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Can a person believe in both God and Darwinian evolution?

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Christianity and the progress of science
Christianity and the progress of science

The term for a person who believes in fully naturalistic evolution but who also believes in God is “theistic evolutionist”.

Terrell Clemmons takes a look at one organization of theistic evolutionists “Biologos”, and makes a distinction between their public statements and the real implications of their public statements.

Here is the PR / spin definition of theistic evolution:

Evolutionary creation is “the view that all life on earth came about by the God-ordained process of evolution with common descent. Evolution is a means by which God providentially achieves his purposes in creation.” This view, also called theistic evolution, has been around since the late nineteenth century, and BioLogos promotes it today in a variety of religious and educational settings.

And here is the no-spin definition of theistic evolution:

As Dr. Stephen Meyer explains it, the central issue dividing Bio-Logos writers from intelligent design theorists is BioLogos’s commitment to methodological naturalism (MN), which is not a scientific theory or empirical finding, but an arbitrary rule excluding non-material causation from the outset. “Unfortunately,” Meyer writes,

methodological naturalism is a demanding doctrine. The rule does not say “try finding a materialistic cause but keep intelligent design in the mix of live possibilities, in light of what the evidence might show.” Rather, MN tells you that you simply must posit a material or physical cause, whatever the evidence.

What this means, according to BioLogos’s own epistemology, is that God is objectively undiscoverable and unknowable—a tenet that sits squarely at odds with Christian orthodoxy, which has for centuries held that God is clearly discernible in the natural world (e.g., Romans 1:20). Obviously, this is theologically problematic, but Meyer also points out that theistic evolution faces problems from a scientific standpoint as well, as the technical literature among evolutionary biologists is moving away from the Darwinian mechanism.

Whenever I talk to theistic evolutionists, I try to stop them from talking about the Bible or their faith, because that’s not what is interesting to me. I don’t really care about their history as a religious person, or where they go to church, or who their pastor is. When I talk about origins and evolution, I only care about the science. What the ordinary process of scientific inquiry tells us about nature? Does nature have the capacity to create all of the varieties of life without any intelligent agency playing a role? Or, are there parts of nature that are similar to computer programs, blog posts, and term papers, where the best explanation of the effect is an intelligent agent choosing how to arrange the parts to achieve functionality?

I don’t accept molecules-to-man unguided evolution. This is not because I start with faith and let faith override the findings of science. It’s because I think that if you look at specific areas of natural history, there is clear evidence of intelligent agency, such as in the origin of life, or the Cambrian explosion. These effects in nature are well-studied and well-understood, and they look much more like the code that a computer scientist (like me) writes than the simplistic “order” created by wind erosion or crystalline patterns or anything the blind forces of nature could produce. Blind forces are observed to make small changes – short or long finch beaks, fruit flies with 4 wings and no balancers, bacterial resistances.

What’s also interesting is how often theistic evolutionists drop the theism but keep the evolution.

Consider this article about Stephen Matheson from Evolution News:

Biologist Stephen Matheson is a longtime critic of the theory of intelligent design. His extensive attacks on Stephen Meyer’s Signature in the Cell, for one, ranged from the substantive to the trivial and personal. The tone was frequently…abrasive, and we responded at the time. With Arthur Hunt, Dr. Matheson has debated Dr. Meyer in a forum at Biola University. Formerly a professor at an Evangelical Christian school, Calvin College, Matheson is still listed as a Blog Author at the theistic evolutionary website BioLogos, where it notes that he enjoys “explor[ing] issues of science and Christian faith.”

Well, his theistic evolutionary explorations have now terminated. As he reports on his personal blog page, where he took a hiatus of more than five years along with a break from his teaching, he is “happily” no longer a Christian.

OK. Now that’s just one case, but what about Howard Van Till, also of Calvin College?

