I love thinking about the big picture. So it was with a great deal of excitement and hope that I read Glanzer’s post earlier this year on “Christ-Animated Analysis of Academic Theories. In the hubbub of day-to-day teaching it’s easy to focus on the individual notes we have to play and miss the direction of the larger orchestra. It’s important to analyze the contribution of individual instruments, but what if an entire discipline has drifted so that the whole ensemble has become dissonant and out-of-tune?
That question pushes us beyond evaluating isolated theories to examining the deeper assumptions that function as meta-theories within our disciplines. After all, meta-theories are never neutral; they carry profound religious implications. Some assumptions become so embedded in the curricular air that we scarcely notice them at all.
The crowded noisiness of secular academia can easily drown out the notes of Christian harmony and create a one-sided sound. To restore full symphonic balance to the academic overture requires more than minor adjustments; it requires critical analysis of the overarching themes shaping the classroom. How can we tell when something is off? And how might we bring it back into tune?
Ultimately, God’s Word is truth and the standard by which we measure both ourselves and our subjects. What difference would it make to let that foundation reshape not only particular theories, but the larger narratives that frame our disciplines?
In this first part of a two-part series, I will examine one particular meta-theory in biology and consider how it might be redeemed within the Christian narrative. In the second part, I will move to the classroom and explore how this kind of analysis can be modeled in concrete pedagogical practice.
Naming and Analyzing the Theory.
Although people may find different embedded themes in their own discipline, I’ve been particularly alarmed in biology by the endless repeated language of “unintentionality.” Attributions of “mindlessness,” “randomness,” “accidental,” and “chance” are ubiquitous throughout all levels of science schooling. The use of such terminology is so prevalent, it’s become normative. We are naturally inclined to think in such ways because often no alternative has been presented. In other words, “unintentionality” isn’t even named as a theory because it’s become so thoroughly ingrained.
Yet Christians cannot accept such explanations. Although things may appear random or accidental to us, everything is part of God’s pre-ordained purpose in the redemptive unfolding of history. Without getting into the weeds on the mechanism of God’s action, we confess that the world and everything in it is here by God’s providential care and plan.
“For by him all things were created, in heaven and on earth, visible and invisible, whether thrones or dominions or rulers or authorities—all things were created through him and for him. And he is before all things, and in him all things hold together” (Colossians 1:16-17 ESV, see also John 1:3, Hebrews 2:10). The world (and that includes us), is intended. It is intentional, not accidental (Prov 16:33).
So, what do we do with this meta-theory that runs counter to the Christian worldview? Well first, even those who don’t acknowledge God can’t escape him, even in biology (Romans 1:19-20). So, there are bits and pieces of truth here that we can latch onto, even while we deny unintentionality as a holistic narrative. It’s good we identify things that appear random to us. It is good to acknowledge that we don’t fully understand the purpose of everything: there is still plenty of mystery in biology. It gives us humility about our limits and pushes us to learn more. It reminds us that although we are like God in many ways, we are not God. We are still part of Creation. Furthermore, we are Fallen and the Fall has affected all aspects of who we are, including the way we process and interpret the natural world.
We humbly acknowledge our need for the Holy Spirit to help us see the truth of the Gospel. Incidentally, this also gives us sympathy for the non-believer. Instead of demonizing those who disagree, we can sympathize with their limitations. Sadly, because of their refusal to credit God, they miss the big picture and their teaching and learning is poorer for it. But, by God’s grace, because the Holy Spirit has opened our eyes, we can see and acknowledge deeper meaning and truth that eludes secular systems of education. This enriches our curriculum and glorifies our Creator God.
Redeeming the Theory
Perhaps an example of this will be helpful. How do we teach and think about homology? In biology, homology is a fancy way of saying “similarity.” We can discuss everything from anatomical homology (different animals sharing similarity in bone structure) to molecular homology (degree of similarity in genetic sequences of different organisms). Textbooks often portray this as a result of incidental happenstance. It’s an accidental circumstance of our mindless past developmental processes. So, it becomes another fact to be remembered without any attribution of purpose or function.
But what if that’s not the case? What if we push back against unintentionality? Putting aside specific mechanisms, what if we start seeing homology as intentionally built in? What if this is part of “God’s highest ideals” for us and for his Glory? What if homology is a design feature instead of an accidental bug? Admittedly, this is hard work, all the more so because we’ve not been trained in this kind of thinking. It can feel unnatural. I have to work hard at times to undo the passive inclinations of years of secular influences. But, when I go from “homology just so happens to be” thinking to “how has God blessed us with homology,” the payoff is tremendous.1
Homology reveals redundancy and re-use of workable designs – a common feature of genius engineering designs. There’s a reason we have the saying, “no need to reinvent the wheel.” When something works, and works well, God can re-use that system, protein, organ, or muscle over and over again. Often there are clever variations that astound me at His creativity. The study of homology becomes fertile ground for praising God!
Furthermore, similarity in biology has proven incalculably important for advancing scientific knowledge as well as medical practice. Commonalities allow us to extrapolate, translate, and transfer from one system to another. What is discovered in one organism may apply in exactly the same way in another organism. Want to understand how DNA polymerase copies DNA in human cells? Bacterial cells have analogous structures that use similar fundamental mechanisms. Want to know how genes guide early developmental stages in the human embryo? Genes like Notch and Wnt, which are critically important for development in fruit flies, are also highly conserved in humans. Want to know how certain hormones affect organ systems in humans? Oxytocin and Vasopressin studies on social behavior in mice are highly transferable to humans.
This only begins to scratch the surface of what I believe is possible. There is immense beauty and harmony in science that reflects the infinite beauty and harmony of the Maker. There is unadulterated joy in the discovery of his brilliant design (Proverbs 25:2). There is so much untapped potential for awe and wonder. Can we find ways to convey this to our students? Can our study spill into songs of praise?
“This is my Father’s world
And to my listening ears
All nature sings, and round me rings
The music of the spheres.
This is my Father’s world:
I rest me in the thought
Of rocks and trees, of skies and seas—
His hand the wonders wrought”2
After all,
“Worthy are you, our Lord and God,
to receive glory and honor and power,
for you created all things,
and by your will they existed and were created.” (Revelation 4:11 ESV)
