Studying Science From a Biblical Perspective

Jeff Miller, Ph.D.

Creation vs. EvolutionFlood

 Article in Brief

Thousands of years ago, God mandated the study of science, knowing that the physical evidence that proclaims His amazing works provides one of the most powerful testaments to His existence and activity in the Universe. Christian educators must be prepared to help youth see the evidence that undergirds our faith and defend their faith. Apologetics Press now has an option for high schoolers to help make that possible.

In 2022, at the request of one of our supporters, I began teaching my book Flooded in Arizona to high schoolers as a short course that they can take for high school credit (see “The Flooded Foundations of Science Course for High Schoolers” article on our website for information on future course offerings). The spiritual impact on the dozens of youth who have been able to attend over the past three years has been more profound than I anticipated, prompting us to schedule even more course options in 2025. Why is the course so valuable to Christian youth?

Many people simply do not like science. They could not stand Biology, Physics, Chemistry, and Earth Science in school. Believe it or not, even though I am now a scientist, I would have agreed with them for most of my education, prior to the final science course I took in high school. There were some key concepts missing from my public school education that would have changed everything. It is one of my goals in life to help youth to have the right perspective about science, because I believe a lack of that perspective is a key factor in why 40%, and possibly as high as 80%, of Christian youth are leaving Christianity behind when they leave home for college.1

The modern naturalistic monopoly on science—I’ll admit—put a bad taste in my mouth every time I was forced to study science as a younger student in junior high and high school in public school. It was natural to equate science with evolution and other false ideas that alarmed me and challenged my beliefs. No doubt many students shared my feelings and, over the years, it has caused many people to consider science and religion to be two separate domains that do not have anything to do with each other. “Trying to harmonize the two shouldn’t be done—and couldn’t be done even if you wanted to,” they claim. To attempt to do so would be like, in the words of famous skeptic Michael Shermer, trying “to squeeze the round peg of science into the square hole of religion.” It would be a “logical absurdity” to do that, he said.2 The result of such thinking has been to convince youth that the claims of Scripture (especially those that have scientific implications, like Creation and the Flood) are “unscientific” and require a “blind,” evidence-less faith to accept them.3 Many rational-minded youth, therefore, are finding (what they assume to be) more support for a natural explanation of the Universe (rather than a supernatural one), since that’s the only “side” they hear being argued from virtually every academic mountain top. “The first one to plead his cause seems right, until his neighbor comes and examines him” (Proverbs 18:17), but few are having the opportunity to hear the case of the neighbor.

The truth of the matter is that God owns science: He is actually the One Who initially instituted and defined science and now endorses, encourages—even commands—scientific study.4 A person must conduct science, however, from the right perspective—the biblical perspective—or his results and conclusions will often be incorrect.

As most of us studied science in school, progressing from year to year, the classes and texts tended to be divided into general categories, like “Life Science,” “Earth Science,” or “Physical Science.” As we moved into high school, we probably took “Biology,” “Chemistry,” and “Physics,” and if we pursued science in college, perhaps “Geology,” “Astronomy,” “Genetics,” “Thermal Science,” etc. While it can be convenient to use such distinctions as we teach science, there is a serious drawback to doing so if we fail to step back and keep in mind the “big picture”: the ultimate purposes of science from a biblical perspective, as God intended. Having the right frame of mind about the God-given purposes of science will affect our emphasis of the subject in our lives and the lives of the youth we mentor. It will also affect the way we evangelize in some cases, and may even affect the eternal destinies of individuals in our sphere of influence.

It is important that Christian-minded parents and teachers not merely exclude un-Christian concepts while teaching (which is what many Christian schools do), but actually teach students the subjects from a Christian perspective. So, what should that look like in science?

Teaching Science from a Christian Worldview

Authority and Mandate for Scientific Study

First, keep in mind that if God does not want us to use time doing something, we should not do it (1 Corinthians 4:6)! He has objectives in mind for His followers, and we will give an account of how we use our time (Ephesians 5:16; Colossians 4:5). And so, we should consider whether God even wants us to teach our children science. Whatever we do, “in word or deed,” should be authorized by God (Colossians 3:17; Acts 4:7). Do we have God’s authority to engage in and teach science to our students?

