The Challenge of Christian Education: A Reformed Perspective, Part 3
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The Antithesis Confirmed: Science and History
Where does the rubber meet the road for Christian Education?
Briefly, consider both Science and History since their content overlap to some degree. (Keep in mind that no matter how much we may wish to avoid it, Ethics rears its head in any such discussion as well). These disciplines ask and attempt to answer the profound questions, “What is there?” and “Where is it all going?” respectively.
A child will ask: “What is life and where did it come from?” The education as usual response is that through incredible naturalistic processes, first, the conditions and elements necessary to form a living thing just fortuitously came about; second, many of those ingredients just got together and blindly synergized in the most hostile of environmental conditions; and, third, they’ve been effervescing and, despite the degenerative effects of random mutations, have just been growing increasingly complex and adaptive ever since. So much so, that even our very thoughts are the products of this naturalistic, evolutionary process.
Our bodies, our minds, and even the deliverances of our minds are geared towards surviving and passing on our genes. Survival takes primacy.
Since everything about us is geared towards surviving, from physical traits to our faculties and their deliverances, then truth is not the important issue in any area. This naturalistic view immediately faces a tiny difficulty as a consequence. It cannot be rationally maintained!
Latent, if not glaringly present, in this position is the absence of any basis to be rationally confident that the “truth” of this naturalistic point of view is, well, true. It is positively self-defeating. A proponent of this naturalistic perspective, no less than Charles Darwin himself, had his doubts. He would not be allowed to express them if he were teaching in a high school today.
Nevertheless, this is a fundamental contrast between the education as usual answer to biological science and what would be taught to students in Christian education settings. Because of this, then, notice that non-Christian education is diametrically opposed to Christian education because Christian education’s primary concern is for truth in every sphere of knowledge, including science.
We seek to equip students with the very tools that bring to bear Christ who is the way, the truth, and the life to all their studies. Education in the truth demands exclusive and all-encompassing allegiance to the only source of truth. This, too, shows that even as there could be no neutrality in education in ancient biblical times, there cannot be any now. Our educational concern is for the primacy of truth in all areas of knowledge.
The dark side of the naturalistic equation is that what ought to be (morals) cannot be objectively derived from what is (the observable world). Children who accept what they have soaked in throughout their education may and often do logically conclude with despair and are easily identifiable in schools across the country. They were not given an adequate moral compass to point to things that are good and things that are evil. To borrow imagery from Kirsten Lanier, perhaps the good is the mouse and evil is the snake. Or vice-versa. Who knows? Who’s to say?
Without God and His Word we have to hold on to both the snake and the mouse. One is as valid as the other in a naturalistic worldview. When students realize this they ask themselves, “What’s the difference? Why does my life matter? Why do my studies matter? Is wrestling with these questions even worth it?” At least they are honest enough to ask the tough questions. Not receiving coherent answers and not knowing what to think of the significance of their lives, they embrace despair.
Could this despairing nihilism be a contributing factor to school shootings over the last two decades?
Students soak in such metaphysical naturalism through the years as they are simultaneously guided in their studies of History to conclude that since History has no meaningful beginning, it does not have a meaningful continuation or culmination other than what individuals or political entities construct for themselves. (If we turn to Science for a knowledge of a cosmic culmination, the ultimate heat destruction of the universe is all that is presently assured for us down the line. Too long ahead of us to matter).
Naturalistic views of History tell us our world is all there is and no explanation from above is allowed, much less warranted. Yet, students are also taught to make evaluations of persons and events. This person is good and that event evil. Of course, the same person or event may be evaluated by different individuals and different societies quite oppositely. Is a basis other than human convention upon which such evaluations are made taught to students?
As the students get older, they reason that even as humans in general have no objective purpose beyond this world, individuals in particular may construct reality for themselves. This very conclusion is the desired learning outcome in the non-Christian, education as usual setting. It is often held up to encourage students to "make the world a better place."
Many students are convinced that this is the best road to take. Instead of despair, the student is encouraged to “make the world a better place” and chooses hope for the future. Hope that humanity will work to make the world a better place tomorrow.
Are these students equipped to answer the questions: Who decides what is “better”? On what basis is one path “better” than another? The Lord Jesus Christ came proclaiming glad tidings and He was killed for it. To his society, they were obviously not glad tidings and His proclamation was found worthy of a cruel and profane death. Do votes or numbers determine what is good, evil, false or true?
Upon what objective basis can the student (and by implication, the teacher who advocates an optimistic outlook for humanity’s future) be justifiably optimistic that his ideals, however they were arrived at, (1) should be the ones that others should strive for and (2) will triumph in the future? Even if they do triumph to any degree, how long will they last and is it worth it?
These questions and the apparently intractable propensity among humans to destroy things and kill each other make optimists uncomfortable. At least Science relegates our ultimate doom far off into the future. History testifies that as humanity increases in the technical knowledge derived from education as usual, we are that much more destructive of our world and each other in the here and now! Such teachers and students must ignore the tough questions to retain their optimism and hence the delusion.
The Whole Counsel of Christ
Praise be to God that we don’t have an irrational, fragmented worldview! Glory to God that of Him and through him and to him are all things! Thank God that He has given us His Word without which we would be in despair or delusion!
The Christian educator rejoices over the fact that as Reformed philosopher, Gordon H. Clark, stated: “Christianity is a comprehensive view of all things: it takes the world, both material and spiritual, to be ordered system” each part deriving its significance from the whole.3
Christianity, therefore, encompasses as much as Christ’s Lordship – everything!
Dutch Reformed theologian Herman Bavinck identifies a Trinitarian motif that can be adapted by Christian educators to locate a subject’s relation to God and thus, a view of how God’s truth is the foundation for all truth. Any teacher can use his short synopsis of the faith and seek to discover the big scriptural Trinitarian God picture provided by our subjects. He summarized: “The essence of the Christian religion is this, that the creation of the Father, devastated by sin, is restored in the death of the Son of God, and re-created by the Holy Spirit into a kingdom of God.”4
Let me scratch the surface on how this can provide for unity in truth and life in the educational process of dealing with the “profound questions of human existence.”
As we have seen concerning Science and its methodological naturalistic conclusions, where it sees all observable and non-observable reality to exist by unguided, blind chance, the Christian's starting point takes Scripture as a special revelation from God and presupposes that the world is uninterpretable by naturalistic lenses.
Creation is complex, and has been so from the start by God's design. It is radically informational, despite the degenerative effects of the Fall, and continues to "groan" in anticipation of its restoration brought about by Christ's finished work applied by the Holy Spirit. The world and all therein is what we would expect, given the biblical creation account. We may see through a glass darkly in what we study in the sciences, but the alternative to doing Science Christianly is doing Science irrationally.
Similarly, the History of the world is providentially guided by God to to glorify Him in the formation and advancement of His Kingdom of which the Church plays a central role. Neither tyrants nor evil have the last word in the affairs of men. And this was decisively demonstrated and portrayed by the determinate counsel of God in the crucifixion of Christ. The fall of Man was reversed and the death of death itself was achieved.
We may not have an exhaustively detailed account of all of History, but the only alternative doing History Christianly is doing History that ultimately results in "unyielding despair." We have Scripture to provide us with the major contours of History and its direct relationship to us. History is hinged on the irrefutable resurrection of Jesus on the repentant sinner's behalf.
All scientists and historians, whether believer or not, will one day bow the knee and confess with their tongue that Jesus Christ is Lord.
To be Continued in Part 4...
Listen to Episodes 1 & 2 of Urban Puritano!
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