole earth regarding the stability and endurance of the natural order.

A common argument leveled against the theory of evolution is that scientists have not been able to produce the expected transitional fossils that show the change of one species into another. If evolution were true, wouldn’t there be instances of clear intermediary species, like, for example, a species that was half whale and half hippo to show the transition between those two? In this BioLogos podcast, Kelsey Luoma addresses this misconception about what a transitional fossil actually is. Rather than a mix between two related species, transitional fossils point back to the common ancestors that modern species share. The fact is that the number of transitional species is massive and it grows with each passing year. Given the rarity with which organisms are actually fossilized, the amazing thing is actually the completeness of the fossil record, not its incompleteness. The transitional species story strongly supports, and certainly does not disprove, evolutionary theory. ¹

1. To hear the full audio clips which have been referenced go to:

• Rational Response Debate with Kirk Cameron (from Way of the Masters)
• Behind the Scenes with Dr. Neil Shubin (from Cincinnati Museum Center)
• Mark Norell Publishes New Archaeopteryx Findings (from American Museum of Natural Sciences)
• Texas A&M Professor Discusses Findings of Autralopithecus Sediba and its Relationship to Humans (from Texas A&M University)
• Intro/outro music composed by Martin Minor (Minor2Go).

An audio only version of the podcast can be downloaded here.

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

Part of the BioLogos mission, then, is to show how all things hold together in Christ—to show how a Christian worldview integrates the knowledge we have of God through the Scriptures with the knowledge we have of God through the other areas in which he reveals himself as Creator and Redeemer. Our website contains a wealth of Christian scholarship in a wide range of fields—from biology, to cosmology, to mathematics, to Biblical studies, to history, to theology—all demonstrating that the best contemporary science is compatible with Biblical Christian faith. But today we introduce a new tool—the BioLogos Navigator—to make these posts more accessible, and to show how they inter-relate (see sidebar on the right).

Modeled on the astrolabes that early astronomers and sailors used to orient themselves under the heavens, our Navigator makes the cross of Christ the starting point by which we understand the cosmos. Each of the four arms of the cross represents one of the domains of knowledge and experience through which God reveals himself to the world: Scripture, the Church, Nature and Culture. These domains are not in opposition to each other, but are complementary and inter-related areas through which we can recognize God at work in the world. Linking these four domains is a network of specific topics relevant to the science and faith conversation. Their arrangement suggests how each relates to the four domains but also to teach other. Clicking on an individual topic tag highlights not only that topic, but other topics that are linked to it—sometimes in unexpected ways.

Clicking a topic tag a second time takes you to the Topic Landing page: a curated selection of the best resources on that subject from the BioLogos archives. (The image above shows the Christianity & Science—Then and Now Landing page, complete with Navigator and highlighted tags.) At the bottom of each page is a link to our Resource Finder, where you can investigate additional materials on that topic, as well. By exploring the relationships between the topics on the Navigator itself, and by delving deep into each topic via the resources presented on the landing pages, readers can focus on specific aspects of the harmony between science and Christian faith while also getting the wide view of God’s providential work in all things in the heavens and on the earth.

In the coming days and weeks, the BioLogos Navigator will be more fully integrated into the rest of the site, accessible directly from the Forum homepage and from the Resources dropdown list at the top of every page. We’ll also be including features that help place each blog post on the “knowledge map” defined by the domains and topic tags. Finally, the Topic Pages will also be periodically updated with the latest and best new materials in each topic. In the meantime, you can access the Navigator by clicking anywhere on the small image in the sidebar, above, and find a link to this post at the upper right corner of our homepage. So take some time to explore our site with this new tool, which we think will to help orient our readers in the science and faith conversation, while always pointing to Jesus, the Christ, through whom all things were made.

With his compelling personal story of becoming England’s “most reluctant convert,” his towering intellect, and his inimitable eloquence, American evangelicals’ lionization of Lewis is certainly understandable.² But when we attempt to lionize people we often ironically end up taming them, paring their claws so that our heroes and our preconceptions can safely cohabitate in our imaginations. But Lewis is no safer a lion than Aslan, and he will not go quietly into our tidy evangelical boxes. To be frank, American Evangelicalism’s infatuation with Lewis is in many respects somewhat odd. For here is a pathologically populist movement with a penchant for Big Tent Revivalism, an obsession with liturgical innovation, a deep-seated suspicion of ecclesiastical tradition, and a raw nerve about the doctrine of justification, falling head-over-heels for a tweed-jacketed, Anglo-Catholic Oxford don—a curmudgeonly liturgical traditionalist who was fuzzy on the atonement, a believer in purgatory, and, as we shall see, whose views on Scripture, Genesis, and evolution position him well outside of American Evangelicalism’s standard theological paradigms. All of that is to say that Lewis was not “just like us”—any of us—and if we would do him justice, we must be prepared to be surprised by Jack.

In what follows, I would like to look at three areas relevant to faith and science discussions where Lewis’s stated views might be surprising for his American Evangelical admirers—namely, his views on Scripture generally and Genesis in particular, his views on Adam and the doctrine of the Fall, and his views on evolutionary science and the myth of ‘Evolutionism.’

