Education Lectures 2000
The
Teaching
of
Science:
A
Biblical Perspective
Steven
Layfield
The Christian
Institute equipping Christians for action
Education Lectures 2000
The
Teaching
of
Science
A
Biblical Perspective
Steven
Layfield
Telephone
(0191)
281 5664
Fax
(0191)
281 4272
Email:
info@christian.org.uk
Website:
www.christian.org.uk
The
Christian Institute is a Company Limited by Guarantee, registered in
ISBN 1 901086
13 5
©
The Christian Institute
October
2000
The Teaching of Science:
A Biblical Perspective
4
The Teaching of Science:
A Biblical Perspective
5
This booklet is based on a lecture given at
on
by Steven Layfield.
Steven Layfield
is head of science at
St Bedes Grammar School,
He is due to take up the post of head of science
at
on 1 Januaury 2001
The Teaching of Science:
A Biblical Perspective
6
The Teaching of Science:
A Biblical Perspective
7
Introduction
We are interested to know what the
Bible says about Science not
because we wish to add a certain `religious flavour' to our Science
lessons but because the Bible provides us with, as it were,
spectacles
through which the whole of reality can be sharply focussed. At a
most fundamental level of human thinking there are really two
alternative starting positions. One is characterised by the assumption
that man can find out all that is true by careful enquiry; the
other
acknowledges the limitation of such endeavour and recognises the
need for us to accept Divine help. One is the rationalist voice
of
autonomous humanism; the other is God-centred Christianity. It is
important that we recognise this distinction right from the start.
Much
difference of opinion at a higher level of discussion can be traced
back to this point. Those of us who are engaged in the struggle
to
show the superiority of a Creationist paradigm (world-view) over
and
against the prevailing orthodoxy of atheistic materialism and
evolutionism in science, have been viciously attacked for adopting a
`Bible-first'
mentality by many of our opponents.
Let us state then right from the start
that we reject the notion
popularised, perhaps inadvertently, by Francis Bacon
1
in the 17th
century that there are `Two Books' (i.e. the Book of nature &
the
Scriptures) which
may be mined independently for truth.
Rather, we
stand firmly upon the bare proposition that God has spoken
authoritatively and inerrantly in the pages of
holy Scripture. However
fragile, old-fashioned or naive this assertion may ostensibly
appear,
especially to an unbelieving, TV-drunk modern culture, we can be
sure that it is as robust a foundation as it is possible to lay
down and
build upon. The words of the Apostle Paul on trial before Festus
seem strangely relevant to our situation,
"I am not mad, but speak
the words of truth and reason" (Acts 26:25).
The Teaching of Science:
A Biblical Perspective
8
What is Science?
First we must identify with some
precision what we mean when we
talk about Science. We shall find that popular notions of
`Science'
vary widely. For example, Webster's 1828 Dictionary says that
Science is,
"1. In a general sense, knowledge,
or certain knowledge; the
comprehension or understanding of truth or facts by the mind. The
science of God must be perfect.
2. Pure science, as mathematics, is
built on self-evident truths; but
the term science is also applied to other subjects founded on
generally
acknowledged truths, as metaphysics; or on experiment and
observation..."
Thus Science, as its Latin root
suggests, is concerned with
knowing.
We may have heard the glib comment,
"If you really want to know
something, ask a scientist". This seems altogether in sympathy
with
a more up to date definition, reflecting perhaps culture's
shifting
religious conviction which defines science as,
"knowledge
obtained from the systematic study of the structure and
behaviour of the physical world, involving experimentation and
measurement and the development of theories to describe the results
of these activities."
2
This latter definition may at first
glance seem acceptable enough. It
duly acknowledges the limited scope of scientific enquiry to
`the
physical world' in its present `structure and behaviour'. But,
unlike
the previous one, notice that there is no reference to God,
truth in
general or metaphysics. Hence the possibility of Scripture
providing
a normative role is explicitly denied. Implicit in the first,
yet strangely
The Teaching of Science:
A Biblical Perspective
9
absent from this second absent definition, is the acknowledgement
that there must exist some general framework of thinking to make
proper sense of sensory empirical data.
Both Scripture and human philosophy
affirm that in developing a body
of knowledge and/or truth, we must inevitably assume
something.
No practitioner of Science can avoid
this presumptive first step. For
example, cosmologists assume a uniformity of matter and the laws
of Physics when contemplating the distant galaxies and stars
etc,.
Why should such matter and the laws
which govern its behaviour be
the same everywhere? Thus, when the astronomer infers the existence
of metals and certain gases in distant stars he is in fact
assuming
the unity of nature (i.e. that we inhabit a universe, not a
multi-verse):
something he cannot prove.
