NoiseTrade Widget
Life in the Context of a Biblical Worldview
In Part 1, I mentioned discussing the evolution/intelligent design (ID) debate in the “Christian realm.” In doing so, I first offer this disclaimer: I am not arguing for the inclusion of Creationism (YE, Gap Theory, Theistic Evolution, or any such form) in schools. I want to be clear on that up front and will explain why I am not adding to that worn-out debate. However, it is important for us to approach any major issue, whether secular or spiritual, with a biblically informed outlook. The treatment of these scientists speaks to a larger theme pervading our culture. It is not only an abandonment of science and open debate, but a display of the intolerance of our culture at large towards anything or anyone that remotely resembles biblical Christianity. Despite the mantra of “tolerance” and “peaceful coexistence” heralded by advocates of post-modernist thought, the exclusion of ID in academia and debate shows the culture’s deep-seated hatred of any Creator “with whom we have to do.” (Heb. 4:13)
Alright, let’s just get through this initial heckling and apologizing phase. I know that it’s been about a year and a half since my last “real” post. I know that all two of you (if that many) have been severely disappointed with my inability to deliver on posts. What’s my excuse? Well… I don’t have anything spectacular, like being in a coma or going to the moon or even having my Dell erupt into flames. No, I cite only two common and less-excusable-than-I-would-like reasons for the long lapse in posts: I’ve been busy and I’ve been lazy. It’s been a crazy year and a half. Soon after my Caleb King post—which, I was wrong; Knowshon Moreno was Georgia’s next great tail/running back… but I expect that Mr. King will see the playing field this season—I proposed to my girl friend and, so, the wedding plans began. We were married (finally!) last November. On top of being involved in wedding plans all last year, school and work both kept me busy. Forestry school is sort of like a vacuum that sucks you in and dictates a lot of your time (classes, assignments, papers, projects, field trips, summer camp). That also carried into last summer with my job as a research tech for the school; I was on the road all week and working 10 hour days in the hot, sultry climate of the U.S. south. Needless to say, I didn’t feel like blogging at the end of my day. After the wedding, things didn’t slow down; I began my final semester of college in January. The last five months have been a whirlwind of adjusting to married life (not all that hard, but I’m throwing it out there anyway), classes, Senior Project, and job hunting. But as of this past weekend, all of these matters have subsided (again, adjusting is easy!). I’ll be a graduate of the University of Georgia in 36 hours and will begin a full-time job in the next few weeks. So, as life has calmed down and I sit in the “dungeon” and break wood samples for my student job, I’ve chosen to pick up blogging again. Better late than never, I suppose. Those are my excuses and my story, such as they are; take them, leave them, whatever you want.
The Issue
I have spent the better part of life in school—six years in elementary school, three (awful) years in middle school, four years in high school, and four years between two universities. Seventeen of my twenty-two years of life have been spent in academia. Now, a good bit could be said about the status of education in our country—the seeming failure of the public school system (I’m a public school kid and I think I’ve done fine, but who knows!), the infiltration and effect of post-modern philosophy on curriculum (not particularly comforting when you think of kids who may design airplanes one day hearing that there are no right answers in their algebra class …), the abandonment of discipline in the ill-conceived attempt to “build self-esteem,” the rampant spread of “soft science…” All of these are issues and need to be addressed. However, I want to rehash an old debate. Old in one sense, but unique in its current form.
I recently saw the movie “Expelled: No Intelligence Allowed” with my wife and a group of friends. The movie, narrated by the illustrious Ben Stein, is an expose/mock-umentary on the established scientific community’s black-balling of individuals who support, study, entertain, or even hint at intelligent design (ID) as an explanation for life. The movie opens with several case studies of professors or research scientists at major universities being fired or denied tenure for espousing or eluding to ID as a scientifically supported explanation of life. Their plight did not occur as the result of any misconduct or faulty methodology, but simply because they challenged the established view of Darwinian evolution. In keeping with the scientific method, they scrutinized a held view (evolution) and provided evidence for a different one (ID). All science must be able to stand up to legitimate scrutiny if it is to be accepted as fact. The movie’s main point is that the establishment—academia, the media, watchdog organizations (i.e. the National Center for Science Education), and politicians—is making every possible attempt to silence critics of evolution and squash any person or idea that remotely resembles ID, or what they presumptuously label as Creationism. The conclusion the movie reaches is that this treatment of highly intelligent, educated, and rational scientists is not only unjust, but flies in the face of all that science is supposed to uphold and represent. I highly recommend the movie to any viewer, whether you believe in ID, Creationism, Darwinian evolution, or some hodge-podge of the three. If nothing else, I hope that it will raise serious questions in your mind as to why the scientific community vehemently opposes anything in contradiction to evolution to the point of ruining a person’s career.
Now, my goal in bringing all of this to the table is not necessarily to have a Creation vs. Evolution debate, though I do want to address the issue of evolution in the Christian realm. However, I first want to discuss the issue of scientific ostracism from the stand point of someone who values sound science and scientific thought. To do this, we must discuss several principals that dictate how to approach this debate.
