A Biblical Framework for Teaching Science

 “Seeing the Unseen through the Seen”

 

“For the attributes of God from the creation of the world are clearly seen, being understood by the things that are made, (even) His eternal power and Godhead, so that they are without excuse.

 

Romans 1:20

 

 

“Stand still, and consider the wondrous works of God.”

 

Job 37:14

 

“Hands-on, minds-on, hearts-on”

Science Education

 

 

 

“Nature study should be approached with reverence. . . . Every experience with the natural world reveals God.”

Charlotte Mason

 

 

 

“But ask now the beasts, and they shall teach thee; and the fowls of the air, and they shall tell thee: Or speak to the earth, and it shall teach thee: and the fishes of the sea shall declare unto thee. Who knoweth not in all these that the hand of the LORD hath wrought this? In whose hand [is] the soul of every living thing, and the breath of all mankind.”

 

Job 12:7-10

 

“Hands-on, minds-on, hearts-on”

Science Education

Part I.  A Biblical Pattern for Educating Students as Presented in Scripture

 

An “old” but Biblical pattern for educating students and training them so that in time they will be able to educate themselves is the Christ-centered Classical form of education. This is not to be confused with the Classical of the golden ages of Greece and Roman periods of history or with Aristotelian Thomism. These forms inculcate some “Christian” truths in their philosophies but this does not make them Christian.[1] 

 

Following is a description of a Christ-centered Classical form of education as described by CEED.[2]

 

Classical Style depends on a three-part process of training the mind called the Trivium.  “Trivium” is a Latin term meaning “where three roads meet.” The three roads correspond to three phases of learning:  grammar, logic, and rhetoric. These are new labels for the Biblical concepts of:  knowledge, understanding, and wisdom. All learning will involve these three steps:

(1) accumulating the facts (grammar or knowledge phase),     

(2) comprehending the relationships between these facts (dialectic or understanding phase), and

(3) effectively applying and expressing what we know and understand (rhetoric or wisdom phase). The Bible clearly distinguishes these three types of learning while also revealing their interdependency.

 

Are these three concepts of learning - knowledge, understanding, and wisdom - clearly distinguished in the Bible? Does the Trivium faithfully correspond to them?

 

This is the pattern of learning that Solomon exhorted his son to follow. In equating the “tools of learning” as being the same as getting knowledge, understanding, and wisdom (Proverbs 2:1-6), in these six verses we discover that “knowledge” is used three times, “understanding” four times, and “wisdom” twice. The word “her” which is a personification for “wisdom,” occurs twice (“the Hebrew word for wisdom is in the feminine gender”[3]. Thus “wisdom” is actually used four times.

 

These three words agree with the “labels” of the Trivium. As stated by Robert Booth:[4]

 

"The use of classical terminology (e.g., the "trivium," "grammar," "dialectic" and "rhetoric") is useful, provided we comprehend that the substance of this model is rooted in Scripture. It is only in the context of the fear of God that genuine knowledge, understanding and wisdom can be attained. All other efforts, in the end, prove to be folly. Tota et sola Scriptura. Our final allegiance is to all of Scripture, and only Scripture.”

 

Christian students must be taught to acknowledge that in all three stages of the Trivium that the “full assurance of understanding” of their studies really comes from “Christ; in whom are hid all the treasures of wisdom and knowledge” (Colossians 2:2-3). Therefore teachers, parents, and students must not forget to make their education Christ-centered. God has made him (Christ) to become unto us Wisdom (I Corinthians 1:30). All facts are God created facts and derive their existence from Him and for Him (Colossians 1:16) and are for His glory (Revelation 4:11).

 

It is possible to get knowledge, understanding, and wisdom (earthly) and leave out Christ. This can result in Gnosticism. Gnostics believe that salvation is not by faith, but through the acquisition of knowledge alone.

 

In science as well as in every discipline students must be first taught knowledge. When they understand its purpose and meaning, they can then wisely apply it. As Dr. Henry Morris states: [5]

 

Knowledge of the true world God created and wisdom in the comprehension (i.e., understanding – editorial comment) and application of that knowledge must comprise the goals of true education.