Reflections on the Scriptures: Lewis on the Bible, Myth, & Fact

Lewis derived his theological understanding of the Bible from his reading of Scripture, his intimate knowledge of the Church Fathers and the Medieval Doctors, and also from his awareness of modern biblical scholarship. While Lewis was regularly critical of Modernist biblical scholarship’s naturalistic dismissal of the miraculous, its pedantry, literary tin-ear, and over-eagerness to conflate Jesus’ story with the stories of pagan mythologies (he had precious little patience for Rudolf Bultmann, for instance ), he was not at all given to the knee-jerk reactionary Fundamentalism which has held so much sway in American Evangelical culture. In fact, Lewis incorporated many of the more well-supported conclusions of modern biblical criticism into his theology of Scripture, not least critical opinions about the historicity of much of the Old Testament. In good Anglican fashion, Lewis creatively drew upon the deep resources of the Church’s grand Tradition in order to think through the contemporary problems posed by modern critical scholarship. Here I wish to focus on three features of Lewis’s theological conception of Scripture—his understanding of the Bible as being incarnational and sacramental in character, and Christotelic in focus—before turning to his theological reading of Genesis 1-3.⁴

Inspiration and Incarnation

According to Lewis, the Bible is both a vessel of the divine Word and also a profoundly human collection of documents. In his longest, most substantive piece on Scripture, chapter XI of Reflections on the Psalms, Lewis frames a thoroughly incarnational understanding of the Bible:

The human qualities of the raw materials show through. Naïvety, error, contradiction, even (as in the cursing Psalms) wickedness are not removed. The total result is not “the Word of God” in the sense that every passage, in itself, gives impeccable science or history. It carries the Word of God; and we (under grace, with attention to tradition and to interpreters wiser than ourselves, and with the use of such intelligence and learning as we may have) receive that word from it not by using it as an encyclopedia or an encyclical but by steeping ourselves in its tone or temper and so learning its overall message.⁵

Lewis’s reference to “[the] human qualities” of the Bible’s “raw materials” is suggestive. As Peter Enns puts it in his book Inspiration & Incarnation: Evangelicals and the Problem of the Old Testament, the Incarnation of the Son and the inspiration of Scripture are “analogous.”⁶ Lewis clearly agrees. He goes on in the chapter to articulate a theology of Scripture precisely in incarnational terms:

For we are taught that the Incarnation itself proceeded “not by the conversion of the godhead into flesh, but by taking of (the) manhood into God”; in it human life becomes the vehicle of Divine life. If the Scriptures proceed not by conversion of God’s word into literature but by taking up of a literature to be the vehicle of God’s word, this is not anomalous.⁷

According to Lewis, the means whereby God gives us Scripture is not by faxing us transcripts of inner-Trinitarian dialogue direct from Heaven, but rather, on analogy with the Incarnation, by taking up very human literature and utilizing it to communicate His Divine life to us.

“We might have expected, we may think we should have preferred, an unrefracted light giving us ultimate truth in systematic form—something we could have tabulated and memorised and relied on like the multiplication table.”⁸ But God has instead deigned to give us a very human book, just as He deigned to send us a fully human Savior. Lewis makes this point most poignantly in his Introduction to J.B. Phillips’s Letters to Young Churches where he writes:

The same divine humility which decreed that God should become a baby at a peasant-woman’s breast, and later an arrested field-preacher in the hands of the Roman police, decreed also that He should be preached in a vulgar, prosaic and unliterary language. If you can stomach the one, you can stomach the other. The Incarnation is in that sense an irreverent doctrine: Christianity, in that sense, an incurably irreverent religion. When we expect that it should have come before the World in all the beauty that we now feel in the Authorised Version we are as wide of the mark as the Jews were in expecting that the Messiah would come as a great earthly King.⁹

For Lewis, God’s work in the inspiration of Scripture not only communicates but also emulates God’s humble, self-effacing work in the Incarnation. If the heart of Christianity, “an incurably irreverent religion,” should be the Incarnation, “an irreverent doctrine,” then it ought to come as no surprise that that doctrine should be most fundamentally communicated via an irreverent book.

A corollary of Lewis’ incarnational and sacramental view of Scripture is that when it comes to studying the Scriptures we must be prepared to be surprised. Lewis warns against “the Fundamentalist’s” procedure of attempting to frame our ideas of Scripture a priori, deducing parameters for what the Scriptures can and cannot be from our preconceptions about God. Lewis thinks such an approach to be a nonstarter:

[There] is one argument which we should beware of using…: God must have done what is best, this is best, therefore God has done this. For we are mortals and do not know what is best for us, and it is dangerous to prescribe what God must have done–especially when we cannot, for the life of us, see that He has after all done it.¹⁰

Instead, says Lewis, we should take a humble, a posteriori approach, looking and seeing just what kind of book it is that God has actually given us before making grand doctrinal declarations. “To a human mind,” Lewis recognizes, an incarnational Bible “seems, no doubt, an untidy and leaky vehicle.”¹¹ But it appears that this is what God has given us, and we must trust that God knows what He is doing. As Lewis says, “Since this is what God has done, this, we must conclude, was best.”¹²

Myth Became Fact

For Lewis, the Word is also like the sacrament. Just as ordinary water, bread, and wine are taken up into and become conduits for and communicators of the Divine life that we so desperately need, so, also, all-too-ordinary human writings are taken up into and become conduits for and communicators of the Divine life and word. In Lewis’s view, we must receive the Divine word by approaching Scripture in a sacramental manner. We “receive that word,” as Lewis says, again, “not by using [Scripture] as an encyclopedia or an encyclical but by steeping ourselves in its tone or temper and so learning its overall message.”¹³ For Lewis, at least when it comes to the Old Testament, receiving the Word means more than simply paying critical attention to the surface meaning of the text, the sensus literalis. Instead, we must press beyond the surface to the sensus plenior, to the “second sense” of the Old Testament, namely, Christ Himself. “It is Christ Himself, not the Bible, who is the true word of God,” Lewis once wrote in a private letter. “The Bible, read in the right spirit and with the guidance of good teachers, will bring us to Him.”¹⁴ While such Christological sensus plenior interpretation may have fallen out of favor with many Protestants (to say nothing of thoroughgoing Modernist historical-critics), Lewis believes that “[we] are committed to it in principle by Our Lord Himself.”¹⁵ Citing Jesus’ words to His disciples on the road to Emmaus, Lewis argues that Christ “accepted—indeed He claimed to be—the second meaning of Scripture.” Citing a litany of Dominical sayings and New Testament texts, Lewis is clear that Christ is mysteriously the true spiritual center, climax, coherence, sum, and substance of the Old Testament Scriptures.¹⁶