However,
if the Bible really is the Word of God - and the internal
evidence is overwhelming - true Science will always agree
with it.
The form of knowledge to which it tends
will be trustworthy and true.
The ultimate absurdity of abandoning
the Biblical framework of
knowledge is the introduction of doubt into the universality of any
scientific law.
The Teaching of Science:
A Biblical Perspective
10
Naturalism
Perhaps as a result of a general
acceptance of Aquinas's dualistic
theory of knowledge and Bacon's `Two Books' approach,
practitioners
of Science over recent centuries have progressively developed
the
notion that scientific endeavour, and hence the theory that
describes
it, must proceed along lines of thought that are inherently `
naturalistic'.
Thus today, schools, universities and
TV documentaries present
`natural
History' and `natural Science'. When examined at a
fundamental philosophical level, it emerges that the following
assumptions have been subtly added to or implied in most
contemporary notions of Science:
n
all that exists is hard matter (atoms and molecules)
n
only `natural physical processes' can be invoked as causes of
all
effects.
Practical Consequences
However well-intentioned the
contemporary scientific fraternity in
pursuing with such rigour `natural science`, it must be apparent
that
what we are left with is in fact
`methodological
atheism' - an approach
to Science which, by definition, precludes any mention of God
or
supernatural activity whatsoever. To be sure, we must seek
explanations for `present phenomena in terms which are naturalistic.
This is consistent with the Biblical
revelation of God as a God of
order. But historical events may in fact have been wrought
`supernaturally'
by the hand of God. Only brute pride and prejudice
will explicitly deny this possibility.
The political and religious consequences
for modern culture resulting
from the uniform application of naturalistic and materialistic
presuppositions in Science teaching are immense. The able Professor
The Teaching of Science:
A Biblical Perspective
11
of Law at the
keenly identified how a body of elite professionals have been
remarkably influential in the shaping
of the moral character of today`s
generation by this distinctive approach to Science.
But won't the integrity of `Science' be
threatened if we allow a divine
foot in the door? Johnson, who has written extensively and with
much
helpful insight, has clearly shown a widening audience that
defining
scientific endeavour in such materialistic and naturalistic terms,
contrary to popular opinion, actually stifles and cripples
scientific
progress. He
rightly argues that the research process ought, with
honesty and integrity, to pursue empirical evidence
logically wherever
it leads. But if naturalism is true, what place is there
for such moral
concepts as honesty and integrity? Perhaps it is not mere
coincidence
that there has been a rising trend of fraudulent Science in
recent
times
3
.
Moreover,
it can now readily be shown that there exists both physical
laws and a substantial body of empirical data, especially the
intrinsic
irreducible complexity possessed by all living
organisms which are
incompatible with, or else fundamentally defy, a
doctrinaire naturalistic
explanation.
Johnson and others have fought hard academically and
politically. Presently, his `Intelligent Design (ID)' group are urging
the
US Government & Legislature to wake
up and realise the social and
moral implications of adopting unquestioningly naturalistic
scientism
in the classroom. It remains to be seen how successful they
will be.
The recent machinations of the Kansas
Board of Education show
clearly that there exists a powerful body of ideological proponents
who are keen to retain the falsehoods inherent in the present
status
quo.
Here in the
Governments have formulated policy
statements which describe
explicitly if not implicitly what mainstream Schools are to understand
by the term `Science'. However, though much ground has been
lost
The Teaching of Science:
A Biblical Perspective
12
over the past 200 years or so, it is heartening to read in the
latest
revision of the National Curriculum that Scientific Enquiry should,
at
KS4, include reference to the
controversial character of the Darwinian
Theory of Evolution
4
and the limitations of scientific knowledge in
certain inaccessible contexts
5
.
The Teaching of Science:
A Biblical Perspective
13
Biblical revelation of reality
Johnson's charges are most important
because the Bible calls us to
recognise in all our thinking the totality of reality. This includes
the
unseen, spiritual realm as well as the material, spatial and
temporal
dimensions.
`See to it that no-one takes
you captive through hollow and deceptive philosophy, which
depends
on human tradition and the basic principles of this world
rather than
on Christ' (
Scripture reliably informs us that an
omnipotent, eternal and all-wise
God supernaturally created the Universe
(matter, space and time)
ex
nihilo
6
(from
nothing), presently superintends His creation; hears and
answers prayer; directs legions of angels to do His will; moves in
the
hearts and minds of all men; turns slowly but surely the great
wheels
of providence; upholds all things by the power of His word and
consigns
to heaven and hell those who are respectively obedient or
disobedient
to His revealed will. This supreme
Being is the great Architect, Creator
and Sustainer of all and exists
simultaneously within and without His
creation
7
. Despite the complete absence from the
current mainstream
Science national curriculum, He is, in
the words of Francis Schaeffer,
`The God who is
there'.