 

Dr. Henry Morris also said:[6]

 

            “ . . . Whatever the course of study, everything must be first taught in the framework            of God’s perfect creation, the universal effects of sin and the curse, and the saving    work of Christ.”

 

Cornelius Van Til[7]  would agree with this yet from another perspective, for he says:

 

“There is perhaps no concept underlying our system of education better fitted to bring out the distinctive character of Christian education that the concept of creation. Of course, it is not as though our concept of creation is the most basic concept of our system of education; the most basis concept of all is our concept of God. But our notion of creation affords a more readily available testing point than the notion of God. Creation has more directly to do with ourselves. It has to do with the universe that is visible. And as such it offers a ready target of attack for the enemy. The attacks on creation have been more direct and more self-conscious that the attacks on God.”

 

I believe a very useful way to look at the three factors of the Trivium (and of Proverbs 2:2-6), is to call them, “The Lost Tools of Learning,” a term coined by Dorothy Sayers[8]  Whereas historically the Trivium was the form and structure for Classical education, it normally only proscribed certain subjects. Solomon however exhorted his son to use these “tools of learning” in every area of life. For example, when teaching a subject, is the emphasis of the teacher at any particular point focused on knowledge, understanding, or wisdom, or their combination? Stated in another way, are the students thinking at the knowledge, understanding, or wisdom stage? Being conscious of the level they are at, the students and teacher can plan what to study and how, and then set goals within the context of these learning tools. Use of these tools will train the mind to become adept at thinking wisely, an art that has been greatly neglected in our culture today. As Dimnet said:[9]

            Education is nothing if it is not the methodical creation of the habit of thinking.

 

Dorothy Sayers in essence supports this thought by saying:[10] [

 

“For the sole end of education is simply this: to teach men how to learn for themselves; and whatever instruction fails to do this is effort spent in vain.”

And what does Dorothy Sayers recommend that will show men how to learn for themselves (which agrees with King David’s instructions in Proverbs 2:1-6?). Give them the tools of learning for training their minds so that they will be equipped to educate themselves. A side benefit of this type of training is that it will help students in “redeeming the time” (Ephesians 5:16). Dorothy Sayers comments.[11] 

 

I am concerned only with the proper training of the mind. . . . For the tools or learning are the same, in any and every subject; and the person who knows how to use them will, at any age, get the mastery of a new subject in half the time and with a quarter of the effort expended by the person who has not these tools at his command. To learn six subjects without remembering how they were learned does nothing to ease the approach to a sev­enth; to have learned and remembered the art of learning makes the approach to every subject an open door.

 

With “Tools of Learning” preparation, each student should be equipped for life knowing how to study and think. Assuming that the word of God will control the interpretation of their knowledge, understanding, and wisdom, in time they should know:

 

What they believe and why they believe it, and what they don’t believe and why they don’t believe it.

 

Since individuals “will not live by faith unless they are convinced that what they believe in is true,”[12] it is very important that they understand what they believe and don’t believe.

 

This is providing a sound education for students. Students will be thus equipped to “Subdue the earth and have dominion” under God (Genesis 1:26, 28). They will be noble Bereans (Acts 17:11). In fact when students begin to grasp the concept that you are teaching them primarily “how to think properly” they will be more eager to do class work and projects that are assigned. Their purpose for learning is not to just gain information to pass tests, but to become those who can pass the AUG test (Approved Unto God)], an acronym coined by Del Fehsenfeld]:[13]

 

Study to show thyself approved unto God, a workman that needeth not to be ashamed, rightly dividing the word of truth. (II Timothy 2:15)

                                                                                                                          Fred Willson 2009


[1] CEED, 2003, Calvary Chapel Homeschool Fellowship, Merritt Island, Florida. CalvaryChapelCEED@hotmail.com p. 21-22

[2] CEED.

[3] Wiersbe, W. W., 1995. Be Skillful, Victor Books: Wheaton, Ill., p. 17.

[4] CEED.

[5] Morris, Dr. Henry, 1977, Christian Education for the Real World, Master Books.

[6] Morris.

[7] Berkhof, Louis and Cornelius Van Til, 1990, Foundations of Christian Education, Presbytarian and Reformed Publishing Company, Phillipsburg, New Jersey. P. 43.