Lewis stands in good company in thinking along these lines. The “good teachers” from which Lewis learned this hermeneutic are undoubtedly Aquinas, Bernard of Clairveaux, Augustine, Origen, and Irenaeus, not to mention the Apostles and Christ Himself. In short, Lewis is standing within the mainstream tradition of pre-Reformation theological interpretation. But Lewis is not simply striking a traditionalist posture. Like a scribe trained for the Kingdom, he is prepared to bring forth treasures new and old. By positioning himself within the grand tradition of pre-modern theological interpretation, Lewis frees himself to follow his highly-attuned modern literary-critical instincts regarding the historicity of much of the Old Testament while simultaneously upholding both a robust belief in the historicity of the Incarnation and a vital theological hermeneutic. He writes:

The earliest stratum of the Old Testament contains many truths in a form which I take to be legendary, or even mythical—hanging in the clouds, but gradually the truth condenses, becomes more and more historical. From things like Noah’s Ark or the sun standing still upon Ajalon, you come down to the court memoirs of King David. Finally you reach the New Testament and history reigns supreme, and the Truth is incarnate. And “incarnate” here is more than a metaphor. It is not an accidental resemblance that what, from the point of view of being, is stated in the form “God became Man,” should involve, from the point of view of human knowledge, the statement “Myth became Fact.”¹⁷

He sets up the above paragraph by saying, “[The Christian story] is like watching something come gradually into focus; first it hangs in the clouds of myth and ritual, vast and vague, then it condenses, grows hard and in a sense small, as a historical event in first century Palestine.”¹⁸ Apart from the Incarnation, then, much of the Old Testament would be but “myth,” “ritual,” and “legend.” These elements of the Old Testament only become tangible historical “Fact,” for Lewis, in the person and work of Christ.

Next time, Williams looks at how this understanding of Scripture framed Lewis' reading of Genesis 1-3.

Note

1. C.S. Lewis, A Grief Observed, (San Francisco: Harper Collins, 2001), 66
2. See Smietana, Bob, “C.S. Lewis Superstar: How a reserved British intellectual with a checkered pedigree became a rockstar for evangelicals,” http://www.christianitytoday.com/ct/2005/december/9.28.html
3. “Through what strange process has this learned German gone in order to make himself blind to what all men except him see?,” wrote Lewis in “Modern Theology and Biblical Criticism,” in Walter Hooper, ed., Christian Reflections (Grand Rapids: Eerdmans, 1995), 156
4. I owe the word “christotelic” to my teachers at Westminster. See especially the discussion in Peter Enns’ Inspiration and Incarnation: Evangelicals and the Problem of the Old Testament, (Grand Rapids: Baker Academic, 2005)
5. Lewis, Reflections on the Psalms, (San Diego: Harcourt Inc., 1986), 111-12
6. See note xii above.
7. Lewis, Reflections on the Psalms, 116
8. Ibid, 112
9. Lewis, “Modern Translations,” in God in the Dock, (Grand Rapids: Eerdmans, 1970), 230
10. Lewis, Reflections on the Psalms, 112
11. Ibid
12. Ibid, 113
13. Ibid, 112
14. Lewis in a letter, 8 November, 1952, in W.H. Lewis, ed., Letters of C.S. Lewis, (New York: Harcourt Brace Jovanovich, 1966), 247 cited in Martindale and Root, The Quotable Lewis, 72
15. Lewis, Reflections on the Psalms, 117
16. Ibid, 117-19
17. Lewis, “Is Theology Poetry?,” in The Weight of Glory and Other Essays, (New York: Harper Collins, 2001), 129
18. Ibid

The first video, “10 Questions with Katherine Hayhoe”, introduces the scientist in a brief and lighthearted interview. Hayhoe is presented with 10 questions concerning her personal life and beliefs. When asked, she explains that one thing people should know about Christianity is that having a relationship with the God of the universe is one of the most incredible experiences that a person can have. As the video unfolds, the viewer quickly begins to realize that, despite her unique profession of two seemingly incompatible beliefs, Hayhoe is a remarkably sane and “normal” individual. Her role model, she explains, is her father-- the person who first introduced her to science and showed her that it could be “really cool”. On a more serious note, the scientist admits that being both a scientist and a Christian can be difficult. The most frustrating thing about her position, she says, is the amount of disinformation which is targeted at her very own Christian community.

In the second video, “Climate Change Evangelist”, Katharine Hayhoe delves into deeper discussion of the perceived conflict between climate change and Christian faith. She explains that admitting her identity as a Christian scientist can be uncomfortable. Since evangelicals are the targets of much disinformation concerning science in general -- and specifically the science surrounding climate change -- many people in the church have a misguided view of the subject and do not look kindly at her career choice. One woman encountered by Hayhoe at a church in Texas, for example, believed that global warming was a lie taught in schools to mislead her children. In an effort to realign misguided views like these, Katharine Hayhoe and her husband wrote a book addressing the deep-rooted emotions often associated with climate change. People fear that addressing the climate issue will bring forth changes in the economy and uproot their way of life. However, Hayhoe encourages her viewers to act out of love, as the Bible calls us to do, rather than out of fear. Acting out of love inspires us to consider the poor and disadvantaged people around the globe when we respond to the reality of a changing climate.