Absolutely. In fact, according to the Bible, God Himself instituted the field of science.

• When God created human beings on Day Six and told them to “have dominion” over the Earth and “subdue” it (Genesis 1:28; Psalm 8:6-8), He was commanding mankind to do something that would require extensive scientific investigation and experimentation.
• When God, through His servant Paul, said in Romans 1:20 that His existence and some of His attributes could be learned from studying His creation, He was putting His stamp of approval on the scientific study of creation—“the things that are made.”
• When He said in 1 Thessalonians 5:21 to “[t]est all things; hold fast what is good,” He was essentially summarizing the scientific method.
• By encouraging humans to study “the works of the Lord” (i.e., the things God has done, such as Creation and the Flood of Genesis 6-9), He was endorsing science (Psalm 111:2; cf. 66:5).

Scientific Disciplines Delineated in Scripture

• When God instructed Adam to name the animals, He instituted the fields of biology and zoology (Genesis 2:19).
• When He highlighted to Job the natural laws that govern the Universe, He was encouraging the study of physics (Job 38:33; cf. Jeremiah 33:25-26; Psalm 148:5-8). Several laws of science are alluded to by implication in Scripture, including the Law of Causality (Hebrews 3:4), Law of Biogenesis (Acts 17:25; 1 Timothy 6:13; Galatians 6:7), First Law of Thermodynamics (Genesis 2:1-3; Exodus 20:11; Hebrews 4:3), and Second Law of Thermodynamics (Psalm 102:25-27).
• Job 12:8-10 emphasizes geology.
• Psalm 19:1 and Genesis 15:5 encourage astronomy.
• Numbers 19 even delineates a basic recipe for antibacterial soap—chemistry in action.
• Solomon, in his inspired wisdom, endorsed the study of biological science, encouraging the study of eagles and serpents (Proverbs 30:18-19), as well as ants, badgers, locusts, and spiders (Proverbs 30:25-28).
• Jesus encouraged botany when drawing His audience’s attention to the lilies of the field (Matthew 6:28), seeds (Matthew 13:1-9,24-30), trees and vines (Matthew 7:16-20), and grass (Matthew 6:30); ornithology by pointing to the birds of the air as an illustration (Matthew 6:26); entomology when mentioning moths (Matthew 6:19-20); and zoology when discussing sheep, dogs, and swine (Luke 15:3-7; Matthew 7:6).
• In God’s sermon to Job in chapters 38-41, He chose to humble Job and instruct him by giving him, not a Bible lesson, but a science lesson covering geology, cosmology, astronomy, physics, oceanography, nomology, optics, meteorology, and biology, including zoology, ornithology, entomology, herpetology, botany, and marine biology.
• Similarly, in Psalm 104 the psalmist used beautiful figurative language to present a science lesson covering astronomy, meteorology, geology, physics, oceanography, and biology, including mammalogy, ornithology, botany, and marine biology.

Bottom line: God founded, endorsed, and encourages science. As an educator, you are a key factor in ensuring that God’s desire (that we engage in science) is carried out—and that it is carried out with the right perspective and purpose in mind.

The Definition and Purpose of Science, According to Scripture

What is science? There are probably as many definitions as there are scientific subjects (since humans determine word definitions), but a basic definition would be, “the acquisition of knowledge through study of the natural world/Universe.” Naturalists argue that science seeks to determine natural explanations for those things we observe in nature (eliminating even the possibility of God’s miraculous intervention in any aspect of the Universe throughout history). Such a diminished perspective, however, was not how science has been viewed throughout history,5 because it neglects the definitive evidence for God,6 is irrational, and even self-contradictory.7 Instead, science seeks to acquire explanations—whether natural or supernatural—for those things we observe in nature.