8
It
is apparent then that Theology and not Physics or Mathematics
that is properly `Queen of the Sciences'. It is in this sense of the
fullness of knowledge which God alone possesses that
`the science
of God must be perfect' as our first definition plainly
stated. Physics,
as we shall see, is merely concerned only with a proper
understanding
of the normal workings of the material world. But the best
physicists
(e.g. Kepler,
recognised the limitations of their undertakings and were happy to
acknowledge the existence of God and the genius of His handiwork
The Teaching of Science:
A Biblical Perspective
14
as they sought to fathom and explore it. Their determination
to
understand the mechanism of present operations within the universe
by no means prevented them from a contemplation of a supernatural,
divine act of creation in the past and the mystery of providence
in the
present.
A Biblical view of the world and
universe requires us to believe that
everything has been made
for mankind who alone among living
creatures possesses spiritual faculties enabling him to forge vital,
personal fellowship with his Maker. Given that man's chief end in
life
is to know and glorify God, the whole of Creation must
necessarily be
perceived as a stage upon which he may realize this potential and
fulfil this purpose. The material medium therefore ought to be
recognised as a divine construct by which man, when truly guided
and enlightened, may discover the great wisdom and power of God
together with remarkable tokens of His kindness and love.
Mindful of these things, theologians
have most helpfully identified the
conceptual framework of Creation, Fall and Redemption in which
thinking, and therefore teaching which is truly Biblical, must take
place. No academic discipline can progress properly which ignores
these concepts. They are fundamental to the establishing of a
Biblical
view of reality not merely for any abstract reason, but because
they
are momentous
historical events. The first two of these are especially
pertinent to the cause of true Science.
The Teaching of Science:
A Biblical Perspective
15
Creation
The Bible at once confronts us with the
God of Creation. Throughout
the first chapter of Genesis there are a whole string of
statements in
which, as one has well said, `God is the subject of the verb'
9
.
Historically, Christians have tended to
struggle in their attempts to
harmonise the plain/obvious sense of the Biblical narrative of
Genesis
chapter one with `the assured facts of modern Science'. Almost
invariably, they have tried to hide their embarrassment of the
explicit
supernatural behind a smokescreen hermeneutic which requires a
mythological interpretation of many of the early chapters. They
typically inform us that the principal lesson we are to learn from
the
Genesis account is that nature somehow
betrays the existence of
God as we
look at it in the right sort of way. While this may be true,
it is vital that we affirm that creation is something which
God historically
did. The distinction may seem trivial or unimportant but it is
by this
creative act that the credentials of God as the almighty and
all-wise
etc, are effectively established and communicated to us. A
proper
awareness of this show of Divine power inspires humility and awe-
filled worship in all who are confronted by it.
Let all the earth fear the Lord; let
all the inhabitants of the world stand
in awe of Him. For He spoke, and it was done; He commanded,
and
it stood fast. (Psalm 33:8-9)
Christians know only too well the great
value of such contemplation.
When, like Job (38ff), faced with great
trials they are greatly
strengthened in hope and comforted in death by such knowledge. As
real historical events, such astounding creative accomplishments
represent wonderful tokens of encouragement that the might and right
of God's kingdom will at last prevail.
We make a great mistake however if we
assume that such a view of
The Teaching of Science:
A Biblical Perspective
16
Earth history is peculiarly religious
and only valid for those who have
faith. Indeed, so self-evident is the truth of Creation and so
morally
relevant its message that the Scriptures announce to us,
`For since
the creation of the world God's invisible qualities - His
eternal power
and divine nature - have been clearly seen, being understood
from
what has been made, so that men are without excuse' (Rom
By stark contrast, the prevailing
notion of naturalism and atheism are
condemned as intellectual suicide and folly (Ps 14:1; Rom
Coming as it does at the very beginning
of the Bible, we may
legitimately assume that an acceptance of Special Creation is
foundational to the establishing of both true science and real piety
within our land. Indeed, so important is the retention of this
creative
act in our minds that God has ordained one day in seven for us
to
remember it (Ex
The Teaching of Science:
A Biblical Perspective
17
Fall
No sooner are we informed that this
world is the result of ingenious,
special (miraculous) creation than God, in His word, records for us
the sober fact of its subsequent fall and corruption. Sin
entered human
experience and God's subsequent curse of the world affected
everything (Gen 3). Death and decay inevitably characterise our
present
physical existence. That which was made harmonious and beautiful
in the beginning, is now tragically infected with a poison
which will in
due course secure its destruction. In the words of some past
poet,
man, the crowning glory of God's original creation, is now
`a magnificent
wreck'. The full extent of the physical consequences of the fall
on
creation may never finally be known. But those of us engaged in the
proclamation of true Science must reckon all that we find to be
somehow affected by it. Two passages of Scripture (among several)
which clearly allude to the Fall include:
The heavens shall vanish away like
smoke, and the earth shall wax
old like a garment, and they that dwell there shall die in like
manner:
but my salvation shall be forever, (Isaiah 51:6)
For the creation was subjected to
frustration, not by its own choice,
but by the will of the one who subjected it, in hope that the
creation
itself will be liberated from its bondage to decay and brought
into the
glorious freedom of the children of God. We know that the whole
creation has been groaning as in the pains of childbirth right up to
the
present time. (Romans 8:20-22)
Besides the obvious principle of decay
bound up within the famous
laws of thermodynamics, we may well consider invoking the
historical
fall event to explain such effects as lunar craters, certain
pathological
virus infections and various instances where nature now appears
`red
in tooth and claw'.