Salvo magazine takes a look at what he wrote in a recent book:

In what follows I shall use the term “naturalism,” when unqualified, to represent neither more nor less than the rejection of supernaturalism. Stated positively, naturalism is committed to the belief that all events that occur within this Universe are consistent with and adequately explained by the system of natural causes. This commitment necessarily entails the additional belief that the system of natural causes is fully adequate to account for all events that transpire. Focusing on the issue of the Universe’s formational economy, we can say that naturalism—as here defined -entails the RFEP.

He now gives presentations for atheist groups entitled “From Calvinism to Freethought”. Freethought is a euphemism for atheism.

Now, for the big three Western monotheistic religions: Christianity, Judaism and Islam. To deny supernaturalism IS to deny the robust theism present in the world’s big three monotheistic religions. Van Till denies theism as commonly understood now. And again, this isn’t because of the science. His heavy handed naturalistic assumption squashed out any kind of serious inquiry into areas like the origin of the universe, the cosmic fine tuning, the origin or life, the Cambrian explosion, biological convergence, so-called junk DNA, deleterious mutations, and so on. Places where you can see that naturalistic forces cannot do the creating that Van Till has faith that they can.

And for the record, I am an enthusiastic supporter of the standard Big Bang cosmology, and a 4.5 billion year Earth. My problem with evolution is not Bible-based, it’s science-based. If the science shows the need for intelligent causes, and I think it does, then I think that the naturalists need to adjust their assumptions and pre-suppositions to match the evidence. We have blog posts and computer science code, that’s evidence for a programmer. We have DNA and proteins and sudden origin of body plans, that’s evidence for a programmer, too.

Polemics

Why does atheist historian Gerd Ludemann accept the post-mortem experiences of the risen Jesus?

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A conflict of worldviews
A conflict of worldviews

William Lane Craig explains why even atheist historians like Gerd Ludemann accept that the earliest followers of Jesus had experiences in which Jesus appeared to them as resurrected Lord.

Excerpt:

Fact #3: On multiple occasions and under various circumstances, different individuals and groups of people experienced appearances of Jesus alive from the dead. This is a fact which is almost universally acknowledged among New Testament scholars, for the following reasons:

1. The list of eyewitnesses to Jesus’s resurrection appearances which is quoted by Paul in I Cor. 15. 5-7 guarantees that such appearances occurred.

2. The appearance traditions in the gospels provide multiple, independent attestation of such appearances.

With respect to the first supporting line of evidence, it is universally accepted on the basis of the early date of Paul’s tradition as well as the apostle’s personal acquaintance with many of the people listed that the disciples did experience postmortem appearances of Christ. Among the witnesses of the resurrection appearances were Peter, the immediate circle of the disciples known as “the Twelve,” a gathering of 500 Christian believers (many of whom Paul evidently knew, since he was aware that some had died by the time of his writing), Jesus’s younger brother James, and a wider group of apostles. “Finally,” says Paul, “as to one untimely born, he appeared also to me” (I Cor. 15.8).

The second supporting line of evidence appeals again to the criterion of multiple attestation. The Gospels independently attest to postmortem appearances of Jesus, even to some of the same appearances found in Paul’s list. Wolfgang Trilling explains,

From the list in I Cor. 15 the particular reports of the Gospels are now to be interpreted. Here may be of help what we said about Jesus’s miracles. It is impossible to ‘prove’ historically a particular miracle. But the totality of the miracle reports permits no reasonable doubt that Jesus in fact performed ‘miracles.’ That holds analogously for the appearance reports. It is not possible to secure historically the particular event. But the totality of the appearance reports permits no reasonable doubt that Jesus in fact bore witness to himself in such a way.38

The appearance to Peter is independently attested by Paul and Luke (I Cor. 15.5; Lk. 24.34), the appearance to the Twelve by Paul, Luke, and John (I Cor. 15.5; Lk. 24:36-43; Jn. 20.19-20), the appearance to the women disciples by Matthew and John (Mt. 28.9-10; Jn. 20.11-17), and appearances to the disciples in Galilee by Mark, Matthew, and John (Mk. 16.7; Mt. 28. 16-17; Jn. 21). Taken sequentially, the appearances follow the pattern of Jerusalem-Galilee-Jerusalem, matching the festival pilgrimages of the disciples as they returned to Galilee following the Passover/Feast of Unleavened Bread and traveled again to Jerusalem two months later for Pentecost.

