Integration of Faith and Learning in Online Courses
Regent University Faculty Retreat — September 9, 2011
Science and Biblical Faith: Conflict or Harmony?
Dr. John C. Munday
Department of Natural Science, Mathematics, and Technology
School of Undergraduate Studies
Note: Some of the following was abbreviated or omitted during presentation at the Retreat,
as only eight minutes were allowed for the presentation.
INTRODUCTION
The essence of science is to seek knowledge. The word science in earlier times included theology, called the
queen of sciences. Today the word science usually denotes knowledge of only the natural world, and we should
clarify the word by saying natural science. However, the exclusion of theology from science is not complete – there
are still vestiges of what is termed natural theology, and some theologians today say they are using the scientific
method.
Concerning natural science and faith, a common perception is that of conflict. Founders of Cornell University, my
alma mater, were the Quaker Ezra Cornell, and Andrew Dickson White, author of the 2-volume set, History of the
Warfare of Science with Theology in Christendom (1896). Cornell wanted “an institution where any person can find
instruction in any study.’” But White wanted Cornell to be "an asylum for Science—where truth shall be sought for
truth's sake, not stretched or cut exactly to fit Revealed Religion.” Little did I know when I entered Cornell how
secular was its foundation. Obviously Regent University is quite different. Regent was built on a Christian
foundation, but wisely has chosen to avoid sectarian strictures. Students and faculty studying science are free to go
where Scripture and nature lead.
White saw warfare between science and faith, while we seek harmony, because God is author of both Scripture
and nature, His Special and General Revelations, respectively. God is not the author of confusion (! Cor 14:33).
White did recognize a fundamental attribute of natural science, a search for truth. I notice many references to truth
in our Convocation services just completed. As Christians, we seek THE TRUTH, Jesus Christ. And as scientists,
we seek natural truth, to know correctly concerning the natural world. It is worth emphasizing that scientists, even
those who are pagan and atheist, have a passion for natural truth.
For the online students, then, a goal of a science course is to pursue natural truth. This is enabled by establishing a
community of openness to discussion, expression of views, and a common goal of seeking to understand the
natural world, for its own sake and in Christian context.
An important component of the search is identifying, exploring, and resolving issues of science and faith. The
issues are of great consequence because most students have little science training, a large fraction have been
exposed only to unidimensional and shallow thinking about Scripture and science, and when they graduate they will
confront a culture that sees the science-religion debate in simplistic polar extremes — the belief is that where
science advances, Christianity must recede. Those Christians holding to literal interpretations of Scripture fight
back with the goal of fundamentally restructuring, even overturning, the scientific establishment and its modern
knowledge base. Instead we put science on correct philosophical and metaphysical foundations, via Scripture.
ONLINE TECHNIQUES
Discussion Board
Toward building a community of students for online learning, an important component is the Discussion Board.
Discussions include –
Some fact-finding questions.
Some difficult integration questions involving scientific theory—presenting a clear opportunity for critical
reflection.
Some components of questions involving policy questions for society (raising issues of goodness and
badness) in light of scientific facts.
Some components of questions involving issues of agreement vs disagreement with Scripture.
Discussions are supported by being built on internal course content instead of requiring outside research on topics
not treated in the course. Content is presented in the textbook, in audios of classroom presentations and
discussions, in PowerPoints, and in ancillary readings. Outside research is not generally required, as our science
courses are introductory first-year courses; also, it would be too difficult to monitor in first-year courses.
Assignments do not presently include student group work — introductory science courses require emphasis on the
student's gaining a factual base of information, followed by reflection on its consequences. Apprentices must spend
time getting established in basics. Asking for group work and new scientific judgments too early leads to voicing of
distorted ideas and inaccuracies, all of which would require frequent backtracking to make corrections.
Teaching Presence
In introductory science, teaching presence must be strong concerning the accuracy of the scientific foundations.
The teacher has to be always ready to correct scientific misstatements.
For matters of Scripture and faith, teaching presence must include frequent intervention concerning Scriptural data,
to forestall unsupportable assumptions concerning Scripture's content of scientific data. Students frequently lack
knowledge of hermeneutical factors and resort to unsupportable claims concerning what Scripture says about
nature and its operations. Students frequently fail to appreciate the pre-scientific character of the Scriptural
description of nature.