The Teaching of Science:
A Biblical Perspective
18
Furthermore,
if the Biblical record is to be trusted, we must
acknowledge within our grand geophysical paradigm
the historicity of
a world-wide flood as outlined in Gen 6-10. If the
Biblical narrative is
secure and the listed genealogies (e.g. Gen 5; 1 Chro 1; Matt 1 & Lu
3)
are substantially full, we must reckon that this global catastrophe
took place in the relatively recent past. Its effects are everywhere
abundantly apparent. Principal evidence is found in the fossil-laden
sedimentary rocks, the extensive reserves of hydrocarbon fuels (coal,
oil and gas) and the `legendary' accounts of just such a great
flood
common to various population groups world-wide. The feasibility of
maintaining an ark full of representative
creatures for a year until the
waters had sufficiently receded has been well documented
by, among
others, John Woodmorrappe
10
. Much useful research has already
been undertaken in recent years which confirms that speciation
via
`micro-evolution' and variation within
limits can happily account for
the rapid re-population of the world and separation of human
racial
groupings such as we find today.
The Teaching of Science:
A Biblical Perspective
19
Science in Schools
In the light of all that has been said,
it is surely necessary for us to
proceed into the 21st century class-room with some caution. Modern
technology which has greatly impacted our lives in countless ways
provides the ordinary man in the street and his children whom we
teach with considerable reason to suppose that their confidence
in
the proclamations of modern Science are well-founded. There is
therefore an understandable tendency for pupils to admire
and respect
what they are persuasively told by popular media Science
pundits.
Science
teachers who affirm Biblical authority must be constantly on
guard. Flawed orthodoxy
is fervently preached at the very highest
level in colleges and universities throughout the land. The high
priests
of secular humanism wield a great deal of power and their
influence is
regrettably noticeable in the formal statements of the National
Curriculum and
School Examination Syllabuses. Textbooks
are
produced whose authors inevitably `kow-tow' to the dictates of
examining bodies and regrettably, most teachers in turn, blindly
follow
on unquestioningly.
A teacher who expresses ideas contrary
to the prevailing secular
world-view knows that he risks suspicion and scorn from both his
students and his colleagues. Truly the fear of man is a great snare
(Pr 29:25). But as challenging and as
revolutionary as it may seem,
Christian teachers must grasp this
particular nettle if ever they are to
make significant spiritual in-roads into the hearts and minds of
today's
youngsters and tomorrows generation of cultural transformers. Church
leaders too must do their part. Apart from the mercy and grace of
God, as long as Christianity is
preached as a `religious optional extra',
all we can hope to secure in the lives of the children under
our charge
is a weak, existential piety in which the historical Christ
must be
squeezed and trimmed to fit. We urgently need thinking Christians
The Teaching of Science:
A Biblical Perspective
20
who understand Scientism's subtle message and mistakes to speak
out with clarity, conviction and courage against it. The same classroom
practitioners must, in its place, be prepared to
express without
compromise the integrity and infallibility of the
Biblical historical
narrative however loud and disagreeable the objection. Such
ambassadors must strive to be
`as shrewd as serpents and as innocent
as doves' (Matt
The Teaching of Science:
A Biblical Perspective
21
What can be done?
Until
or unless the Science/Faith problem is properly tackled at a
higher level (i.e. Government & University), the
likelihood is that present
curriculum constraints will substantially apply
for the foreseeable
future. Teachers must therefore do all that they can to
ensure that
pupils, parents and fellow colleagues are reminded
frequently that all
is not what it seems when popular so-called scientific
dogma presents
itself before them.