[8] Wilson, Douglas, Recovering the Lost Tools of Learning, Crossway Books, Wheaton, IL. 1991

[9] Dimnet, 1955, The Art of Thinking. Fawcett Publications Inc. New York

[10] Wilson, p. 164.

[11] Wilson. p. 162.

[12] Charles Clough, www.BiblicalFrameworkMinistries.org.

[13] Fehsenfeld, Del, 1995, How to Conquer the Fear of Man,” Institute in Life Principles, cassette message

 

 

 

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C.        Hebrews 5:12-14.

 

“For when for the time ye ought to be teachers, ye have need that one teach you again which be the first principles of the oracles of God; and are become such as have need of milk, and not of strong meat. For every one that useth milk is unskillful in the word of righteousness: for he is a babe. But strong meat belongeth to them that are of full age [mature], even those who by reason of use have their senses exercised to discern both good and evil.” Hebrews 5:12-14:

 

According to this passage what are mature students?

 

“They are able to discern between good and evil” [milk won’t do it].

 

How is this attribute of maturity produced?  They must have their (v.14):

 

“senses”         “the faculty of perception . . . the capacities of spiritual apprehension” [28, 11];

The faculties whereby we perceive, understand, and distinguish through the senses the nature of things, whether they are physical, mental, or moral. This also includes hands-on activities.

 

“exercised.”    gymnazo;  . . . to exercise, to train the body or mind; of the senses, so as to discern good and evil. (English: “gymnastic”) [28, 11]

 

Teachers and parents are to keep their children in the “gymnasium” - of thinking. This requires training all of the senses that God has provided so that the children are able to discern between good and evil. Through making students “gymnasticize” in their minds, maturity is developed. Therefore providing events and teaching materials that help parents keep the children in the “gymnasium of thinking” is necessary. This is what is required in helping them in becoming a mature generation that exhibits strong faith. As much as possible, then, since all of the senses should be exercised, teaching methods, materials, and events should be “hands-on, minds-on, hearts-on” related. For this paper I have defined these terms as follows:

 

“Hands-on”             in contact not only through the hands but through all the senses, normally considered in physical situations;

“Minds-on”  to consciously choose to think logically; also perceive as “real” - pictorially or analogically - truths in the mind, called, by Dorothy Sayers, [  ]  “picture-thinking;”

“Hearts-on” thinking God’s thoughts after him; seeing all things in relationship to God and His Word; seeing with Biblical discernment.

 

IV. How should parents and teachers begin or improve the process of developing the “tools of learning” along with “hands-on, minds-on, hearts-on” science?

 

Maurice Willson, in an excellent book written in 1860, describes a very good approach: [31, p. 319].

           

“I would place before them an abundance of the materials of knowledge; and as ideas are recollected perceptions, we may expect, other things being equal, to find the most ideas in those who have had the most thorough education of the senses. . . . ‘Nature’ . . . does not teach us the whole of one science before she imports some knowledge of another. She has given us five senses, and it is our duty so to educate them that they may be faithful and ‘swift-winged messengers’ to convey to the mind perceptions of the surrounding world. The more of these well-assorted mental stores are garnered up in the chambers of thought, ready to respond to the call of memory, the greater the amount of material that the mental powers will have to work upon. . . . Like the honeybee, they [are] led to pass from flower to flower in Nature’s boundless parterres [flower-gardens], and gather sweets from all of them. . . . [E]very system of education should be based upon a thorough discipline of the mental powers.”

 

Most of this quote applies to the “knowledge” gathering phase of the Trivium and is “hands-on, minds on,” but does not address the “hearts-on” issue.    

 

V.  When should this kind of education begin?

 

Maurice Willson [31, p. 318] advises that:

 

“ . . . [I]t is of great importance to you in early life to cultivate such an inquiring state of mind as will not only incline you to notice everything around you, but also to examine into the causes of things. By so doing you will find matters of interest in the most common things of life, and everything will preach to you philosophy.”