Lüdemann himself concludes, “It may be taken as historically certain that Peter and the disciples had experiences after Jesus’s death in which Jesus appeared to them as the risen Christ.”39 Thus, we are in basic agreement that following Jesus’s crucifixion various individuals and groups of people experienced appearances of Christ alive from the dead. The real bone of contention will be how these experiences are best to be explained.

Triablogue notes that most historians accept these post-mortem experiences of the risen Jesus:

In their 2004 book, Gary Habermas and Michael Licona mention five facts accepted by the large majority of scholars:

1. Jesus died by crucifixion.
2. Jesus’ disciples believed that he rose and appeared to them.
3. The church persecutor Paul was suddenly changed.
4. The skeptic James, brother of Jesus, was suddenly changed.
5. The tomb was empty.

Habermas and Licona write:

“On the state of Resurrection studies today, I (Habermas) recently completed an overview of more than 1,400 sources on the resurrection of Jesus published since 1975. I studied and catalogued about 650 of these texts in English, German, and French. Some of the results of this study are certainly intriguing. For example, perhaps no fact is more widely recognized than that early Christian believers had real experiences that they thought were appearances of the risen Jesus. A critic may claim that what they saw were hallucinations or visions, but he does not deny that they actually experienced something….roughly 75 percent of scholars on the subject accept the empty tomb as a historical fact.” (The Case for the Resurrection of Jesus [Grand Rapids, Michigan: Kregel Publications, 2004], pp. 60, 70)

Habermas and Licona explain that even “the majority of nonbelieving scholars” (p. 149) accept such facts, not just Christian scholars. And even many professing Christian scholars are Christian in name, but reject much of what Christians have traditionally believed. Skeptics sometimes suggest that a scholarly consensus on facts related to Jesus’ resurrection isn’t of much significance, because so many of the scholars are Christians, but traditional Christians make up only a small percentage of scholarship.

When talking about the appearances, the challenge is always to make the move from “through they saw” to “they actually saw”. In chapter 6 of their introductory book on the resurrection of Jesus, “The Case for the Resurrection of Jesus“, Mike Licona and Gary Habermas give some reasons why the post-mortem appearances of Jesus were not hallucinations. First, they argue that hallucinations are had by individuals, not groups. Second, they argue that the hallucination hypothesis leaves the empty tomb unexplained. It also doesn’t explain the appearances to skeptical James and antagonistic Paul. Finally, the appearance narratives are too varied to be hallucinations, i.e. – individuals, groups, friends, enemies, different times and different places.

If you want to read a scholarly response to the hallucination hypothesis, it’s right in the article by Dr. Craig that I was quoting from above. He assesses the hallucination hypothesis as put forward by atheist scholar Gerd Ludemann against the standard criteria for judging multiple competing historical explanations. It’s too much to quote here, but click through and read it when you can. If you want to see a good summary of the arguments for the empty tomb, go right here.

See it used in a debate

You can see the arguments made and defended from criticism in this debate with the atheist scholar James Crossley.

This my favorite resurrection debate.

News

Has increased education spending in schools improved student performance in test scores?

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When I want a raise, I work harder, but these teachers hold up signs
When I want a raise, I work harder, but lazy teachers quit working to hold signs

One of my friends has been having a debate with one of his former teachers about whether spending more money on government-run education improves tests scores. He tried posting some evidence, but she just dismissed that by claiming:

  1. If we hadn’t spent more money, then the student test scores would have gone down instead of staying the same.
  2. Most of the money that government spends on education goes to vouchers and private schools, not public schools
  3. Economists at prestigious think tanks like that Cato Institute, the Heritage Foundation, and the American Enterprise Institute cannot be trusted to accurately cite the Bureau of Labor Statistics and the National Center for Education Statistics because of the Koch Brothers
  4. You can’t compare the test scores of American students with the test scores of Asian students who outperform them, (for less government spending), because math is different in Asia compared to America

Let’s look at some data and see if her arguments are correct.