In
the meantime, the same Science teachers may care to try some
or all of the following:
n
Remind classes of great Scientists from
the past who have believed
in God and the Bible. This can be done easily enough by
displaying
pictures of them together with brief quotes indicating their spiritual
allegiance and a summary of what in particular they are famous
for. This simple exercise alone can be staggeringly effective
in
assuring students that a simple trust in the Bible as the word of
God is not tantamount to intellectual
suicide - a popular media
contention. Most are astonished to find out how many past
worthies were committed to Biblical authority. Henry Morris, for
example, lists over forty Scientific disciplines and a further
twenty-
six notable inventions or discoveries which were established or
substantially developed by Bible-believing Scientists
11
.
n
Note
every occasion when an evolutionary/old-earth paradigm
(millions or billions of years) is explicitly mentioned or
implied by
a text-book, examination question
or visitor and courteously point
out the fallibility of the statement and, wherever possible,
give the
alternative (always better) Biblical explanation
of the same data.
We shall look at a few such examples
from each of Physics,
Chemistry &
Biology in due course. Remember,
`The first to
The Teaching of Science:
A Biblical Perspective
22
present his case seems right, till another comes forward and
questions him'. (Pr 18:17)
n
Display a variety of topical data which
is not readily explained by
current orthodox science. E.g. presence of information in DNA;
lack of Solar neutrinos; rapid decay of Geo-magnetic field;
recessional velocity of the Moon; lack of intermediate fossils to
mention but a few! Posters can readily be constructed from cut
and pasted copies of old
`Creation ex Nihilo'
magazines
12
which
are brightly coloured and always helpfully illustrated.
n
Provide summary background reading and
further information for
all who express an interest in the controversy. There is a vast
array of useful internet help and information freely available. I
have
found Ian Campbell's
Creation Matters booklet most helpful
with
both staff and sixth form students
13
.
n
Circulate periodically to all staff and
interested pupils anti-scientism
news sheets (e.g. The Sceptic
14
) with
appropriate comments.
Being factually based they are both
thought-provoking and good
stimulants to follow-up discussion. We must never undermine
the therapeutic value of truth.
You will know the truth, and the
truth will set you free. (Jn 8:32)
n
Make helpful literature & video
resources available in the School
library and actively encourage its perusal. Catalogues advertising
such specialist items are available from at least two
organisations
15
.
n
Organise talks by specialist Scientists
who are able to provide
authoritative pronouncements in favour of the Biblical world-view
whilst providing a fair but critical appraisal of naturalism.
There is
a need for someone to draw up a list of suitable personnel
together
with their academic credentials and contact details in order for
Schools
nationally to take advantage of such visits.
n
Set up a Science Critical Forum in
which the relevant issues in
the context of topical items of science news are discussed
within
the School. The claim of `religious neutrality' everywhere
vaunted
by the secular dominated mass media will be shown to be
spurious.
Students and (teachers) must be shown
instead that what is served
The Teaching of Science:
A Biblical Perspective
23
up as Science for popular consumption is frequently riddled
with
subtle atheistic propaganda the fruit of which is the paralysis of
true spiritual thinking and Christian action.
It remains for us to examine a few
notable examples of how naturalism
has infected the National Curriculum in each of the three
principal
areas of Biology, Chemistry and Physics. In doing so we shall try
to
provide a measure of suggestion and practical advice for those
involved
at the chalk-face.
The Teaching of Science:
A Biblical Perspective
24
Biology
Biologists
ought at the very least to recognise and draw particular
attention to the lack of factual evidence for
macro-evolution. They
must clearly teach that whilst limited variation within species
can and
does occur (micro-evolution) it is intellectually dishonest to
extrapolate
such evidence and marshal it in support of general evolutionary
theory.
Mutations
just do not produce new information necessary for the
production of whole new organs or appendages.
Typically they involve
either a loss of information or, at best, an adjustment
of it. The
distinguished Australian molecular biologist Michael Denton
16
, among
others, has closely examined the limitations of mutational
variation
and has shown that it is most unreasonable to imagine that
successive
slight changes of coded information can account for the large
scale
differences between say a mouse and an elephant or an octopus and
a bee.
Biology
teachers should encourage students to identify `design
features' for all living systems to which they are
introduced and should
help them to recognise organisms which possess
intrinsic/irreducible
complexity.
Michael Behe's book,
Burgess' recent book,
Hallmarks of Design are essential
background
reading. Students and/or staff reading either of these important
works
will learn to recognise interdependence, functional intricacy
and
structures showing optimum efficiency which characterise living
things.
Through such training, they will
graduate with the sentiments of King
David ringing loud and clear in their
hearts and minds:
For you created
my inmost being; you knit me together in my mother's womb. I
praise
you because I am fearfully and wonderfully made; your works are
wonderful, I know that full well. (Ps 139:13,14)
Perhaps too, students would do well to
read a little of Rudyard Kipling
17
The Teaching of Science:
A Biblical Perspective
25
in order to appreciate how relatively easy it is to devise a
story-like
explanation for alleged evolutionary adaptations. They should be
reassured that in most cases, the evidence marshalled in support of
such fables is simply non-existent.
