Should we teach the controversy? Let’s plunge into the Deeper Waters and find out.
Our look at the work of Glenton Jelbert continues as we look at chapter 12 of his book Evidence Considered and this time he’s responding to Michael Newton Keas who has an essay about what high school students need to know about science. I would certainly say our high school students don’t know enough about science. To be fair, our education is lacking so much that too many today don’t really know enough about anything unless they’ve been through private school or homeschool. Just look at the snowflake population today.
We are normally told to teach the controversy. Jelbert says that they can teach his children the view of Intelligent Design when they can convince scientists of it. Now I do honestly have some understanding here. I am not someone who is a promoter of Intelligent Design. Like many Thomists I think it produces a view of the universe that is still too mechanical.
I also understand that some controversies that take place on the internet do not take place in the academy. I certainly hope that Jelbert will be consistent and not treat mythicists seriously for you have more Ph.D.s in the field that hold to ID than you do Ph.D.’s in the field that hold to mythicism. If Jelbert does not do this, then he will be guilty of being inconsistent.
That being said, I do understand ID has made some contributions, such as their prediction that junk DNA would have some usages. Also, if information in Expelled is right, then a number of people have published papers with reference to intelligent design and lost their job for it. If that does happen, then excuse the public if they get suspicious about the claim.
Finally, if we look at an organization like the National Academy of Sciences, they do vote their own members in and we can understand a selectiveness to it. If there is a supposed bias, it does undercut Jelbert’s claim. For the classroom itself, I would say that if a student thinks ID is true, then here’s a suggestion. Let the student make a presentation to a classroom and he has to present his case and defend it.
Some people have said, “Well would that mean that everyone from another religion gets to give their account?” If so, what’s the problem? Everyone has the same task. Get up and make your case and defend your view in the face of opposition. Not only do students learn different views, they learn how to examine and critique them as well.
Also, for someone who referenced Galileo earlier saying that Christians should keep it in mind, perhaps Jelbert should keep him in mind more. Galileo came with the minority position and the majority position did shut him down. Now we know that Galileo was right. Does this mean that ID is right? Not my call to make there, but it does mean that the claim is certainly one to be explored.
Jelbert tells us that Keas does not define science and then tells us that a simple Google search could come up with a definition. He gives us one of “The intellectual and practical activity encompassing the systematic study of the structure and behavior of the physical and natural world through observation and experiment.” Perhaps this is a good definition, but I wonder why Jelbert goes with a Google search. Would it not have been better to look up a qualified philosopher of science for this? This is a difficult term and when it comes to Google, I have no way of knowing who the source of this quote is and what this person’s authority is.
Jelbert speaks about how Keas says that geologists study one large object. Namely, the Earth. Jelbert says that Keas apparently wants to undermine the sciences that he does not like. I am unsure how Jelbert reaches this conclusion. I would have said geologists study the Earth as well and I have no wish to undermine geology. (Aside from the every now and then Big Bang Theory joke that geology isn’t an actual science.)
Keas then goes on to say that different motivations shape how we do science. Jelbert quotes him as saying
The ancient Babylonians produced the longest sustained scientific research program in human history (twenty centuries). Although their motivation was based in religion and astrology, their resulting mathematical astronomy wielded great predictive power.
Keas goes on to say that naturalism
amounts to atheism. Naturalism in science has guided many scientists to limit themselves to material causes to explain the world.
Jelbert tells us that Keas is criticizing methodological naturalism and upholding the ancient Babylonians as how science should be done. It is difficult to see how Keas is doing this. Keas is just making a statement about motivations. I don’t see him saying Babylon shows how it is done. It is just saying that even with motivations less than fully scientific, the Bablyonians gave us great success. He also says then that we should beware of our own presuppositions, which I think most of us would agree with and this is how scientific revolutions take place. There has to be a whole shift of the paradigm overtime because all data is interpreted under the current paradigm.
Jelbert tells us that the triumph of the scientific revolution was that it studied nature as nature which gave us much more success in five centuries than the Babylonians had in twenty. I think Jelbert is missing several factors here. These factors undermine his claim greatly.
