Reasons Academy - FAQ
Frequently Asked Questions
What is Reasons To Believe's approach to science education?
The scholar team at Reasons To Believe actively promotes the importance of scientific literacy. For this reason, we recommend using mainstream science curriculum, especially during the high school years. Secular texts in chemistry, physics, astronomy, earth science, and biology expose students to the kind of research they will encounter in university studies, as well as the broader culture.
Reasons To Believe holds that neither the scientific nor biblical data supports naturalistic evolution. However, we do think it’s critical that Christian young people know how to respond to its claims from a testable creation model perspective. For this reason, we advocate the idea that a good science education should include a rigorous and respectful study of biological evolution.
Does Reasons To Believe plan to write a science curriculum from an old-earth creation perspective?
Not at this time. One of the primary reasons for this is that the scientific data contained in such a curriculum would be identical to the information taught in mainstream curriculum, with the exception of biological evolution, which is generally limited to one or two chapters in the biology text. But astronomy, physics, chemistry, and earth science would all be the same.
There are only a handful of secular curriculum publishers - Prentice-Hall and Glencoe being two of the main ones. Reece and Campbell (2008) is considered by many to be the “gold standard” for high school biology textbooks because of its sophisticated discussion of evolution. In fact, Reece and Campbell was personally recommended to Krista Bontrager (author, Good Science, Good Faith) by Jonathan Wells (author, Icons of Evolution). Wells thought that this text dealt the most responsibly with the actual data for biological evolution.
Biology, Eighth Edition
by Neil A. Campbell; Jane B. Reece; Lisa A. Urry; Michael L. Cain Steven A. Wasserman; Peter V. Minorsky; Robert B. Jackson
Publisher: Benjamin Cummings
Copyright Year: 2008
Publishing Date: 2007/11/27
Print ISBN-10: 0-321-54325-4
Print ISBN-13: 978-0-321-54325-7
eText ISBN-10: 0-321-54844-2
eText ISBN-13: 978-0-321-54844-3
Course: Introductory Biology
View the Table of Contents and sample pages here.
Big publishers have become more friendly with homeschoolers in recent years. If you're heading up a co-op class, call the publisher and tell them, they might be willing to send you some free review copies since students will be required to purchase whichever text you end up choosing.
I'm nervous about using a secular high school biology textbook. How do I help my students think through the evolutionary content?
There are a couple different ways of handling this situation.
One is to use the book, Explore Evolution, as a supplement to a standard biology textbook which addresses the commonly put-forth evidences for evolution. The book does not promote Intelligent Design or creationism. It simply walks students through the strengths and weaknesses for each of the so-called "icons" of evolution, helping them to think critically about them. Additional DVDs such as Icons of Evolution and Darwin's Dilemma could also be used.
The second option is to incorporate the Good Science, Good Faith curriculum. This program offers a well-rounded solution, focusing on how to integrate science into the Christian worldview as a whole, addressing a wide range of topics, many more than simply evolution.
How is Good Science, Good Faith different from a traditional science course?
Good Science, Good Faith should be used in conjunction with, not as a substitute for, a traditional science curriculum. It has been designed to integrate information 11th and 12th grade students have already learned in their biology, chemistry, physics, and geology courses and how these disciplines of science connect to the Christian worldview.
What is "old-earth creationism"?
The Good Science, Good Faith course is written from an old-earth creation perspective. Because this may be a new term for some, here is a synopsis of a few distinctive features of this approach.
SUMMARY: Genesis 1 describes various epochs of time in which God repeatedly and miraculously intervened to create various life-forms in order to prepare the Earth to be a suitable habitat for humanity.
BASIC TENETS:
- The Universe/Earth is Old: Accepts the mainstream scientific view for the age of the universe (~13.7 billion years old) and the Earth (~4.85 billion years old).
- Life’s history is the direct result of a Creator’s intervention. (Old-earth creationism rejects the idea that unguided (naturalistic) evolution is capable of producing the features and variety we observe in the history of life. Old-earth creationism offers biblical and scientific reasons against theistic (God-directed) evolution.)
- Progressive: God’s creation miracles occurred through a series of long epochs of time in which God established each level of the environment before proceeding to the next level
WHAT DOES OLD-EARTH CREATIONISM SAY ABOUT…?
