Evolution: A Science Teacher’s Perspective
Posted on June 1, 2007
Filed Under Apologetics, Brandon Renfroe
by Brandon Renfroe
In addition to preaching the gospel, it is also my good fortune to teach science on the high school level. Such has been a very interesting experience, to say the least, and one fraught with more than its share of delicate situations.
For example, when students take graduation exit exams and college preparatory tests, they are expected to be fluent in current evolutionary terminology, from natural selection via genetic mutation to punctuated equilibrium, and all points in-between. If students are unfamiliar with these topics, they will likely perform poorly on tests generated by dyed-in-the-wool Darwinists. Though students may personally be averse to the evolutionary propaganda permeating their texts, such is nevertheless a fact of life in the public school system, as currently construed, with no end being in sight.
Whether or not a student imbibes evolution will impact his worldview on a variety of matters. For instance, should the age of the Universe be measured in thousands or in millions, even billions, of years? Does man derive his origin from the benevolent hand of an omnipotent Creator, or does he owe his genesis to mere “rocks†and “dirt†(i.e., non-organic matter)? Surely there are moral ramifications attached to such crucial decisions. Speaking of “Genesis,†can we trust the creation account as detailed in the first two chapters of the Bible, or is the narrative mythical? And if the first book of the Bible cannot be trusted, what of the remaining sixty-five?
While those who champion evolution are quick to deride those who subscribe to Creationism or Intelligent Design, they are less-than-enthusiastic in regards to having their own views questioned. It seems as though the borders of scientific inquiry are patrolled rigorously by determined Darwinists, as dogmatic as any of the religionists they decry. To even suggest the theory of evolution has palpable weaknesses is to bring forth cries of “blasphemy†from the “high priests†of science.
Ironically, what many students—and educators—fail to realize is that evolution, as such, does not fall under the purview of genuine science. Science deals with the empirical; that is to say, with things capable of being verified by the five senses. If a matter cannot be subjected to experimentation, replication, and verification, it cannot properly be dubbed “science.†It should be obvious, then, that any view dealing with man’s ultimate origin falls outside the parameters of science, since it is incapable of being empirically verified. Though many academicians pontificate frequently on such topics, they are not speaking as scientists. Instead, they are exchanging their lab coats for the garb of the philosopher and theologian. In short, they are giving “counsel by words without knowledge†(cf. Job 38:2).
Make no mistake—science is a wonderful subject to study, and to teach. Since the term derives from a Latin word denoting “knowledge,†all should be interested in an understanding of this field. Let us endeavor, however, to be certain we are learning true science, not the doublespeak of pseudo-intellectuals with anti-religious axes to grind.
RELATED POSTS:
The Bible & Evolution: Can we believe both?
Tradition and History: Biographical Sketch of the Author
‘Can I Change?’
2,630 and counting…
Hearing the word of God
Comments
Leave a Reply
Polls
Loading ...-