In the final segment of this three part video montage, Hayhoe addresses the question of what climate change means. Specifically, she is concerned about how global warming affects people on a personal level. While global warming generally brings to mind melting ice caps and polar bears, its implications are far more widespread, affecting the lives of everyone around the world- from cotton farmers in Texas to public health workers in Chicago. If nothing is done to change current emission levels, the number of days per year which exceed 100 degrees Fahrenheit, for example, will begin to increase dramatically, and if emissions are increased, many areas will even develop extreme conditions like those seen currently in Death Valley. Hayhoe’s goal is to demonstrate clearly that the only way to preserve the world for future generations is to significantly reduce dependence on inefficient means of getting energy and instead transition to cleaner renewable energy sources.

Editor's Note: These videos first appeared on the Nova program "The Secret Life of Scientists & Engineers".

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

As we discussed yesterday, the most dramatic innovation yet observed in the E. coli Long Term Evolution Experiment (LTEE) was the ability, acquired by one of the twelve cultures, to use citrate as a carbon source under aerobic conditions. When we last discussed the LTEE in 2011, we noted what was known then about the mutations that eventually combined to produce the Cit+ trait:

Tracking down the nature of this dramatic change led to some interesting findings. The ability to use citrate as a food source did not arise in a single step, but rather as a series of steps, some of which are separated by thousands of generations:

1. The first step is a mutation that arose at around generation 20,000. This mutation on its own does not allow the bacteria to use citrate, but without this mutation in place, later generations cannot evolve the ability to use citrate. Lenski and colleagues were careful to determine that this mutation is not simply a mutation that increases the background mutation rate. In other words, a portion of what later becomes “specified information for using citrate” arises thousands of generations before citrate is ever used.
2. The earliest mutants that can use citrate as a food source do so very, very poorly – once they use up the available glucose, they take a long time to switch over to using citrate. These “early adopters” are a tiny fraction of the overall population. The “specified information for using citrate” at this stage is pretty poor.
3. Once the (poor) ability to use citrate shows up, other mutations arise that greatly improve this new ability. Soon, bacteria that use citrate dominate the population. The “specified information for using citrate” has now been honed by further mutation and natural selection.
4. Despite the “takeover”, a fraction of the population unable to use citrate persists as a minority. These cells eke out a living by being “glucose specialists” – they are better at using up glucose rapidly and then going into stasis before the slightly slower citrate-eaters catch up. So, new “specified information to get the glucose quickly before those pesky citrate-eaters do” allows these bacteria to survive. As such, the two lineages in this population have partitioned the available resources and now occupy two different ecological niches in the same environment. As such, they are well on their way to becoming different bacterial species.

As such, we noted three distinct steps observed by the Lenski group: steps they call potentiation, actualization, and refinement. Potentiation mutations do not themselves result in the ability to use citrate under aerobic conditions, but they are necessary for it to appear later. Actualization is the mutation that first brings about the Cit+ trait, though, as we noted, this step produced only a very weak Cit+ effect. This nascent ability, however, then undergoes refinement through additional mutations and selection to give the final, robust Cit+ trait observed in the culture.

While some things were known about these steps when the Lenski group last published on this topic (in 2008), the precise details remained unclear. What was needed was a complete characterization of the Cit+ bacteria through whole-genome sequencing to help indentify the changes. These long-awaited results are now available in a new paper published last month by the Lenski group, and they shed light on all three stages of the process.

Lights, camera, actualization

The key step - and the one of greatest interest - is of course actualization: the mutation that converted a Cit- cell to a Cit+ one. This is also one of the easiest steps to study, since the mutation provides the cell with a new feature that can be detected experimentally. Though E. coli cannot use citrate as a carbon source in the presence of oxygen, they are capable of using citrate in anoxic conditions (i.e. when oxygen is absent). To do so, they employ a protein that imports citrate in to the cell while at the same time exporting a compound called succinate. Since this protein is already present in the E. coli genome, it was long suspected that a genetic regulatory change that turned on its production in the presence of oxygen could be the key innovation that produced the first Cit+ bacterium in the culture. As we discussed yesterday, Behe notes that this change could result from a loss-of-FCT or a gain-of-FCT mutation:

“If the phenotype of the Lenski Cit+ strain is caused by the loss of the activity of a normal genetic regulatory element, such as a repressor binding site or other FCT, it will, of course, be a loss-of-FCT mutation, despite its highly adaptive effects in the presence of citrate. If the phenotype is due to one or more mutations that result in, for example, the addition of a novel genetic regulatory element, gene duplication with sequence divergence, or the gain of a new binding site, then it will be a noteworthy gain-of-FCT mutation.”

Interestingly, the actualization mutation was indeed a change of regulation of the anoxic citrate / succinate transporter, and it arose through a gain-of-FCT mutation. The mutation turned out to be a side-by-side duplication of the citrate / succinate transporter gene, as well as portions of two genes on either side of it. This imprecise duplication placed a partial fusion of these flanking genes next door to one of the copies of the citrate / succinate transporter gene. This brought the copy under the control of promoter sequences derived from of one of its neighbors, a gene that is active when oxygen is present. The resulting product was a copy of the citrate / succinate transporter gene that was now very weakly expressed in aerobic conditions. Since this is an example of a mutation that duplicates a gene and simultaneously creates a new regulatory element for it (causing significant sequence divergence), this is a clear-cut example of a gain-of-FCT mutation.