They might note the remarkable
interdependence of symbiotic systems
(e.g. the
yucca plant and the yucca moth) and the obvious need for
each to commence functioning simultaneously to account for their
present existence.
Biologists
must constantly remind pupils that information concentrated
in cellular tissue ensuring function, growth and
replacement is a distinct
entity from the molecules upon which it is written. Furthermore,
such
information never arises spontaneously by chance:
rather, in
accordance with the universal law of cause and
effect, it must be the
product of intelligent thought. The genetic code thus
provides
overwhelming prima facie evidence for intelligent
design. Only blind,
wilful ignorance prevents serious-minded people from
seeing it. The
Apostle
Paul, with remarkable prophetic insight, immediately
afterwards comments, `
For
although they knew God, they neither
glorified him as God nor gave thanks to him, but their
thinking became
futile and their foolish hearts were darkened. Although
they claimed
to be wise, they became fools' (Rom
Summarising, by providing a thorough
understanding of the form and
function of creatures and plants, they must aim to foster within
their
students a response of awe, wonder and humility before their Maker.
The Teaching of Science:
A Biblical Perspective
26
Chemistry
Chemists should point out the
remarkable fact that an astonishing
variety of materials and compounds now known to us are all formed
from `the dust of the ground' and that the evident order
epitomized in
the periodic table betrays the fact that the Creator is a God
order not
chaos. They ought to recognise the delicate balance of power
which
governs atomic and molecular bonding mechanisms and which gives
rise to the vast array of substances formed.
The so called `Anthropic
Principle' is an important concept which has
only been recognised as scientifically significant relatively
recently.
Briefly summarised, it states that the
Earth (indeed the whole universe)
comprises a unique environment full of materials whose processes of
change/regulation are governed by physical laws that are remarkably
fine-tuned, enabling life in general and human life in particular to
be
maintained. There are many catalogued examples of such fine tuning
that it is easily shown that the statistical probability of them
collectively
existing within such narrowly permissible ranges is vanishingly small.
Dr Arthur Jones notes one remarkable
example:
In dry air, 78 out of every 100 atoms
are nitrogen whilst 21 are
oxygen. Nitrogen's relatively unreactive
molecules are essential to
build air pressure and to dilute oxygen. The proportion of oxygen
is
quite critical: with less than 15% oxygen, no fire could be lit,
whereas
at 22%, forest fires would occur too easily and at 25% even
wet
vegetation would burn (so lightning would quickly destroy the living
world)
18
.
In view of the current inclusion of
Earth Science into the Sc3
19
component of the National Curriculum, it would seem particularly
prudent for all who deliver this aspect of the course to
familiarise
The Teaching of Science:
A Biblical Perspective
27
themselves with Flood Geology papers of Whitcomb & Morris
20
. These
plainly show the superiority of a catastrophe paradigm
over and against
the still prevailing orthodoxy of uniformitarianism
to explain various
topological features of
the Earth such as fossilisation, sedimentation,
lava flows & magnetic reversals etc. In particular, they
would do well
to point out that no rock is unearthed with a clear age label
and that
dating processes in general are speculative, frequently
contradictory
and in many instances altogether incompatible with a great age.
This
is especially important when dealing with the alleged aeons
required
for the formation of hydrocarbons (coal; oil and gas deposits)
and
various metamorphic rocks. Such issues have been dealt with most
helpfully by Dr John D Morris
21
and his team at the Institute for Creation
Research.
The Teaching of Science:
A Biblical Perspective
28
Physics
Physicists must stress the very great
difference between well-
established empirical laws of Science (especially the conservation
laws) and the highly speculative, hypothetical extrapolations
into the
distant past/future currently in vogue in cosmology. It is mostly
in the
field of astronomy where the controversy tends to rage. The
apparent
close-relationship between cosmology and elementary particle theory
stems from the assumption that the universe began with a Big Bang
and that in the immediate aftermath elementary sub-atomic
particles
evolved into larger particles which in turn eventually formed
stars,
solar systems and finally Galaxies.
Bearing this in mind, it is sobering to
remember that no star has ever
been observed forming or moving through the alleged main
sequence.
Theoretical time-scales involve
millions/billions of years. No observer
therefore could possibly monitor it! Spectacular photographic images
typically show relatively static formations. Thus, while
categorisation
of stars can be carried out according to Hertzsprung-Russell
criteria,
whether the great variety of star types represent evidence of
stellar
evolution remains fundamentally unproved. Furthermore, the elusive
dark matter urgently needed to rescue a semblance of
reasonableness
for modern cosmology theory is still missing. Hence, why
rapidly
expanding debris from a primeval explosion spreading out to fill
three
dimensional space should ever overcome the initial self-destructive
gravitational force of an alleged Big Bang is still a most pertinent
question.
