There are times when it’s necessary to look through a telescope for the big picture and other times when it’s necessary to look through a microscope for the small picture. Generally, I’m looking through the telescope. That explains why I’m currently reading The Religion and Science Debate: Why Does It Continue?, a collection of essays on the occasion of the centennial celebration of Yale University’s famous Terry Lectures. Featured in the book are two scientists (Kenneth Miller, Lawrence Krauss), a philosopher (Alvin Plantinga), a historian (Ronald Numbers), and a sociologist (Robert Wuthnow). The purpose of the volume, according Harold Attridge, is to explore “the ongoing controversy in the United States about the relationship between science and religion, particularly evolutionary biology and traditional readings of the biblical creation story.”
In his introduction to the book, Keith Thomson provides a concise and cogent answer to why the debate continues:
What matters in the public debate is not what philosophers and historians write but the simplified, and sometimes simply wrong, version that the general populace “knows.” There is a continuing debate, not because of esoteric philosophical discussion in the groves of academe where, as here, mutual respect is required and conciliation is to be sought, but because of the hopes and fears expressed in pulpits and school board meetings across the country. The debate continues not just because science and religion are both immensely powerful, in the sense of having a history of changing the lives of billions. It is because they are perceived to be based on entirely different principles that are relentlessly leading us in different (potentially opposing) cultural directions. It has to do with the ways, and the extent, to which humans have the power to control and shape their own world. And with who gets to exercise those powers. Because power is involved––institutional power and individual empowerment––inevitably so is fear. And fears can be exploited by the unscrupulous.
To demonstrate Thomson’s observation that science and religion are “perceived to be based on entirely different principles that are relentlessly leading us in different (potentially opposing) cultural directions,” consider the following two quotations. From the side of atheist fundamentalism, there is Richard Dawkins:
Faith is the great cop-out, the great excuse to evade the need to think and evaluate evidence. Faith is belief in spite of, even perhaps because of, the lack of evidence . . . . Faith, being belief that isn’t based on evidence, is the principal vice of any religion.
From the side of Christian fundamentalism, there is Henry Morris (a leader of the creationist movement):
Evolution’s lie permeates and dominates modern thought in every field. That being the case, it follows inevitably that evolutionary thought is basically responsible for the lethally ominous political developments, and the chaotic moral and social disintegrations that have been accelerating everywhere . . . . When science and the Bible differ, science has obviously misinterpreted its data.

August 9th, 2010 | 7:44 am | #1
What do you mean by “perceived to be based on entirely different principles,” Christopher? Certainly science and religion are based on different source materials. Is there something wrong with that?
As to “relentlessly leading us in different (potentially opposing) cultural directions,” that is credible only if one takes a naive view of science and religion (as Dawkins certainly does; I haven’t read enough Morris to assess that quote in proper context). If that was your point, then I certainly agree.
August 9th, 2010 | 10:59 am | #2
Let’s be certain that we clarify that “science” is not about certain presuppositions, but about working with the data. If we leave the questions as simple as Morris then we lose because we have nothing left but faith in opposition to information. We have created our own false dilemma.
The implication of Thompson is precise: The teachers need to be re-educated. They do not need to be educated in “creationism” but in the simple logic of science. They need to separate science (assumptions) from naturalism (presupposition).
August 9th, 2010 | 11:10 am | #3
Collin: You’ve said it well but I would add that teachers need to be re-educated not only about the proper vocation of science but also about the proper vocation of religion. Also, there needs to be an understanding about their relationship to each other. Unlike Stephen Jay Gould, I don’t believe in “non-overlapping magisteria” (NOMA). Instead, I believe in “partially overlapping magisteria” (POMA), a view advocated by Francis Collins, John Polkinghorne, and Alister McGrath.
August 9th, 2010 | 1:58 pm | #4
I look forward to reading your complete review of this book. However, based on Thompson’s introduction, the list of contributors, and your selected quote from Morris I will hazard a prediction. The creationists, many of whom are serious scientists, will not be engaged as if they have something substantive to say. Their premises are judged to be absurd.Thus, they are relegated to the category “fundamentalist” and dispensed with after a few sneers. I myself enjoy thinking and believe I owe any serious thinker a sympathetic hearing. Didn’t someone once say there’s more to the world than is contained in your philosophy (or something like that).
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