Responding to the data

While Behe has not yet, to my knowledge commented on this particular development within the LTEE, one of his colleagues in the Intelligent Design Movement (IDM), microbiologist Ann Gauger, has offered her thoughts. Two themes emerge in her commentary: that the Cit+ trait is “not new”, and that the number of mutations it required were within the bounds set out by Behe and another member of the IDM, structural biologist Douglas Axe:

When is an innovation not an innovation? If by innovation you mean the evolution of something new, a feature not present before, then it would be stretching it to call the trait described by Blount et al. in "Genomic analysis of a key innovation in an experimental Escherichia coli population" an innovation [...]

The total number of mutations postulated for this adaptation is two or three, within the limits proposed for complex adaptations by Axe (2010) and Behe in Edge of Evolution. Because the enabling pre-adaptive mutations could not be identified, though, we don't know whether this was one mutation, a simple step-wise series of adaptive mutations, or a complex adaptation requiring one or two pre-adaptations before the big event.

But does this adaptation constitute a genuine innovation? That depends on the definition of innovation you use. It certainly is an example of reusing existing information in a new context, thus producing a new niche for E. coli in lab cultures. But if the definition of innovation is something genuinely new, such as a new transport molecule or a new enzyme, then no, this adaptation falls short as an innovation. And no one should be surprised.

While Gauger does not speak to the tension between her description of the Cit+ mutation as “not genuinely new” and Behe’s criteria that this should be classified as a gain-of-FCT mutation, it is clear that she views this event as within Behe’s “edge” – i.e. within the bounds of “what Darwinism can do.” Additionally, she sees it as falling within the scope of what is evolutionarily possible as proposed by Axe’s work. In the next installment of this series, we’ll revisit how Behe defines his (claimed) limit of what evolutionary processes can accomplish, with this new evidence in hand. In doing so, a careful examination of the potentiation and refinement phases of the Cit+ transition will be informative.

For further reading:

Blount, Z.D., Barrick, J.E., Davidson, C.J. and Lenski, R.E. (2012). Genomic analysis of a key innovation in an experimental Escherichia coli population. Nature 489; 513- 518.

Michael J. Behe, The Edge of Evolution: The Search for the Limits of Darwinism (New York: Free Press, 2007).

Michael J. Behe (2010). Experimental evolution, loss-of-function mutations, and “The first rule of adaptive evolution”. The Quarterly Review of Biology 85(4); 419-445.

In 1774, the French chemist Antoine Lavoisier replicated the relevant experiments in more controlled ways to demonstrate that mass was conserved during combustion. He also renamed the part of the air that burned 'oxygène.' English scientists resisted the French scientist's new name, not least because the English Priestly had already published his discovery of the gas. 'Oxygen' nonetheless entered the common English vocabulary in part due to one of the first popular science books, The Botanic Garden (1791), which included a poem praising the gas using the preferred French name. By coincidence, this book also promoted some early ideas about biological evolution (specifically, it suggested that sexual reproduction might be important to evolution, which might help to explain the popularity of a book of poems about science). It was written by Erasmus Darwin, the grandfather of Charles Darwin, who first proposed the modern form of the theory of biological evolution in his 1859 book, On the Origin of Species.

150 years later, we are discovering that the lines connecting evolution and oxygen run deeper than the Darwin family tree. We now know, for instance, that for roughly half of the Earth's 4.6-billion-years of history, there was little to no oxygen in the atmosphere. Instead, oxygen entered the atmosphere in two major pulses, with one between 2.4 and 2.2 billion years ago, and another between 0.8 and 0.54 billion years ago. Recent evidence suggests that the first pulse may have actually been the largest event in a series of fits and starts beginning at around 2.7 billion years ago that finally produced a stable low oxygen atmosphere by around 1.8 billion years ago.

Remarkably, both episodes of atmospheric oxygenation happened just before explosions in biological diversity. We have spotty evidence of unicellular eukaryotes (cells with nuclei) before 2.4 billion years ago, but the first fossil evidence for large, diverse eukaryotic communities comes at 1.5 billion years ago. If you are a human, this is part of your history; humans are multicellular eukaryotes descended from one of these early unicellular pioneers. Multicellular animal life is an innovation that seems to have required more oxygen: animals don't appear in the fossil record until about 0.61 billion years ago, toward the end of the second pulse of oxygen.

It is, perhaps, not surprising that major evolutionary events in the eukaryotic family tree, including the origin and diversification of the animals, would be tied to or even driven by major changes in atmospheric oxygen abundance. Eukaryotes generally, and animals specifically, are oxygen lovers. As the subjects of Mayow and Priestly died to prove, we require oxygen for respiration. In general, the larger and more organizationally complex we are (for instance, a human versus a slime mold), the more oxygen we require.

But where did all the oxygen come from? Ultimately, it was produced by the bacterial equivalents of the plants in Joseph Priestley's experiment, a group of photosynthetic microbes called the cyanobacteria. These bacteria are the first and only organisms to have evolved the ability to produce oxygen by photosynthesis. In fact, plants are able to photosynthesize only because their cells harbor descendants of one of the early cyanobacteria. We call them chloroplasts and think of them as little cellular organs, but they are actually the great-great-great... granddaughters of a cyanobacterium that long ago gave up its independence in exchange for the stable environment inside a eukaryotic cell. In any case, photosynthesis is the only known geological process capable of producing oxygen at the rates required for the two pulses of atmospheric oxygenation. The first pulse was probably largely accomplished by cyanobacteria, while the second pulse was probably mostly associated with the cyanobacterial denizens of eukaryotic algae.

What is remarkable about all of this is the extent to which modern life and the atmosphere are products of each other's evolution. The tiniest of photosynthetic organisms played one of the most important roles in shaping the sky, and the sky helped to usher in the age of animals! As a Christian and a geobiologist, I do not believe that this relationship is anticipated or predicted by the Biblical creation accounts.