- …the historical and scientific accuracy of the Bible?
It’s true! As a "God-breathed" revelation, the Bible is without error (historically, scientifically, morally, and spiritually). It is our supreme and final authority in all matters that it addresses.
- …the relationship between science and the Bible?
Many old-earth creationists stand in line with the historic Christian position of Galileo and other early founders of modern science. Like them, we believe God has revealed Himself to humanity, not only in the Incarnation, but also in these two ways—through the words of the Bible and the record of nature. When properly interpreted, God's Word (Scripture) and God's world (nature), as two revelations (one verbal, one physical) from the same God, will never contradict each other. Christians ought to work rigorously to integrate both of God’s revelations into one harmonious message revealing the identity and character of the Creator to all humanity. (Students will learn more about this in lesson 2.)
- …theistic evolution (supernaturally directed Darwinism)?
Old-earth creationists are skeptical that theistic evolution can be supported either biblically or scientifically. We believe that God has miraculously intervened throughout the history of the universe in various ways and countless times to create Earth’s life-forms. In fact, the founder of Reasons To Believe, Hugh Ross, has been on the frontiers of making biblical and scientific the case in favor of creation, contradicting Darwinism, for more than 20 years.
- ...the age of the universe and the “days” in Genesis 1?
The Hebrew word for “day” has at least three literal definitions: 12 hours, 24 hours, or a long (but finite) time period. Reasons To Believe affirms the accuracy of the biblical writings and frequently engages in scholarly discussions concerning the best and most faithful way to interpret the “days” of Genesis 1. Old-earth creationism is widely recognized by a broad range of conservative, evangelical Bible-believing denominations, seminaries, and pastors as a valid and literal interpretation, one that does not compromise the authority of Scripture. Among them are Norman Geisler, the late Gleason Archer, Chuck Colson, Jack Hayford, and the late Dr. Walter Martin. (Students will learn more about this in lessons 3 and 4.)
Instead of being an expression of atheistic philosophy, old-earth creationists believe that big bang cosmology is one of the most potent evidences for the existence of God and for the reliability of the Bible. It points directly to the necessity of a Transcendent beginning of the universe. Many other Christian scholars have also affirmed that big bang cosmology is consistent with Scripture, including J. P. Moreland and William Lane Craig. (Students will learn more about this in lesson 12.)
Old-earth creationists consider the fossil record to be a reasonably accurate history of life on Earth, including the existence hominids such as Neanderthals, Homo erectus, and australopithecines before modern humans. But we also firmly believe that God supernaturally and miraculously created Adam from the “dust of the earth” (not from a preexisting being), just as described in Genesis 1 and 2. Adam and Eve were the first humans, and from them came the entire human race. (Students will learn more about this in lesson 19.)
Although there is not a consensus on this issue within the Christian community concerning the timing and extent, there are a number of reputable Old Testament scholars who believe a solid biblical case can be made that Noah’s flood was limited to the Mesopotamian area. RTB’s position is that Noah’s flood destroyed all of humanity in existence at that time, with the exception of Noah and his family, as well as the animals associated with them. (Students will learn more about this in lesson 7.)
- …many years of animal death before the Fall of Adam?
The fossil record indicates that animals inhabited the Earth for many millions of years before the arrival of humanity. Some Christians believe this data conflicts with the Bible and that there was no death of any kind prior to Adam’s sin. A careful examination of Romans 5:12, however, shows that Adam’s sin introduced death to all humans, not to all life-forms on Earth. Plant and animal death in no way attributes evil or cruelty to the Creator, who designed predator-prey relationships for the benefit of the animal kingdom. Furthermore, a biblical and scientific case can be made that the laws of physics as we know them today have been in operation since the creation of the universe.
- …radiometric dating methods?
Multiple dating methods have been tested and confirmed as reliable, each one applicable within specific boundaries. Confidence in these methods is rooted in the belief that God has created the universe in such a manner as to reveal His existence and divine nature. God intended the natural realm to be studied, measured, and understood (to the best of our ability) and thereby to offer a glimpse of His power and love. All dating methods have certain limitations, of course, but when methods are applied in their proper context, they yield accurate and reliable results, within specified margins of error. (Students will learn more about this in lesson 8.)