For one thing, there was hardly the time to spend properly in science in the time of Babylon. Many people were more focused on survival and leisure time was unheard of. It was only the immensely wealthy who could do this. It was through the Middle Ages where science was really starting to take off that we developed better agricultural procedures to better enable people to survive and then the printing press better allowed the dissemination of materials relevant to the field.
Furthermore, Jelbert started talking about methodological naturalism, but methodological naturalism is not only a difficult term to define, and both parts at that, but it does not necessarily equal science. At least if it does, Jelbert has not given us an argument for that. It also does not work to say that this is what we do today, so this is what they did for five centuries. Atheism as a major worldview is still a latecomer. There have been atheists throughout history to be sure, but it has never reached the popularity level it has today.
Finally, Jelbert is ignoring the history of science as it began in the Middle Ages. Through this, he perpetuates what is known as the conflict hypothesis, that there is a necessary conflict between science and religion. This is not a view among most historians and philosophers of science today. It’s one largely shared in the public viewpoint, but not really so much in the academy, kind of like other ideas, like Intelligent Design.
Jelbert then tells us of how Keas says that scientists studying origins study presently existing things and use this to develop their hypotheses. Jelbert says they could hardly be expected to study things that do not exist, but with this it looks like Jelbert is saying something just to be argumentative. I don’t think Keas is presenting this as a problem.
Jelbert says further on that religion is fascinating and was humankind’s first attempt to understand the world it lives in, but if the Judeo-Christian view coincides with science in this instance, it is not of scientific interest. Maybe not of scientific interest if it does, but should it not be of philosophical and theological interest?
He also says it is clear that Keas is using science to confirm religious claims rather than the other way around. He says there are many ways that Judeo-Christian claims blocked science, but unfortunately gives no examples. The same can be said of atheism. How many atheists were hesitant to accept the big bang theory due to not liking the idea of the universe having a beginning? Everyone will approach the science from their own worldview and often interpret the data to fit that. No worldview is exempt.
Jelbert then says that Keas makes a distinction between how things work and how they originated and says he doesn’t know anyone who says says our origins affects the way we view our purpose. Really? Is he serious? How about Stephen Jay Gould?
We are here because one odd group of fishes had a peculiar fin anatomy that could transform into legs for terrestrial creatures; because comets struck the earth and wiped out dinosaurs, thereby giving mammals a chance not otherwise available (so thank your lucky stars in a literal sense); because the earth never froze entirely during an ice age; because a small and tenuous species, arising in Africa a quarter of a million years ago, has managed, so far, to survive by hook and by crook. We may yearn for a “higher” answer — but none exists. This explanation, though superficially troubling, if not terrifying, is ultimately liberating and exhilarating. We cannot read the meaning of life passively in the facts of nature. We must construct these answers for ourselves…
One wonders about this. What is liberating exactly here? Gould doesn’t say, but one wonders. It leaves me thinking about Jerry Walls’s article on the hope of atheism. He quotes from Thomas Nagel in The Mind and the Cosmos.
The conflict between scientific naturalism and various forms of antireductionism is a staple of recent philosophy. On one side there is the hope that everything can be accounted for at the most basic level by the physical sciences, extended to include biology. On the other side are doubts about whether the reality of such features of our world as consciousness, intentionality, meaning, purpose, thought,and value can be accommodated in a universe consisting at the most basic level of physical facts—facts, however sophisticated, of the kind revealed by the physical sciences.
Walls rightly asks why anyone would hope that this is true. He understands that one can be a regretful atheist, but why would one discover there is no meaning in life and rejoice? You can realize that your wife is a jumble of atoms and be sad but hey, that’s reality. Why would you rejoice?
This is one problem I do have with evolution. It is not the science, but the philosophy. That we are animals in a sense is certainly true as Aristotle called us the rational animal. If we use evolution to say that we are mere animals, then I have a problem. It’s not the fault of evolution if this happens and it doesn’t change if evolution is true or false, but evolution in itself cannot show us if naturalism is true. Unfortunately, this kind of philosophy can lead our youth to especially act like animals, hence we can have a crisis with teen sex.
There are many things here I think are valid in Jelbert’s critique and I have not touched the science as science. He could be right. Unfortunately, in many areas, I think he takes a simplistic approach. He could be right on the science. I do not know. Yet when it comes to philosophy, theology, and history, there is a grave lack.