Does more spending mean higher student performance?

National Review reported on data collected in the National Assessment of Educational Progress, which spans all 50 states.

Look:

Comparing educational achievement with per-pupil spending among states also calls into question the value of increasing expenditures. While high-spending Massachusetts had the nation’s highest proficiency scores on the National Assessment of Educational Progress, low-spending Idaho did very well, too. South Dakota ranks 42nd in per-pupil expenditures but eighth in math performance and ninth in reading. The District of Columbia, meanwhile, with the nation’s highest per-pupil expenditures ($15,511 in 2007), scores dead last in achievement.

The student test scores are dead last, but National Review notes that “according to the National Center for Education Statistics, Washington, D.C. was spending an average of $27,460 per pupil in 2014, the most recent year for which data are available.” They are spending the most per-pupil, but their test scores are dead last.

CBS News reported on another recent study confirming this:

Decades of increased taxpayer spending per student in U.S. public schools has not improved student or school outcomes from that education, and a new study finds that throwing money at the system is simply not tied to academic improvements.

The study from the CATO Institute shows that American student performance has remained poor, and has actually declined in mathematics and verbal skills, despite per-student spending tripling nationwide over the same 40-year period.

“The takeaway from this study is that what we’ve done over the past 40 years hasn’t worked,” Andrew Coulson, director of the Center For Educational Freedom at the CATO Institute, told Watchdog.org. “The average performance change nationwide has declined 3 percent in mathematical and verbal skills. Moreover, there’s been no relationship, effectively, between spending and academic outcomes.”

The study, “State Education Trends: Academic Performance and Spending over the Past 40 Years,” analyzed how billions of increased taxpayer dollars, combined with the number of school employees nearly doubling since 1970, to produce stagnant or declining academic results.

“The performance of 17-year-olds has been essentially stagnant across all subjects despite a near tripling of the inflation-adjusted cost of putting a child through the K-12 system,” writes Coulson.

Where did the numbers come from? The Koch Brothers? No:

Data from the U.S. Department of Education incorporating public school costs, number of employees, student enrollment and SAT scores was analyzed to explore the disparity between increased spending and decreasing or stagnant academic results.

Well, at least government-run monopoly schools outperform private private schools, right? No:

[…][P]rivate schools, where students excel over public school peers, …manage to operate at budgets about 34 percent lower than taxpayer-funded schools, US Finance Post reports.

Public schools spend, on average, $11,000 per student, per year.

Coulson noted an Arizona study he conducted which showed that the average per-pupil spending at private schools was only about 66 percent of the cost of public schools.

A more recent state-specific study from 2016 found that this is still the case.

This problem gets even worse when you look at test scores from other countries, where even less is spent on education.

As the Washington Post reported at the end of 2016:

When it comes to math, U.S. high school students are falling further behind their international counterparts, according to results released Tuesday of an ongoing study that compares academic achievement in 73 countries. And the news is not much better in reading and science literacy, where U.S. high schoolers have not gained any ground and continue to trail students in a slew of developed countries around the globe.

In the latest Program for International Student Assessment (PISA) measuring math literacy in 2015, U.S. students ranked 40th in the world. The U.S. average math score of 470 represents the second decline in the past two assessments — down from 482 in 2012 and 488 in 2009. The U.S. score in 2015 was 23 points lower than the average of all of the nations taking part in the survey.

More money is being spent, but the scores are DECREASING.

Now, why is it that increased government spending in the public school monopoly doesn’t improve student performance? Well, one reason is that very little of the money makes it to the classroom.

Where does all the money go?

Let’s look at four places where the money spent on the government-run public school monopoly ends up.

Administration

First, a lot of it gets paid to administrations who implement politically correct programs designed to turn the impressionable young people into little secular socialists.