1. Darwinian evolution is ultimately a worldview or philosophical belief, not science. Historically, proponents tout evolution as the pinnacle of scientific thought. For millennia, mankind attempted to explain life, the world, and the universe through the lens of religion or superstition; Darwin’s theory provided the first explanation of life—void of religion or superstition—using reason, observation, and deduction. Science, right? Not exactly. Darwinian evolution and its implications are built on the assumption that life can self-generate and exist without design or creation. Darwin himself admits that evolution is a way to explain life without the need for a Creator or Intelligent Designer ("The universe we observe has precisely the properties we should expect if there is, at bottom, no design, no purpose, no evil, no good, nothing but blind, pitiless indifference" or "The mystery of the beginning of all things is insoluble by us; and I for one must be content to remain an agnostic"; these quotes demonstrate Darwin's preconceived notion of life before he observed data). Not that his observations led him to that conclusion, but he approached his observations with that initial predisposition or bias. Darwin believed that the world could be explained without the necessity of a god and so interpreted the facts with that assumption. Unfortunately, for proponents of Darwinian evolution this conceptual nuance undermines the validity of Darwin’s theory as pure science and moves it into the realm of philosophical belief. In today’s terminology, evolution at its foundation is a worldview—a lens through which one interprets the world or a construct of beliefs by which one evaluates reality—similar to belief in a religious system.
For example: I can look at a complex organism like a tree, a longleaf pine to be specific, or I can consider the complexity of the individual cells and cell types that compose that tree, or I can view the system in which that tree functions for the success of the entire system and explain the observable and quantifiable facts that cause all of these things to work together. I can then interpret the multiple levels of complexity and intricacy as a result of evolution. I could also observe, quantify, and analyze all of the same facts, not changing their nature, the physical evidence, or physical causes, and interpret them as a result of design. Have the observations changed? Has the data changed? Has the analysis and explanation of the cellular, organism, or system level functions changed? No—only the difference in worldview has changed, therefore changing my interpretation.
I do not want to belabor the point, but it must be realized that evolution at its core is not science, but a way to interpret science.
2. Neither evolution nor intelligent design provide explanations for the origins of life and the universe based on observed data. This point is relatively straight forward. Ask an individual from either camp “how it all began” and you will receive an answer. Ask them to prove it and neither camp can. Both evolution and ID proponents accept their answer to the question of origins based on beliefs dictated by their worldview. As complex or as simple an answer either camp gives, neither can replicate or prove their conjecture using the scientific method. It must be understood that science is limited by what can be physically observed and explained; where no observations have been taken and no data has been analyzed, assumptions (often based on beliefs) dictate conclusions.
3. Science must be discussed in a forum of multiple and differing explanations to the same question. Here is the real heart of the issue brought up in Stein’s movie. Science thrives on diversity of thought and inquiry. Questions drive scientific thought and discovery—a question is posed, hypotheses are formed and tested, analysis and results are discussed, and conclusions are finally drawn. Hypotheses come from many different angles and are tested in a plethora of ways to ensure that the question is thoroughly explored. Results are discussed based on prior knowledge of the subject, conventional thought, and the intuitive nature of the question. This stage involves the close scrutiny of methodologies, logic, and the interpretation of data. If problems exist in a conjecture or argument, they will be laid bare in the scrutiny of results and conclusions. All of that to say, if only one explanation is offered (or allowed) for the question, profitable debate is severely diminished if not impossible. If multiple sides to the same question exist, true science allows scrutiny and debate to occur between both sides; when one side is silenced or banished, science is abandoned. I realize this is a simplification for an issue as complex as the evolution/ID debate, but the centrality and necessity of scientific discussion from multiple angles applies to inquiries of both low and high complexity.
4. Ostracism and exclusion of view points in scientific debate results in the abandonment of science and reason. History provides several examples of “the establishment” condemning scientific thought that contradicted commonly held views. When Galileo originally published his findings on the motion of the planets and nature of the Solar System, he met a firestorm of harsh criticism. Eventually, the Catholic Church and papal governments (the establishment of his day) forced him to recant his findings and espouse the popular (and wrong) view held by the establishment. Galileo’s scientifically based findings were denounced as heresy and debate was denied; science and reason were abandoned. Perhaps evolution advocates will appreciate the example of the Scopes trial, which occurred in Tennessee during the 1920’s. A law prohibiting the teaching of anything that questioned the literal six-day creation of the world and life by God as taught in the Genesis account was put to the test when a school teacher was accused of teaching evolution to his students. When the law was upheld and Mr. Scopes found guilty, scientific inquiry was again abandoned as the result of the establishment’s unwillingness to engage in open debate. The exact same problem is occurring presently as proponents of ID are silenced because they have dared to question the established view. As in the past (and I have only presented two anecdotes; many more exist) science and reason have been abandoned.
In light of these four principals, I find it appalling that people who claim to champion scientific thought have so quickly and with such vitriol silenced those who conduct sound science. I believe that, ultimately, the opposition that ID has met in academia stems from fear—the same fear that denounced Galileo’s findings and convicted John Scopes—fear that questions answered by ID will show flaws and weaknesses in evolutionary theory. Not that ID definitively answers the question of origins any more than does evolution; remember that both are ultimately rooted in a worldview that interprets scientific results. ID provides a plausible explanation for the world around us and, in keeping with sound scientific thought and discussion, should be considered in the debate of origins. What do we have to lose in including ID in debate? If evolution is so soundly proven and obviously the driving force for the complexity and diversity observed in biology and other scientific fields, then allowing ID in the discussion will not do any damage. But to continue to ostracize and expel proponents of ID from the debate is a complete abandonment of science and reason. At the movie’s end Mr. Stein implores his audience and, implicitly the critics of ID, to “tear down this wall!”—the wall that denies ID a place at the table of scientific debate. Science will profit and persevere only when we allow all views to be present at the table of debate.
Just watch... Not much else can be said.