But then again, why should it have been? The original audience for these accounts would have found concepts like bacteria or even oxygen incomprehensible. The people for whom the Bible was originally addressed thought about origins primarily in terms of ongoing national conflicts and the current human condition. Faced with a variety of violent creation myths that reinforced national conflicts, Genesis said that the universe was created to be good, peaceful, and orderly by one god. It specifically listed things worshipped by other nations as creatures of that god, and in the climax of the creation account, Abraham was called by the same god to be a blessing to all the nations through Israel.

I am not claiming that the Bible cannot be read in a way that can shape us in real and meaningful ways today. In fact, for those who believe that the Bible is inspired, part of the meaning of inspiration has to be that the Bible is God's powerful word to both those with no concept of modern science (most of the world's population, both today and in the past) and to those deeply engaged in its practice. But, and this is a big but, we contemporary Americans read the Bible best when we are sensitive to the assumptions of the original audience, carefully observe how the Bible transformed those assumptions, and look for opportunities to do the same thing with our thinking.

I think that it is important for Christians to reflect on the view of origins that science has given us in light of the thinking evident in the Biblical creation accounts. We have to do this because science gives us a story that is inherently without philosophical or theological meaning; it is up to us to give it meaning by understanding it in relationship with our beliefs. For instance, some see the evolutionary history of life and the Earth and give that history meaning by elevating chance and necessity to the level of prime actors in their own modern creation account. This meaning is not inherent to the theory of evolution; it is supplied by an atheistic belief system external to the theory. I suggest that this view mistakes created things (chance and necessity) for the Creator.

Others have preferred to see the regularity of the universe as the action of an orderly God. This is an old approach to natural theology that was popular among many early scientists, and saw God as responsible for doing such things as maintaining the planets in consistent paths around the sun. Still others look for God in the unexplained. This is a newer approach that sees God as acting primarily in short bursts not explainable by the regular, orderly function of the universe. Looking for God in these ways is a little like trying to capture him in a bell jar, an approach that worked perfectly well with oxygen for Mayow, Priestley, and Lavoisier, but one that is unlikely to impress the Creator described in the Bible.

I prefer to see the same history in the light of a God who desires to share aspects of his nature with his creation, notably including his creativity. Just as he has made humans to be creators (with a little 'c'), he has given the rest of our world the gift of being instrumental in its own creation through the process of evolution. This surely must have been part of what God saw when he described his creation as good! It is my hope that the modern American church can learn to see the goodness of creation in things like the evolutionary history of life and the atmosphere, as well.

This post first appeared in October 2009

To say, “I believe in the Church” is to embrace and live into a reality that precedes us, encompasses us, and continues beyond us. Indeed, if we are to truly be the Church in the present, I believe that it is incumbent on us to listen to those who have gone before us, and recognize that our own “here and now” is not the whole of the Christian story. Moreover, paying attention to the voices in the history of the Church can reveal to us our own contemporary blindfolds and assumptions, and might even enable us to approach Scripture with fresh eyes.

As a case in point, over the next three posts I’d like to walk us through a number of what I call “pre-modern” church fathers’ readings of Genesis 1 so that we might hear how Christians have read this text across the last 1600 years. For, while exploring the history of interpretation of any biblical text can teach us several important things, the biblical account of creation in Genesis 1 is a particularly instructive case.

Many, many Christian readers interpreted Genesis 1 during the early, medieval and Reformation eras of the church, but my survey focuses on the accounts given by Origen, Augustine, Aquinas, Luther, and Calvin. Every one of these church fathers held to at least two strong, shared assumptions: first and foremost, they all believed Scripture is the inspired Word of God—an infallible revelation given by God to reveal God and God’s truths for the church. I will return to this point later to show that what these readers meant by “infallible” is not necessarily the same as what many modern readers mean today, but the fathers’ firm conviction in the absolute trustworthiness of the biblical text is something contemporary evangelicals have in common with our predecessors in the faith. Secondly, they all asserted that any good reading of Scripture has the ultimate goal of edifying the Church. A faithful reading is performed in, with and for the Church, for the Church’s strengthening and/or repentance.

Beyond these two essential points about the text itself, all five of these church fathers focused upon several shared theological teachings in their readings of Genesis 1:

• First, the world is created. In other words, the world is not eternal; it has a beginning and an end.
• Second, God created the world.
• Third, God created the world from nothing. This is the Christian doctrine of creation ex nihilo.
• Fourth, the Creator is also Trinity: Father, Son, and Holy Spirit.

The first three of these beliefs—the world is created, God created the world, and God created the world from nothing—set up a clear distinction between God the Creator and created creatures who depend upon God for their creation—that is, the supreme distinction between Creator and creature. This distinction is necessary to demonstrate that only God is God; there is no other God. There is no room for the world or anything else to claim existence outside of or beyond God. God is the beginning of all existence.

Finally, the church fathers’ agreement that Genesis 1 teaches us about God’s Trinitarian nature of Father, Son, and Holy Spirit gives us a sense of the complete and self-sufficient yet still relational quality of the Creator. In sum, Origen, Augustine, Aquinas, Luther, and Calvin agreed that the account of creation in Genesis 1 tells us in some kind of literal way how the world came to exist, but equally that Gen 1 is intended to teach us these key theological truths.

An infinite source of wisdom

One of the key issues debated amongst these early readers of Genesis 1 was a question of methodology: how should one read the text? The pre-modern Church held firmly to the belief of both the divine inspiration of Scripture and Scripture as an infinite source of God’s wisdom, revelation and teaching. This meant that the pre-modern Church believed that there was not just one singular correct meaning of a biblical text, but that there were many possible faithful readings of any given text.

