The debate about evolution’s place in education finds its way on to campus.

Stephanie Rew
Staff Writer

It might have been “the stork story.”

Maybe it was the tale of all the little fish swimming up a great, big stream until one of them finally reached the pond.

Perhaps parents just tell it to their children best: “Well, honey, when a mommy and a daddy love each other very much…”

Whatever the spin, the creation story is an innate part of every person’s being. The question of how creatures exist lingers somewhere in every facet of human thought, but it seems to manifest itself most poignantly in the realms of science and theology.

Scientists and theologians often butt heads over apparently contentious topics, but perhaps the longest and most common debate focuses on evolution. A recent poll yielded that 34 percent of Americans believe in evolution. It is an especially controversial topic between Christian groups and educational institutions.

Earlier this year, MSNBC News reported that a suburban Atlanta school system was forced to remove stickers from biology textbooks that dubbed evolution “a theory, not a fact” on the grounds that they were “an unconstitutional endorsement of religion.” But more than 2,000 parents living in the school district contended that “the textbooks presented evolution as fact, without mentioning rival ideas about the beginning of life, such as the biblical story of creation.”

The evolution debate is alive and thriving, and Pepperdine, as a private Christian university, is not exempt from its repercussions. It is a familiar subject both taught and discussed in Pepperdine’s Natural Science division.

“Christians can disagree over the ‘how’ of creation, and we have a lot of healthy discussion on the topic,” said Dr. Jay Brewster, associate professor of biology. “We do not attack or marginalize anyone whose opinion differs from our own. Opinions vary even among the Natural Science faculty.”

Brewster noted that evolution is a “fundamental tenet of biological sciences, (and) it is integral to many of the courses we teach. We work to foster an open dialogue on this important issue.”

Pepperdine alumnus Chris Doran proposed in the recently held Natural Science Division Seminar Series that the conflict between theology and science culminates in “the question of methodology: how do we relate these seemingly distinct systems of thought?”

An apparent problem with the theory of evolution is that many people define it in different ways.

Biology professor Douglas Swartzenruber, who also serves as the Natural Science Division chair, said  “people get sidetracked from what (evolution) actually means.”

Putting the mysterious concept into laymen’s terms, Swartzenruber says “evolution simply means ‘change.’ It is the conceptual framework for biology.”

Swartzenruber maintains there is no conflict between science and theology when it comes to evolution, because  each address different aspects of the myth.

“Science studies things you can observe and test whether they are true by observation or experience,” he said, “but as soon as you start to question intelligent design our morality, intent or purpose it becomes a question of theology, not of science.”

Brewster echoed Swartzenruber’s thoughts.

“I find the incredible complexity of living organisms to be a testament to God’s power,” he said. “My love of science, and my curiosity about the world that we live in, is driven by my faith in the Creator. I find evolution to be a process that molds living organisms — but the creation of life is something else altogether.”

Although evolution is a controversial and potentially dividing topic, it is one that cannot be ignored in either science or Christianity.

Dr. Donna Nofziger-Plank, also a professor of biology at Pepperdine, said “there is fear involved in it, (but as Christians) we all believe in the big things and we can disagree on the small things. Ultimately, the question is: what does this really matter in terms of what our purpose is on this earth?”

Whether one came from a stork, evolved out of water and chemical reactions or was fashioned alongside Adam and Eve, the history and existence of mankind is common to all.

Evolution is the scientific process of adapting to a constantly recreating environment, and the “greater” purpose of humans is a theological query for which many people strive to understand.

Here at Pepperdine, both faculty and students alike explore different concepts in an effort to reconcile — or at least explicitly distinguish — the two and unite the university’s Christian mission statement with its academic objectives.

 

Profs find balance between the Bible and science theories. 

Abby Hassell
Staff Writer

“In the beginning God created the heavens and the Earth” (Genesis 1:1).

This verse may sound familiar as the first verse of the Bible. The story goes on to tell us how God created the Earth in six days and rested on the seventh. But if this story is true, how does evolution fit into the equation?

The question that people have been asking for centuries is how we got here. Did we evolve over billions of years from a single-cell organism, or did God form us from the dust of the earth as the Bible says? How would Pepperdine’s religion professors answer this question that has plagued so many people? As scholars, how do they feel evolution fits into their faith and their views of creation?

“I believe that God created, but the how of God’s creation I do not think excludes an evolutionary process,” said D’Esta Love, University Chaplain and religion professor.

According to Love, God originally put us here, but things have changed since then. It may seem hard for people to square their belief in creation with the evidence that supports evolution.

“While evolutionary theories vary, Natural Selection is the closest thing to fact we have — it’s like gravity,” said Robert Cargill, adjunct religion professor. Although Cargill said he firmly believes in the Bible, he said he also realizes that ignoring the process of change over time is impossible.

It may be simpler than most people think to have faith in the Bible and acknowledge evolution. 

The answer is not that one is right and one is wrong. Maybe the answer is that, as Love said, “life around us attests to evolution, but I believe that God is part of it.” Maybe Darwin was onto something with his theories of natural selection. However, according to some of Pepperdine’s religion professors, this process may have more to do with God than 10th grade biology would have us believe. 

Should the Bible be read scientifically then? Religion professor Timothy Willis said no.

“I believe that Genesis is not giving a scientific description of creation,” Willis said. “I think Genesis and evolution are talking about two different things.”

