Reading Science with Discernment

David Anderson, Ph.D. (Botany)

Science is best taught with experiments, observations, varied presentations, supplemental readings, and current events. Not every resource on the market is pedagogically sound. Some information has anti-Christian goals, and some is inaccurate.

It is not a mistake to use materials that do not pass the "acid test" for our supplementary resource lists. Your students need not only to understand science but also to be able to discern the errors of "science falsely so called" (I Tim. 6:20). Our goal is to produce mature Christians "who by reason of use have their senses exercised to discern both good and evil" (Heb. 5:14).

It is inevitable that students will encounter science or reasoning that supposedly has the authority of science behind it but is, in fact, erroneous. When Christians first think of false science, they think of evolution. Blatant evolutionary statements are minor. The real danger is the very subtle reasoning that gradually leads one to an incorrect mindset or an erroneous world-view. Articles dealing with ethical issues, such as animal rights and the use of the environment sometimes have a tone that assumes that mankind is just an intelligent animal or is less important than the environment. It takes preparation to be able to spot these hidden falsehoods.

A Christian textbook can identify examples of false science or clearly instruct the reader to look for the erroneous philosophy. The next step should come from examining the real item but within the safeguards of a Christian classroom.

Supplemental readings from current science publications written for student audiences are helpful in making your class relevant and current. These publications often have both blatant and subtle statements regarding ultimate origins and man's purpose on earth. Have the students identify occurrences of false science within an article and discuss the errors. Students may at first find only the blatant examples, but with practice they will identify the subtle fallacies.

The following are a few publications you may want to make available to your students.

Current Science

A weekly publication written for the junior high audience. It has short interesting articles with colorful art and photographs. Easy experiments and demonstrations are often suggested. Other interesting features include brainteasers, mystery photos, and tantalizing tidbits throughout. No advertisements are included.

Discover

A monthly publication written at the high school to adult reading level. Provides short and long articles with colorful art and photographs. Supplemental teacher resources are also available from the publisher.

Consumer Reports

A magazine that provides the results of product comparisons. Generally it has several examples of false or misleading advertising inside the back cover.

Science News

A weekly publication that provides short and long articles on current findings in science at the high school to adult reading level. The letters to the editor sometimes identify mistakes or alternative interpretations of previous weeks' articles.

Popular Science

A monthly publication written at the high school to adult reading level with colorful art and photographs. It seems to emphasize the physical sciences.

Creation Ex Nihilo

A creation magazine that will help stave off the idea that belief in creation has nothing to do with science. It will help balance the popular publications that do not hold this view. It is bimonthly, attractive, and easy to read and includes no advertisements.

You will not have time to discuss every article that has fallacies in it. Be careful to avoid cynicism. Ferreting out bad philosophy is not the only reason to be a critical reader. Sometimes writers make wrong conclusions, do not consider everything they should, or are blind to some consideration because of their preconceived ideas. Even a correct conclusion may be improperly justified with poor reasoning. You need to teach the students to keep several things in mind as they read.

1. Does the person who wrote the article have the credentials to speak authoritatively on the topic?
2. Does the author work for a government agency, a major corporation, a publicity company, and so on?
3. What type of publication does the article appear in?
4. Is the article up-to-date? When was the information gathered?
5. Is it consistent with Scripture? With other known laws of science? Is it sensible?
6. Were only conclusions and opinions presented? (The real data are often presented only in technical journals.)
7. Does the evidence support the conclusion? Was enough evidence collected?
8. Was an "alternative hypothesis" presented respectfully?

By asking questions, students will grow in their ability to discern error and will not be spoiled by "philosophy and vain deceit" (Col. 2:8). Training students to test all things (I Thess. 5:21) is necessary if they are to stand fast for the faith (Phil. 4:1).

Reprinted from Teacher to Teacher, October 1997.

Used with permission from BJU Press. For permission to reproduce this article, please write BJU Press.