Such an assertion involved the belief that since God is infinite, so also is God’s Word infinite. To assume that there is only one singular correct meaning of Scripture is in essence to “box God in” or offend the absolute sovereignty of God—namely, limiting what God may teach or say through God’s own very Word. Hence, from very early on in the Church’s history, the church held that Scripture has literal and spiritual meanings. The late-2nd / early 3rd-century church father Origen, for one, was a keen proponent of the spiritual reading of Scripture. He maintained that Genesis 1 has both a literal meaning and a spiritual or allegorical meaning. He wrote, “There is certainly no question about the literal meaning, for these things are clearly said to have been created by God,” but then he continued, “but it is also profitable to relate this text in a spiritual sense.”¹

The spiritual meaning of the text, according to Origen, is that the creation account is not simply about how the world was created, but it also sets forth the Christian’s journey in faith from infancy to maturity. Or, put another way, the days of creation are an illustration of the ethical journey of Christians toward righteousness. Thus according to Origen, for example, the separation of waters from the dry land (in verse 9) points to the call for the Christian to seek heavenly things rather than earthly things.² Though they may be literally the creation of the sun, moon and stars, the lights in verse 14’s “Let there be lights” spiritually signify Christ and his Church—Christ who is the “light of the world” and the church who has been called to reflect this light into the world (John 8:12).³ Hence, though Origen affirmed the literal reading of this text as teaching that God created the world, the weight of his focus fell upon reading Genesis 1 as a road map for the Christian’s journey in righteousness towards becoming more Christ-like.

The renowned late 4th/early 5th-century church father Augustine also believed in reading Genesis both literally and spiritually, though he placed more emphasis on the literal reading than did Origen. Augustine commented on Genesis 1 several times, including Against the Manichees and A Literal Interpretation of Genesis. In the both of these accounts, his primary intention was to set forth that the world is created by God out of nothing—hence light vs. dark or good vs. evil cannot be rightly believed to be dualistic entities. In fact, God is the only Supreme Being, and God created everything else out of nothing—not out of God’s self (which leads to pantheism or pan-entheism), nor out of something else existing alongside God (which would lead to dualism or the belief that there are two or more equal entities that can claim to be gods). All of these theological teachings were set forth to deliberately counter the heretical teachings of the Manicheans in Augustine’s day. Hence, one might argue that Augustine’s “literal” reading of Genesis was very much focused upon certain theological teachings of Genesis 1.⁴

But Augustine did not stop there. He also provided a number of ways in which the literal words of Genesis 1 may point to a spiritual meaning. For example, Augustine writes that the 7 days of creation represent the 7 ages of the world. Moreover, Augustine—much like Origen—also read the 7 days of creation in terms of the Christian’s spiritual journey in faith. Thus, Day 1 is the light of faith, day 2 is a time of learning and discernment; day 3 is the separation of heavenly and earthly things; day 4 is development in spiritual knowledge; day 5 involves good works; day 6 is being made in the image of God to gain mastery over carnal desires, and day 7 is a day of perpetual rest.⁵

Key theologians of the early church (such as Origen and Augustine, as we’ve discussed) read Scripture with multiple senses and meanings—with a literal sense and multiple spiritual senses. However, not all fully agreed with this methodology. Though most all would certainly hold to multiple senses of Scripture, some readers insisted upon a more profound attention to the literal sense, and the use of the literal sense to help restrain or hold in check the possible spiritual readings. Such 3rd- and 4th-century Church fathers, as St. Basil the Great, John Chrysostom, St. Ambrose, and Theodore of Mopsuestia insisted upon a much more restrained literal reading of Genesis 1.⁶

Yet even those who insist upon a more literal—or more historical—interpretation of Genesis 1 still contended that the primary purpose of any reading was to edify the Church, which entails setting forth the key theological teachings of Genesis 1, rather than focus on the material specifics. Again, such teachings include that the world is created, that God create the world out of nothing, and that the creation account demonstrates the great order and harmony of creation as a testimony of the God’s glory, beauty, and goodness.⁷

More than one thousand years later, 16th-century Protestant Reformers Martin Luther and John Calvin strongly argued for a literal reading of Genesis 1 over and against an allegorical one. Luther wrote, “God’s purpose is to teach us not about allegorical creatures and an allegorical world, but about real creatures and a visible world apprehended by the senses.”⁸ Calvin maintained, “For to my mind this is a certain principle, that what is here treated is the visible form of the world.”⁹

Yet Luther and Calvin also insisted that the central purpose of Genesis 1 is to set forth the theological teachings that the world is created, that God created the world out of nothing, and that creation demonstrates God’s providence, divine purpose, goodness and benevolence.¹⁰ While these historical readers do not all agree on whether Genesis 1 should be read allegorically, what becomes crystal clear is that for all of these interpreters, in one way or another, a “literal” reading of Genesis 1 retains as its focus the theological teachings of the text. In our next installment, we’ll look briefly at some of the difficulties our expositors perceived in Genesis 1 when they did attempt to read it literally.

Notes

1. Origen, Homilies on Genesis, 60.
2. Origen, 49, 50.
3. Origen, 53-55.
4. Augustine, Against the Manichees, 57, 58 and Genesi ad litteram, 145-46.
5. Augustine, Against the Manichees, 83-88, 89-90. The seven ages are the following: Day 1 = the infancy of the world that stretched from Adam to Noah; Day 2 = childhood, stretching from Noah to Abraham; Day 3 = adolescence, encompassing the biblical history from Abraham to David; Day 4 = the age of youth, from David to the Babylonian captivity; Day 5 = youth to old age, stretching from the Babylonian Exile to the first advent of Christ; Day 6 = old age, the coming of Christ until the 2nd coming; and Day 7 = on the even and including the 2nd coming of Christ.
6. St. Basil the Great, Hexameron 9.1.
7. Ibid, 7.6, 1.7-9, 1.2-4.
8. LW 1:5.
9. John Calvin, Commentary on Genesis, 79.
10. LW 1:3, 4, 10, 18, 36, 39, 47, 49. Calvin, Commentary on Genesis, 70, 89, 80-82, 88.