Closer to home, the new draft GCSE
syllabus specifications for NEAB
(AQA) for example requires students to
be introduced to notions of
where our Solar System came from. They are encouraged to
suppose
that the raw materials were ejected from previously exploding
stars
The Teaching of Science:
A Biblical Perspective
29
which
somehow condensed into the intricate spinning and orbital
elements of our Solar System. Physics teachers must give careful
thought and consideration to the actual data (i.e. planets; moons;
rings; magnetic fields; anomalous orbits; comets etc,) and then
weigh
the possibility of such intricate structure and complexity
arising by
chance. They
should go on to explain that the time-honoured laws of
Physics
collectively cry out `impossible'! But this should not surprise
us. The Bible teaches plainly that
`the heavens declare the glory of
God;
the skies proclaim the work of his hands.' (Ps 19:1). It is God
who did it.
By the word of the Lord were the
heavens made, their
starry host by the breath of His mouth. Psalm 33:6 The full array of
objects which fill up the night sky `speak' loudly and clearly of
the
creative work of God -
`there is no
speech or language where their
voice is not heard. Their voice goes out into all the earth,
their words
to the ends of the world.' (Ps 19:3,4)
Physicists
should constantly remind their students that no laws of
Physics
are better attested than the Laws of Thermodynamics. They
should develop a clear understanding of this law which
prohibits the
spontaneous, unaided development of orderly
systems from
disordered, chaotic ones. They should then use it
to demonstrate
the impossibility of alleged natural processes producing the
evident
complex structure evident all around us - especially in living things.
Carl Sagan,
who spent so much of his life working on the SETI (search
for extra-terrestrial intelligence) project knew that pattern
and order
are the characteristics of signals which would positively
indicate a
source of intelligence. It is both sad and ironic that this
dedicated
humanist could (would?) not recognise the same fingerprints in the
information bound up in the genetic code so close to home.
Physicists too should utilise the ideas
of the Anthropic Principle to
underscore how finely tuned the Earth/Moon/Sun system is as a
harbour for life. They should point out that
n
the period of the Earth's rotation (24 hrs) is critical. Much
faster
and violent windstorms would be destructive; Much slower and
The Teaching of Science:
A Biblical Perspective
30
the day time/nigh time temperatures would be too extreme.
n
the Moon's gravity is critical. Much greater and the tides
would
be catastrophic; much less and the oceans would become
stagnant through insufficient mixing.
n
the temperature of the Earth's surface is critical. Too hot and
excessive water vapour and carbon dioxide will collect in
atmospheric clouds and the greenhouse effect will run away with
itself causing a the ice-caps to melt and further overheating; too
cold and more snow and ice will form reflecting solar energy
promoting yet cooler temperatures.
22
Finally, Physicists must underscore
Karl Popper's contention that
experiments designed to test or validate a proposed theory, may only
falsify. Thus hard data derived from such tests demonstrate, at
best,
that the theory
might be true.
The Teaching of Science:
A Biblical Perspective
31
Relevance & importance of a
proper
approach
Does a distinctively Biblical approach
to Science teaching really
matter? Yes it does and it matters a great deal: much is at stake.
The Bible informs us that our thinking
largely determines the way in
which we live (Prov 23:7). Over the
past one hundred and fifty years
or so, a great thinking wedge has been driven between so
called
`absolute
scientific truth' and speculative, tenuous and subjective
`religious
belief'. Science
masquerades today as a pursuit of ultimate
truth. Hence, an idea
promoted constantly within academia and the
mass media is that people can be classified as either
`religious' or
`non-religious'
depending on whether or not they carry any religious
baggage in their heads together with the religiously neutral,
objective
facts of Science.
[By way of illustration, let me recall
an announcement earlier this year
by the BBC concerning the new Art exhibition in
Gallery - Seeing
Salvation. Members of the public were
informed
that the curators had kindly posted explanatory captions against
each
picture for the benefit of all perusing the displays who were `not
religious'. The potency of this declaration lay in the fact that
listeners
think that they are merely being informed whereas in reality they
are
being subliminally conditioned to categorise human beings as
either
religious or non-religious.]
It is however philosophically dishonest
to make such a division. In
reality, we are
all believers in something. The issue is not so much
that some have beliefs while others don't. Rather it is that
some
believe what is true, while others believe what is false.