Many of Pepperdine’s religion professors argue that Genesis was not meant to be taken literally. The Bible was not written as a scientific document, but a religious one, according to this line of thought. This is where the controversy originates. People are trying to make Genesis into a scientific description of the origins of the Earth. In actuality, the writer of Genesis may not have considered it important to be scientifically precise.

“We are assuming that Genesis 1 is intending to answer our scientific questions,” Willis said.

So, according to these religion professors, God has a hand in us evolving. However, what about all the evidence that suggests that the Earth is billions of years old when the Bible seems to date it as only a few thousand?

“I think God created the universe, when, and how long ago I don’t think the Bible says,” Willis said. Genesis 1:2 reads “The Earth was without form, and void.” So according to the Bible the earth was around before God formed into what we recognize it as today. This may help explain how scientists can date the earth as billions of years old, and the Bible only a few thousand.

The Bible addresses our origins; evolution addresses a process of change over time. They really have less to do with each other than many people try to argue. 

“The biblical message is not a scientific document, but a spiritual one,” Love said.

Creation is not a contrary theory to the theory of evolution. They in fact have very little to do with each other, but they can both work together.

 

Nearly 80%  of Pep students say evolution should be taught.

Shannon Kelly
Staff Writer

Pepperdine’s mission statement asserts that it “is a Christian university committed to the highest standards of academic excellence and Christian values, where students are strengthened for lives of purpose, service, and leadership.”

How should a faith-based place of higher learning balance the relationship between science and theology while ensuring that its students achieve academic excellence?

The answer is found in Seaver College’s affirmation of Pepperdine’s mission, which states “that truth, having nothing to fear from investigation, must be pursued relentlessly in every discipline.”

Here, students and faculty both agree that the best way to pursue truth is for students to be presented with as many scientific and theological ideas as possible. 

Evolution theory is one of the most difficult subjects brought up in the Pepperdine blender of conversation. In a Graphic survey of 100 students, 79 percent indicated that they believe evolution should be taught.

Most of the 79 who said yes to teaching evolution enthusiastically shared their thoughts on the subject. Only four students in the remaining 21 percent commented further about their beliefs.  

Those who disagree with Pepperdine’s teaching of evolution wrote in the survey that it contradicts the university’s values. 

“It is a Christian university and teaching this theory is against its beliefs,” said freshman Mike Hoyt. 

Sophomore Ginny Hanson said that evolution theory is a complete lie. 

“We shouldn’t teach lies at Pepperdine,” Hanson said. 

Pepperdine Junior Jordan Bettinger also claims the theory is untrue. 

“Why should we teach our kids a false theory?”  he asked

According to freshman Brett Salinas, whether people believe in its validity is beside the point.  “It would contradict the Bible and therefore contradict Pepperdine’s values,” he said. 

Is teaching evolution really against Pepperdine’s values and mission?  In order to pursue truth and attain high standards of academic excellence, some students say the must hear a variety of theories and thoughts.

“Part of the learning experience at any distinguished liberal arts institution includes learning and studying diverse opinions and theories,” junior Guy Alsenzer said. “It is important, within the contest of becoming well-rounded, educated adults to understand and study a variety of subjects and topics regardless of personal conflicts of interest.”

Senior Lauren Haveman, an International Studies student whose emphasis is in biology, says it is critical for evolution to be taught. 

“It is a crucial theory and foundation in biology,” she said. “As a Christian and a science student, I don’t see any reason why people can see evolution as opposite of Christianity or as proof that God doesn’t exist.

“It is very important to open a dialogue to better understand how faith and evolution actually go together,” she added. “This is the only way we can get a full and thorough science education at Pepperdine.”

Senior Lauren Eberhardt agreed. 

“There should also be alternative studies about creation and the Bible,” Eberhardt said. “We need to be able to learn how and if science and religion can fit together at all.”

Pepperdine alum Chris Doran, who graduated with a B.A. in biology and is working toward a doctorate in theology from UC Berkeley, shares Eberhardt’s concern about finding a way to mold science and faith in both our education and in our everyday lives. As a guest lecturer, Doran shared his views with students in a presentation called “What it means to be human: A conversation between theology and science.” 

His speech dealt with how students should relate these apparently distinctive systems of thought. First, he reminded the audience to be aware of biases as they learn. Only then, he said, can they can be more open and receptive to the vast amount of ideas presented to them. 

“An understanding of humanity needs both scientific and theological explanations,” Doran said.

Senior Carin Haizenga who is majoring in biology, attended Duran’s lecture and said she feels lucky to be at a Christian university like Pepperdine. 

“Here, students are free to discuss how Christianity and evolution can actually work together,” Haizenga said.

She said that, although she came from a very conservative background, being a science major at Pepperdine has helped her gain a more open mind about theories like evolution.

“It is important for Christian students to be taught this theory so they can be able to participate in the greater scientific community,” Haizenga said.  

Professor of biology Donna Nofziger-Plank, supports cohesion between faith and science. 

“As a science professor I know that things are continually being created, which supports evolution,” she said.  “But at the same time, as people of faith, we have to remember that God has a hand in everything.

“I like to give God credit for things that can’t be explained by science and for things that can be,” Plank added.  “This way God is even bigger and more awesome, and I think that is beautiful.”

At Pepperdine, students and teachers agree that there is no need to make conflict with theology and biology. Professors present a variety of ideas and theories, and students can freely and comfortably discuss them. Seaver’s mission asserts, “It is likewise devoted to the relentless search for truth in an atmosphere of freedom of inquiry: to think, to question, to doubt, to believe, and to affirm.” 

03-17-2005