But What Does Jesus Think about a Young Earth?

It has been illuminating to read the comments on my recent article in the Chronicle of Higher Education.  Some of them have been simply mean-spirited or crank-ish.  I’ve been called an idiot.  I’ve even been told how I can work at home and make $45 to $85 per hour.  Not bad!

But many commenters raised a much more profound question.  In my article, I argued that calling people ignorant simply because they believe in a young earth is incorrect, both factually and strategically.  Those who want to promote better evolution education, I believe, must start by understanding the worldview of creationists with deep sympathy and even appreciation.  That, IMHO, is just good teaching, for any subject.

Many commenters asked the obvious next question: If this strategy is wrong, what strategy is right?  Fair enough.  If calling someone stupid, ignorant, or other names is not likely to convince them about the truth of evolutionary theory, what might?

Luckily, one of the anonymous commenters posted a link to a terrific article, Joshua Rosenau’s Science Denial: A Guide for Scientists” from a recent issue of Trends in Microbiology.  Rosenau, Programs and Policy Director for the National Center for Science Education, makes a couple of solid points in this direction.

First, Rosenau suggests, evolution educators should remember that creationists will not likely be won over by specific scientific arguments. He cites the work of anthropologist Chris Toumey. Though Rosenau does not quote this part of Toumey’s book, Toumey had argued in the mid-1990s that one of the defining elements of young-earth creationism is a “quasi-religious awe of science” (p. 257).

This deep love of science means that creationists have a scientific response for every mainstream/evolutionary scientific argument out there. Of course, mainstream scientists deny the validity of these counterarguments.  Each side has a prepared response to each scientific argument of the other.  Each side denies the scientific pretensions of the other.  Reciting canned arguments back and forth will not do much to bridge the seemingly intractable cultural divide in creation/evolution debates.

Most helpfully, Rosenau argues that the most effective evolution educators will not be the angry atheists out there.  Rather, as Rosenau puts it, “The messengers most likely to break through will be those who share a social identity with the science-denying audience.”  For example, Francis Collins–eminent mainstream scientist and devout evangelical Protestant–may do more to convince creationists that their religion need not deny the evidence for evolution.

Rosenau’s argument fits the evidence out there.  Even just dipping into the anecdote pool, we hear repeated stories like that of homeschool curriculum writer Abigal McFarthing.  McFarthing tells of her religious upbringing and her hostility to all evolution education.  It was only when she got to (Christian) college, and her instructor told her,

Jesus is not going to be standing at the gateway of heaven holding a clipboard in his hand and asking, ‘Did you believe in six-day creation? Did you believe in evolution?’ He’s going to be asking the one question that matters: ‘Did you believe in ME?’”

As Rosenau points out, the message that Christianity and evolution are compatible will likely be the most effective way to increase the amount of evolution belief in the United States.  This is not a message that many mainstream scientists care about.  To some, it seems like a sell-out to the entrenched prejudices of one specific belief system.

Yet I agree heartily with Rosenau that the way to improve evolution education is not simply to insult and attack young-earth creationists.  Rather, by framing a message in a way that understands, acknowledges, and respects creationists’ beliefs, we might at least be able to have a productive cultural conversation.  We will not be stuck simply calling one another idiots, or telling one another how to work from home and earn between $45 and $85 per hour.

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Jesus Teaching Evolution

We’ve been hearing a lot in the last few days about 47% of Americans: Governor Romney’s comments about the 47% who don’t pay federal income taxes, or the 47% whom he assumes won’t vote for him. 

I’m more interested in the 46% of adult Americans who believe humans were created in “pretty much their present form at one time within the last 10,000 years or so.”  For believers in evolution like me, that number is hard to understand.  How can so many adults–almost half of whom hold college degrees–believe in this kind of young-earth creationism? 

As we’ve discussed here recently, this is not merely a question of shoddy science education.  Mere exposure to evolutionary science does not promise to increase the number of believers in evolution.  The important element seems to be the messenger of evolutionary science, not just the message. 

A brief autobiography this morning by evolutionary creationist educational writer Abigail McFarthing seems to confirm this notion.  McFarthing describes her upbringing as a youngster homeschooled into the tenets of young-earth creationism.  As she writes,

“In ninth grade, I went to public high school armed and ready for the fight I had been trained to expect. When my biology teacher taught evolution and required us to write an essay, I hi-jacked the essay topic and turned it into an apologetic for six-day creation. Because I was in ‘conflict mode,’ I was not ready to consider the arguments for evolution, or the possibility that Christians could actually accept it.” 

It was not until McFarthing attended the evangelical Wheaton College that she was brought out of conflict mode.  As she studied to become a high-school teacher, one of her evangelical Christian professors insisted, “‘Jesus is not going to be standing at the gateway of heaven . . . holding a clipboard in his hand and asking, “Did you believe in six-day creation? Did you believe in evolution?” He’s going to be asking the one question that matters: “Did you believe in ME?”‘” 

The goal of McFarthing’s new homeschooling curriculum is not to train students away from their conservative evangelical faith.  Rather, she describes her goal as “resilience.”  She wants young people to realize that they can be Christian and accept the evidence for evolution. 

I’m not advocating McFarthing’s curriculum.  I do not think that her evolutionary creationism will fit in public schools, nor does she suggest that it should.  The interesting point here is McFarthing’s story.  It seems to add one more bit of evidence to a growing pile.  The way to educate people about evolution is not simply to bash them over the head with scientific evidence.  As we noted recently, evidence alone does not convince.  Rather, for people like McFarthing, the messenger is more important than the message.