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A Christian Creationist View of Teaching Science

A Christian Creationist View of Teaching Science

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Creation Science
Creation Science

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Published by: pilesar on Feb 23, 2013
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A Christian creationist view of teachingscience
 by R. RushdoonyModern Science is a product of a Biblical view, with its belief inGod and the world under God'slaw. Without that substructure,science will quicklydisintegrate.
False Authority
Science teaching is made more than normally important, because science in the modernworld has for many replaced God as the source of authority. In one field after another,appeal is made to the authority of science; in religion, in the forms of modernism; ineducation, in progressivist theory; and so on. If we fail to teach science properly, we willonly enhance its false authority and obscure its use.For a Christian, the task of instruction is made simpler by the fact that the biblical,Hebrew word for instruction, Torah, means both law and instruction. For us, all things inevery sphere are under an ultimate and fundamental law, God's law, and education isinstruction in that law order. Modern science is a product of a Biblical world view, withits belief in God and the world under God's law. Without that substructure, science willquickly disintegrate.
The History of Science
It should not surprise us that modern science was not only born out of Christianity, butespecially out of a Puritan context in 17th century England. This Christian orientation persisted almost into the 20th century. Popular history to the contrary, science did notfind its origins in the thought of men like Giordano Bruno, (Italian Philosopher born1548). Bruno's humanism led him into occultism.
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In a universe without God, either blindfate renders man meaningless, or a chaotic universe gives man the opportunitv to be anoccult lord. Not dominion, but power becomes man's goal.Among the early Puritan leaders in the sciences, a post-millennial perspective was prominent in their minds. Science was a means of exercising dominion. Significantly,even non-orthodox scientists shared a strong interest in eschatology (views of the end of time). Thus, Isaac Newton, while having Unitarian or Socinian ideas about Jesus Christ,still spent time in study and writing about revelation. Scientists were concerned, because
 
science was seen as a means of fulfilling God's command to exercise dominion and tosubdue the earth.
Humanist Science
The Christian and the non-Christian approach the universe differently and hence theydefine it differently. The humanist believes this world is all there is. Life is definedchemically and physiologically, within totally naturalistic confines. They reason that if the reality of our world is entirely natural, then definition is relatively easy. Given enoughtime, all things can be defined after sufficient research, dissection, experimentation, or study. From a Christian perspective, this is not true. Leviticus 17:11 makes clear that lifeis "in the blood" but it is even more clear that life is not from the blood, but from God.(Genesis 2:7). To understand life we must look beyond life to God. Definition has to bemore than naturalistic: it goes beyond us and our world, and is thus in essenceimpossible. For us, therefore, science is not definitive but descriptive and theological.Science will become more productive if it abandons its goal to define naturalistically(which leads to
theoretical science
) and limits itself to description in terms of 
theological premises
.
Limits of Science
The theological foundation also means a realistic view of scientific goals. Because God isGod. this means simply that
"With God all things are possible"
(Matthew 19:26). If the physical universe is the ultimate, then it follows logically that, "With nature, all things are possible!!" Because humanistic scientists operate on this premise, they are ever ready toexperiment or to hypothesize in areas known to be impossible from scientific experience.Thus, science tells us that spontaneous generation is not possible, and yet it is necessaryin evolutionary thought. Because infinite potentiality is ascribed, not to God but to nature,this impossibility is regarded as only impossible in the present; in infinite time, theinfinite potentiality of nature will overcome all limitations.
Nature is not God
Much current genetic research also operates in terms of infinite potentiality. Organtransplants are clear examples of this. The June 1977 attempt to transplant a baboon'sheart into a human being failed. It was done in the clear knowledge that transplants face arejection factor: they are like an alien and infection agent to the host body. The hope is,however, that man can overcome this barrier, and the hope rests on the faith that infinite potentiality belongs to nature rather than to God.The lines God created between various forms of life and inorganic matter are seen asenemies by humanistic science, because this fixity defies the infinite potentiality of nature. But this is not all. Because eternity is an attribute of ultimacy, i.e. God, time is a problem to the humanist, and an enemy. Hence their hostility to clock time (i.e. to ayoung universe).
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Science Frauds
Because, for humanistic science, all potentiality belongs to nature, it is easy for humanistic scientists to read their beliefs into their research. The result is a massive trendto scientific fraud in experimentation. This is not new, as witness the drawings of thedevelopment of the human embryo by Haeckel in the last century.
Science Digest 
(June1977) has called attention to the high percentage of frauds in reported scientificexperiments. The attitude of such researchers apparently is that, 'if it isn't true now, itsoon will be'.
January 8, 1983.
 Science News
.PATENT FRAUD.
Following a 10-month investigation, officials of the Mt. Sinai School of Medicine revealed last week that a cnever actually synthesized. Based on the falsified claims made by a former employee in the patent applicatio private industry.
Applying this to Teaching
One of the major problems in all teaching, and no less in the teaching of science, is thedominance of an academic orientation. For example, biology, chemistry, and physics aretaught in isolation from one another, as though a different world existed for each. Thismeans that an abstracted and academic view of science prevails, with theoretical science predominant. If we teach instead the history of scientific research, development, andinvention, and the role of the various areas in that history and application, we gain a moreaccurate knowledge of the place of science (its theological premises) and therefore itsmeaning. From such an approach, we gain a more realistic view of the sciences and howman has tried to understand himself and the world through science, and to exercisedominion through that knowledge and by means of the instruments it has produced.Because, for Humanistic Science,all potentiality belongs to nature, itis easy for Humanist Scientists toread their belief into their research.The result is a massive trend toscientific fraud in experimentation.
References

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