Here’s a helpful chart from the American Enterprise Institute:

Where does taxpayer money spent on the public school monopoly go?
Where does taxpayer money spent on the public school monopoly go?

I guess if a school wants to make things like Planned Parenthood sex education and LGBT indoctrination into priorities, then they would need more administrators.

Pensions

Second, education employees get enormous pensions, which are paid by taxpayers and negotiated by their unions. You would never see pensions this large in the private sector.

This is from the leftist Brookings Institute, from 2014:

This figure shows we now spend nearly $1,100 per student on retirement benefits. The average public school student teacher ratio is 16 to 1. So we are spending about $17,000 per year per teacher in pension contributions.

[…]The National Council on Teacher Quality writes,

In 2014 teacher pension systems had a total of a half trillion dollars in unfunded liabilities—a debt load that climbed more than $100 billion in just the last two years. Across the states, an average of 70 cents of every dollar contributed to state teacher pension systems goes toward paying off the ever-increasing pension debt, not to future teacher benefits (p. iii).

While we are spending a huge amount to fund teacher pensions, most of that spending doesn’t go to attracting the best teachers. It’s paying off past debts.

We can’t hire good teachers, because all the education spending of today is paying for the gold-plated pensions of yesterday.

That was 2014. The numbers are even worse today. Teachers contribute very, very little to their pensions, but the benefits are enormous compared to what the private sector taxpayers get in Social Security. (Which is going to be bankrupt by 2034, as reported by the far-left PBS)

Teacher training

Third, a lot of it is spent on teacher training, because apparently teaching multiplication, Shakespeare or geography changes every year, so the teachers need tens of thousands of dollars in annual training.

The Washington Post reports on a recent study:

A new study of 10,000 teachers found that professional development — the teacher workshops and training that cost taxpayers billions of dollars each year — is largely a waste.

The study released Tuesday by TNTP, a nonprofit organization, found no evidence that any particular approach or amount of professional development consistently helps teachers improve in the classroom.

[…]The school districts that participated in the study spent an average of $18,000 per teacher annually on professional development. Based on that figure, TNTP estimates that the 50 largest school districts spend an estimated $8 billion on teacher development annually. That is far larger than previous estimates.

And teachers spend a good deal of time in training, the study found. The 10,000 teachers surveyed were in training an average of 19 school days a year, or almost 10 percent of a typical school year, according to TNTP.

Maybe if more of the money spent on education were spent directly on hiring teachers, then we would see an improvement. Unfortunately, a lot of the money meant for teachers goes to the teacher unions. How do they spend that money?

Political Contributions

Finally, this is from OpenSecrets.org, concerning political contributions made in the most recent election cycle:

Top Political Contributors in 2016 election cycle
Top Political Contributors in 2016 election cycle

The two largest teacher unions came in at #9 and #11. Most of their donations go to Democrat Party. Democrats believe (against the evidence) that spending more money in the government-run public school monopoly will improve student performance on tests.

So, what’s the solution?

The solution is that we abolish the federal Department of Education, which has done nothing to improve the quality of education for students. We need to push the education of children back down to the state and local levels. We need to empower parents to choose the schools that work best for their children by giving parents vouchers. We need to increase tax-free education savings accounts to help parents with school expenses. We should also give free college tuition to homeschooled students who are admitted to STEM programs at any college or university. We can take the money from the pensions of the union administrators, after we abolish ever single public sector teacher union in the country, and seize all their assets and pensions. If that’s not enough money, then we can seize all the pensions of Department of Education employees – a just punishment for their failure to produce results while still taking taxpayer money.

Finally, we should allow people who already have private sector experience doing things like STEM to become teachers. Let’s face it: the departments that grant Education degrees have the lowest entrance requirements, and produce the least competent adults. People with years of private sector work experience teach better than people with Education degrees. Let’s open up teaching to people who have experience in the private sector doing software engineering, statistics, nursing, etc. and then we’ll have qualified teachers.