The ultimate purposes of science are more important to Christian educators, since at least three of those are, first and foremost, defined by God, not man. The purpose of science is to gain knowledge (Proverbs 8:10) from observations of the natural realm (i.e., “the things that are made”—Romans 1:20) that will help humans to:

(1) subdue and have dominion over the Earth (Genesis 1:28; 9:2) so that they can live a good life (Ecclesiastes 2:24) in service to God (Ecclesiastes 12:13-14), helping others (Ecclesiastes 3:12; Galatians 6:10; 1 Timothy 6:188);

(2) learn about God—His existence and nature (Romans 1:20; Hebrews 11:6; Psalm 19:1)—by studying the things He has done (Psalm 111:2; Romans 1:20); and

(3) defend the truth against those who would seek to discredit it (1 Peter 3:15; Jude 3).

Logically, therefore, Creation and Flood Science should be the foundations upon which a student’s study of science is built, since they are the two greatest physical works God has authored throughout Earth history. Although few scientists think about their mission in such terms, most science disciplines today are focused more on the first purpose above (at least, a portion of it): subduing and having dominion over the Earth in order to live a good life. The second and third extremely important purposes are, sadly, often completely neglected, even in our Christian schools. Our parents and science teachers are charged with the critically important task of making sure our students/children can defend the truth, and know and do not forget about the great works of the Lord as exhibited through physical evidence in the Universe (like the Flood—Genesis 9:12-17). Yet, oftentimes, we fall down on the job, allowing the world around us—our children/students—to forget (2 Peter 3:3-9).

• Psalm 111:2—“The works of the Lord are great, studied by all who have pleasure in them.”
• 2 Peter 3:5-9—“For this they willfully forget: that by the word of God the heavens were of old, and the earth standing out of water and in the water, by which the world that then existed perished, being flooded with water. But the heavens and the earth which are now preserved by the same word, are reserved for fire until the day of judgment and perdition of ungodly men. But, beloved, do not forget this one thing, that with the Lord one day is as a thousand years, and a thousand years as one day. The Lord is not slack concerning His promise, as some count slackness, but is longsuffering toward us, not willing that any should perish but that all should come to repentance.”

Are you ready to teach youth science the way God intended? Do you have any high school age children, students, grandchildren, nieces/nephews, neighbors, or members of your church youth group who would benefit from a study of the biblical foundations of science in the Flood, solidifying their faith, preparing them for evangelism, and helping them to know more about God, all the while receiving course credit? Have them join me in Arizona for a life-changing experience.

Endnotes

1 Flavil Yeakley (2012), Why They Left (Gospel Advocate), p. 39; Kevin Cain (2019), “Why Are We Losing Them When They Leave For College?” Apologetics Press, https://apologeticspress.org/why-are-we-losing-them-when-they-leave-for-college-5738/.

2 Michael Shermer (2007), Why Darwin Matters: The Case Against Intelligent Design (New York: Henry Holt), Kindle edition, p. 162.

3 Contrary to the teachings of Scripture. See Dave Miller (2003), “Blind Faith,” Apologetics Press, https://apologeticspress.org/blind-faith-444/.

4 Note: While conducting science (i.e., the study of “the things that are made”) is necessary to fulfill God’s expectations, there are certainly different levels/depths of scientific study in which a person could engage. Virtually every person engages in science in various ways, even if doing so is often an unconscious decision and at a very basic level. We are not suggesting that God expects every person to become a full-time, credentialed scientist.

5 For examples of famous scientists, considered the “fathers” of various scientific disciplines, who were biblical creationists, see Jeff Miller (2012), “‘You Creationists Are Not Qualified to Discuss Such Matters!’” Reason & Revelation, 32[12]:141-143, December, https://apologeticspress.org/wp-content/uploads/2021/08/1212.pdf.

6 Dave Miller, ed. (2017), Does God Exist? (Montgomery, AL: Apologetics Press).

7 Jeff Miller (2017), Science vs. Evolution (Montgomery, AL: Apologetics Press), 2nd edition.

8 See also James 4:17 and Mark 10:45.

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