Social Presence
Courses avoid early proclamations concerning any of the major viewpoints concerning science and Biblical faith
(e.g., concordism, deism, scientific creationism, theistic evolution, progressive creationism, gap theory). The
emphasis is on establishing a base of scientific information, and establishing an understanding of the scientific
method. In this context, student preconceptions about faith and science are not being challenged early in the
course. The aim is to develop a sense of inclusion concerning the main content of the course, and to gradually
begin exploring questions of faith integration. This permits the development of open, risk-free expressions of
opinion by students.
The sharp differences some students have over Biblical faith's application to science eventually results in pointed
disagreements in discussions. This is allowed to proceed without any teacher quenching, and it is hoped that
vigorous discussion will stimulate student interest and learning. However, teacher presence is frequently required to
correct scientific misstatements and to point out missed understandings about Scripture and its interpretation on
matters concerning nature.
Given sometimes sharp disagreements, a close-felt class-wide cohesion may or may not emerge concerning the
content per se of faith-science integration, but a class-wide cohesion concerning the learning experience can still
occur.
Small groups
Use of small groups is a teacher option. They can be employed, but treat a section as one large group is more
efficient. It allows all class members to confront all available viewpoints. Use of small groups in the face of sharp
disagreements over faith-science integration would demand frequent and repetitive intervention by the teacher in
the different groups, to deal with scientific misstatements and impaired understandings of Scriptural interpretation.
Mutual Interdependence and Trust
No views are excluded a priori. No expressions are discouraged. No blanket claims are made in the early part of
the course, but eventually summary judgments from established science are presented, with pros and cons of
major viewpoints. Teachers have the freedom to include their own Scriptural understandings. However, these do
not include any frontal assualt on the integrity of science as a whole. the integrity of science as a whole is
endorsed, and Scriptural authority upheld. The consequence is to allow the development of mutual
interdependence and trust for the educational process occurring in the course; this does not necessarily mean
agreement on science and faith issues, but it does mean a climate welcoming interaction. Mutual trust develops
during a course and views converge somewhat.
Cognitive Presence
The course content, in sum, lays before the students the challenges for various points of view. Resolution of
disagreements is not frequent, given the deeply-held viewpoints brought to the class by students having little
scientific training combined with indoctrination in religious context. Science and faith disagreements may persist,
but a climate welcoming interaction is maintained. Those students with little background in either science or Bible
get exposure to issues, and the opportunity to develop new ideas with high connectivity.
Shared Values and Goals
A clear emphasis in the course is on fidelity to both nature and Scripture, as two expressions of God's message to
man. The pursuit of truth is of high value in science, and this is communicated throughout the course by continued
emphasis on observables and discoveries concerning nature, and frequent reference to Scripture as an
authoritative source.
Authentic Questions
The questions that challenge the faith community are not avoided. The fundamental theories that guide scientific
thinking are presented, and their strengths and weaknesses are voiced. Students are directed to explore
challenges to primary theories. In Earth science, Earth age is critical, and plate tectonics is central. Students are
encouraged to understand the challenges to the plate tectonics as the fundamental theory of geophysics. In
biology, DNA data relate man and primate. Challenges to current evolutionary theory are voiced.
Delivery in Time
For online science courses, nearly all participation has been asynchronous, given RSU's early insistence on
asynchronous delivery to the exclusion of synchronous requirements. Voluntary synchronous elements are needed
and are being implemented to bring some sections into greater congruence with face-to-face sections. (This is a
desirable goal for ensuring structural equivalency of online and on-campus sections, which would be fruitful
concerning accrediting requirements. It is recognised that structural equivalency is not required for accreditation,
but it may be simpler for accreditation review if there is structural equivalency.)
Use of Technology
Short videos provide near-equivelance of field observations, especially for visits to distant places and extreme
environments. Images and graphs are used frequently, as is typical in science for efficient communication of
information, especially summative interpretations of data.
Assessments
Assessments include types appropriate to the various goals and components of the course —
Quizzes and final exam for factual content,
Essay for applications of science to public issues of importance in the world today,
Discussion grading to provoke substantive input by students, and
Lab reports to demonstrate student learning of techniques in scientific studies, and to demonstrate
capability for expression in scientific fashion. Successful lab reports require mastery of lab
techniques, an important component of capability in scientific investigation.
Improvements
Audios and PowerPoints could be segmented into shorter pieces. They are tied to the course text, which means
that even in their present state they can be stopped and started at will, to coincide with sections of chapters.