With the complete genome sequence in hand, we knew the sequence and location of our genes, but what we didn’t know was how all those genes are regulated: how do the trillions of cells in our bodies know when to turn on or off all those genes? How do the hundreds of distinct cell types develop and function together, when they are all running on the same DNA “operating system?”

That’s where the ENCODE (short for Encyclopedia of DNA Elements) project comes in. Launched in September 2003, shortly after the announced completion of the Human Genome Project, the goal of the ENCODE project is “to build a comprehensive parts list of functional elements in the human genome, including elements that act at the protein and RNA levels, and regulatory elements that control cells and circumstances in which a gene is active.” In other words, the project seeks to understand how the genome “works.”

Early this month, researchers from ENCODE released more than thirty papers presenting their findings. During a Science magazine online chat, the project’s data coordinator, Ewan Birney, explained the outcome:

The ENCODE project aimed to start our understanding of how the human genome works. We know that (nearly) all the information that determines a human is in the genome, as we all start off as single cell with this DNA. However, we had a patchy understanding of how it works, in particular away from protein coding genes.

To work out how the genome works, we used the fact there are many tiny machines (proteins and RNA - RNA is very like DNA) in each of our cells which know how to "read" parts of the genome. By monitoring where these little molecular machines are on the genome, or how parts of the DNA are copied into RNA (there are quite a few different types of RNA as well), we start to gain some insight into the genome.

We did many such experiments, across different cell types (eg, one cell type was very similar to a liver cell type; another was very similar to a white blood cell). This way not only can we see what is similar, we can also see differences between these cell types.

There is a lot more to get to know and understand here - this is definitely closer to the start than the end. But it is a substantial amount of data, and analysis, to start on this journey.

According to the abstract of one of the lead papers from Nature, this extraordinary glut of data “enabled us to assign biochemical functions for 80% of the genome, in particular outside of the well-studied protein-coding regions.” Only 2% of the genome codes for proteins, but 80% or more has some biochemical function. As a Science news article put it, these 30 papers “sound the death knell for the idea that our DNA is mostly littered with useless bases.”

The pro-Intelligent Design organization The Discovery Institute has heralded the discovery as the “demise of junk DNA.” Casey Luskin writes for their blog Evolution News:

Let's simply observe that it provides a stunning vindication of the prediction of intelligent design that the genome will turn out to have mass functionality for so-called "junk" DNA. ENCODE researchers use words like "surprising" or "unprecedented." They talk about of how "human DNA is a lot more active than we expected." But under an intelligent design paradigm, none of this is surprising. In fact, it is exactly what ID predicted.

The extent to which the ENCODE project been able to identify function has been surprising—even exhilarating—though scientists have for some time been getting glimpses of the many ways in which segments of DNA can be “active.” Even in 1970 biologists knew that some non-coding DNA had function, and by 2003 there was a large body of work demonstrating that many non-coding elements acted as promoters, enhancers, insulators, and so on. Indeed, in recent years many have come to appreciate the fact that “junk” was never really an appropriate metaphor in the first place. Still, because sequencing of multiple genomes has shed such extraordinary light on key evolutionary mechanisms, many geneticists have focused on function primarily in terms of which regions do or do not contribute to the evolutionary fitness of their host, rather than whether they were merely "doing something" biochemically. What the impressive ENCODE project has done is open a treasure trove of new information that can only accelerate the pace at which researchers are able to explore the incredible subtlety and complexity of DNA, and refine the very concept of “functionality.”

So with all this in mind, is ENCODE a stunning victory for ID, as Luskin believes? Bryan College biologist Todd Wood thinks not. He writes, “I don't think that function equates to design, nor do I think that design requires or predicts function. They're not the same thing… my understanding of function does not require me to hypothesize God (or an anonymous designer, if you must) as the proximal cause.”

We agree. Indeed we would go on to say that evolution and design are not mutually exclusive. So while finding function is not sufficient to prove design, recognizing that function has arisen by way of evolution does not indicate that God was not at work. We at BioLogos believe God providentially works out his purposes—his designs—through the elegant processes of evolution, not in opposition to them.

Amazing as the new data are, it only strengthens and enhances our evidence for evolution. While much of the genome is “doing something” biochemically, it is still likely that the majority of the sequence is evolutionarily neutral (Senior Fellow Dennis Venema discusses the evidence for this “neutrality” in a post on our site, including a striking comparison between 29 different mammal genomes and the human genome). In fact, another ENCODE researcher participating in the Science magazine chat, John A. Stamatoyannopoulos of the University of Washington School of Medicine, thinks the findings align beautifully with evolutionary theory:

ENCODE's data provide a unique and powerful window through which to view evolutionary change. We can see those changes directly by lining up the genome sequences of many different organisms -- these line-ups have revealed millions of regions where all the genomes agree, indicating sequences that have been specially preserved by evolution while others have decayed away (ie freely changed their letter codes). We now see that a large proportion of these 'conserved' regions are lighted up by ENCODE annotations, indicating that they are marking spots in the genome that contain important instructions for cell function.

We’ve discussed “junk” DNA previously, including a multi-part series by Dennis Venema, and we’ve received many emails over the past few days asking for our comments on the ENCODE findings. On Monday and Tuesday, Dr. Venema will begin to offer his own thoughts on ENCODE.

A special thanks goes to Darrel Falk, Mark Sprinkle, Kathryn Applegate, Dennis Venema, and Tom Burnett for their contributions to this post.

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.