The Teaching of Science:
A Biblical Perspective
32
So is Christianity & the Bible true
- historically, scientifically and
objectively or is atheistic, humanistic, materialism true? One's
allegiance to either requires a certain leap of faith. For example,
the
secular humanist believes that
n
nothing but blind impersonal chance directs the energy which drives
the universe
n
all that exists are photons and atoms (waves and particles)
which
behave uniformly and consistently.
n
all processes are natural processes which may ultimately be
understood as a single mathematical equation. Hence
mathematicians and physicists hold the keys to real/absolute
knowledge and truth.
n
all thought and feeling are comprehensible in terms of natural
electro-mechanical processes.
n
death is simply physical obliteration.
n
God and spiritual ideas are helpful
(utilitarian) figments of
imagination etc.
If
he is ruthlessly honest (but why should he be?) reason and rationality
have no more prior claim upon his thoughts than irrationality. If blind,
purposeless chance is the sole driving forces behind the universe,
why should there even be such a thing as reason?
It ought to be apparent to all thinking
individuals that none of the
above are hard facts: demonstrably or empirically true. Hence the
Science built upon such foundational
assumptions is tantamount to
atheism - a belief.
As
we stated at the beginning, Christians, with very good reason,
reckon the Scriptures of the Old & New Testaments a
reliable guide
concerning just what we are to believe. They are
not merely religious
documents. They provide us with a true account of Earth history
which we ignore at our peril. Many who parade as competent scientists
today are unwittingly asking the same question which Satan first
The Teaching of Science:
A Biblical Perspective
33
uttered back in Genesis,
"Did
God really say...?"(3:1)
A true knowledge about real nature of
everything (i.e. the goal of true
Science) will inevitably lead those who
possess such knowledge to a
realisation that they have been supernaturally and specially created
by Jesus Christ. This same God therefore has a rightful claim
upon
their life - indeed, by virtue of His historical creative act, He
actually
owns them (
and accountability anticipates judgement.
True Science then should confirm
pupils' realisation that they are
rational, spiritual beings of infinite worth with immortal souls
whose
eternal destiny, because of their sin, is placed in the balance.
True
science is no enemy of true religion. Indeed,
the fear of the Lord is
the beginning of knowledge and of wisdom (Proverbs 1:7 and
As the 17th century astronomer Johannes
Kepler remarked, his work
consisted of `thinking God's thoughts after Him'.
May it please God to raise
up a new generation of Scientists who are
duly respectful of their Maker and who, recognising the limitations
of
human scientific enquiry, give full weight of respect to the
statements
of propositional truth of Holy Scripture - being the
authoritative Word
of God.
The Teaching of Science:
A Biblical Perspective
34
References:
1
`There are two books laid before us to
study, to prevent our falling into
error: first, the volume of the Scriptures, which reveal the will
of God:
then the volume of the Creatures, which express His power'
.......`let no
man think or maintain that he can search too far or be too well
studied
in the book of God's word, or in the book of God's works;
divinity or
philosophy; but rather let men endeavour an endless progress or
proficiency in both'. [The Advancement of Learning - 1605]
2
(
3
Haematology Professor Terry Hamblin:
CSM Pamphlet 298
4
Sc1.1b how scientific controversies can
arise from different ways of
interpreting empirical evidence [for example,
evolution]
5
Sc1.1d to consider the power and limitations
of science in addressing
industrial, social and environmental questions, including the kinds of
questions science can and cannot answer, uncertainties in scientific
knowledge, and the ethical issues involved.
6
Hebrews 11:3
7
8
Hodder & Stoughton Ltd. 1968
9
Tom Edmondson: BCSG
10
Noah's
11
The Biblical Basis for Modern Science -
Appendix 1
12
Answers in
Genesis (
Subscription: £12.95 (4 issues)
13
Creation Matters - Ian Campbell 27,
14
Available (& photocopiable)
from Tom Edmondson 16, Bull Royd
Crescent.
15
CRT Mead Farm, Downhead,
West Camel, Yeovil,
7RQ & El Nathan, 10, Forge Row, New
Farnley,
16
Evolution: A Theory in Crisis: Ch 4.
Published by Adler & Adler
17
Rudyard Kipling:
Just So Stories, Penguin 20th-century
classics,
paperback edition, 1989. ISBN 0-14-016351-5.
18
Science in Faith - A Christian
Perspective on Teaching Science p30
19
2r - how the sequence of, and evidence
for, rock formation and
deformation is obtained from the rock record.
20
e.g. The Genesis Flood: John C. Whitcombe
& Henry M. Morris.
Publisher: Baker Book House
21
The Young Earth. Master Books 1996
22
Hugh Ross: The Creator and the Cosmos
p.135 (paraphrased)
The Teaching of Science:
A Biblical Perspective
35