It must be noted that teacher and text-centered learning will continue to be normative in introductory science
courses, when a base of scientific content is being established. Otherwise, students are asked to engage in
judgments and critical thinking prematurely. Remember that scientific understanding has been accumulating for
several centuries; apprentices must spend time getting established in basics before being able to think critically and
to reflect at the margins of knowledge. Thus, future improvements in pedagogical techniques are not expected to
be disruptive.
CONTENT and INTEGRATION
Faith and Science
Is it conflict, as held by Andrew Dickson White, or harmony?
Both the Christian in science, and the pagan in science, are seekers of truth. Pagan scientists seek truths about
nature, not truths about God found in nature. But they have passion for truth nonetheless. Sometimes it becomes
disproportionate passion, turning into militant atheism. Christians in science seek truths about God in nature, and
also are seekers after Christ, Who is Truth. In science courses, evidence for historic Christian faith, and belief in
spiritual dimensions is mentioned; consequences of the reality of spiritual dimensions for study of the natural world
are briefly presented and discussed. Thus, the truth sought in the science courses is comprehensive concerning all
components of objective reality. However, as the courses are introductory science courses, not courses on science
and faith generally, the emphasis remains on knowledge of the natural world.
Some distinctions are helpful in answering the questions involving faith and science —
The world's most famous theologians recognize the general revelation of God in nature, investigated by physical
methods of natural science, along with reason, conscience, and history. Theology also recognizes the special
revelation of God and Christic salvation found in Scripture, investigated by hermeneutical/exegetical methods of
theology. Scriptural evidence for this distinction between general and special revelation begins with Psalm 19 and
Romans 1.1
Additional distinctions are helpful —
God is the Cause of all causes, denoted First Cause or Primary Cause.
Nature, which God sustains and where God works providentially and immanentally, operates via Secondary Cause.
Both types of causes can be employed in explanations of phenomena. A favorite example is in Exodus 14:21,
where God enabled the Red Sea crossing by driving back the sea by a strong east wind all night long. The
oceanographer recognizes the event as a wind-caused setup. A less extreme example is observed during
1
For a brief review of the dual revelation of God, see http://bible.org/article/bible-only-revelation-god.
“Northeasters” (storms with winds from the northeast) in the Chesapeake Bay in Virginia — the winds cause water
levels to rise in the southern half of the Bay, and drop in the northern half. When the wind relaxes, the waters return
to horizontal throughout the Bay. In the Biblical passage, in one sentence both theistic and scientific explanations
are mixed. God is recognized as Primary Cause, directing the Secondary Cause, namely wind, to accomplish His
purposes.
Thus in matters of Christian faith and science it is incorrect to say, as did the world famous paleontologist Stephen
Jay Gould of Harvard, that science and religion are “non-overlapping magisteria.” The Bible is not void of scientific
information.
But neither is the Bible a science textbook. Instead, it is a record of God's work and His provision for salvation,
mixing natural and preternatural and supernatural elements.
Genesis 1, which has puzzled many inside the Church and in general society, contains again a mixture, in this case
a mixture of ancient cosmology and truth about God and His work. By much scholarship, Genesis 1 is found to be
syncretic, being simultaneously a structured framework for truth about the Creator, a majestic work of poetic prose,
and a pre-scientific narrative of the general order of creation events. To read the Word of God today as a science
textbook is to misread its cultural origin, and miss God’s condescensions for finite man.
One indicator of its prescientific character is the KJV word firmament in Genesis 1:6, from the Hebrew “raqiya,”
from the root “raqa,” meaning something hammered or stretched out. The ancient world saw the night-sky as a
hammered dome with embedded points of light, not empty space with stars and galaxies. To read “raqiya” as the
modern starry heavens with intergalactic space is to misread the cultural context.2
2
"Raqiya" as hammered dome in ancient cosmology is consistent with the Septuagint use of the Greek "stereoma."
The connotation of "expanse" (used in the NIV) is "stretched out," not necessarily gaseous, and the NRSV uses
"dome." From Jewish thought until the fall of geocentrism, the starry heaven was a vault. See Paul H. Seely, "The
three-storied universe," JASA 21 (March 1969) 18-22; P.H. Seely, "The firmament and the water above. Part I: The
meaning of raqiya‘ in Gen. 1:6–8," Westminster Theological Journal 53:227–240, 1991. Critical rebuttal is found in
Robert C. Newman, "Infallible Inspiration Taught by Scripture Itself. Regarding the article by Paul H. Seely, 'The
Three Storied Universe,'" JASA 21, 18 (September, 1969) 93-94, and (no author), "The firmament,"
http://demolisharguments.org/ (2011).