 

By cultivating an inquiring state of mind (minds-on) in early life about everything in nature (hands-on), and seeking to determine their causes and purposes (minds on), and letting them preach to you a philosophy (hearts-on), the Tools of Learning are being polished. During this searching phase questions will be asked for the purpose of understanding what is being observed. In time this will produce wisdom. Having wisdom the student can now effectively apply what they have learned, resulting in an increased dominion over some area of nature, culture, even self, etc, hopefully to the glory of God. Stated in another way critical thinking skills are being developed.

 

VI.       How can an inquiring state of mind be cultivated and the senses be exercised so that all parts of the Trivium are stimulated in “hands-on, minds-on, hearts-on” science?

 

Following is a pattern that will produce this kind of educational experience. During any experiment or observation, students should be trained to:

 

1.        First See what they are looking at. And how do you get them to “see?” Have them: (#2)

2.        Name what they see and determine its purpose as an object, name its various parts, describe the properties of each part, and their purpose;

3.        Describe any interactions - their effects and causes;

4.        Ask questions about what they are observing;

5.        Form hypotheses about answers to their questions;

6.        Do research to discover the validity of their hypotheses or answers to their questions; 

7.        Give their answer(s) in writing or verbally;

8.        Discuss in writing or verbally its relationship to God’s attributes, nature, mankind, and to His word.

           

Going through these eight steps will require that the student be mentally active and be making use of all their senses. As they become familiar with doing these steps they will be learning how to learn for themselves. Such an approach will enhance every part of the “Trivium” and teach the children to think and learn for themselves.

 

Why cultivate inquiring states of mind and teaching children how to think and learn for themselves? As Ferguson and Allen state [12, p. 187-188]:

 

"The first great object in any system of education, pubic or private... is the training of all the faculties in the right direction. . . . The trained and disciplined intellect . . . is the scepter that gives us dominion over nature; the key that unlocks the storehouse of creation, and opens to us the treasures of the universe:"

 

Such a mind will also be able to capably “contend for the faith.” (Jude 3). Our children need to have the following view of their minds as described by Arthur Custance [8, p. 195]:

 

“View [their] your mind as a highly sophisticated tool to be trained, as a highly skilled surgeon trains his hands for surgery, to be used for discerning between good and evil, and as a tool that God can use, as He did with Moses, Ezra, and the Apostle Paul. These three men, each educated in the best traditions of their age in recognized centers of learning, were God’s chosen vessels through which He used to share His thoughts with mankind (Moses: The Pentateuch; Ezra: Closed the Canon of the OT, overseeing the writing of it in Aramaic script; Paul: Thirteen books of the NT. . . . God sought a tool that He could use, an intellectual weapon through which to communicate His will to mankind.”

 

It is trained minds that God uses to wisely “subdue the earth and have dominion over it” (Genesis 1:28). This creation mandate is not meant only for science but should dominate one’s thinking in every discipline.

 

This is one of the great purposes for not only studying science but should be in every discipline.

 

Pastors, parents, and teachers should study materials and attend workshops that will help them develop the “Tools of Learning” that will develop inquiring states of thinking. This approach coupled with a young earth Christian worldview will be of great benefit in helping parents and teachers (and churches) in fulfilling God’s plan for their children as described in Psalm 78. This approach will also be a benefit to themselves and anyone they teach.

 

VII.      Examples in scripture of Psalm 78 “children,” Malachi 2:15 “offspring,” and Hebrews 5:14 “mature believers.”

 

In these examples I am assuming three things about the following individuals:

They had:

 

  • been raised according to the teaching principles of Psalm 78, Deuteronomy 6:6-9 and 11:18-20;
  • been trained according to the Trivium of Proverbs 2:2-4,6, and therefore “understood the fear of the Lord and found the knowledge of God” (v. 5);
  • a large amount of “hands-on, minds-on, hearts-on” training through all of their senses, and were therefore able to discern between good and evil and make wise choices (Hebrew 5:14).

 

Example 1.   Daniel and his three friends.

 

“And the king spake unto Ashpenaz the master of his eunuchs, that he should bring certain of the children of Israel, and of the king's seed, and of the princes; Children in whom was no blemish, but well favoured, and skillful in all wisdom, and cunning in knowledge, and understanding science, and such as had ability in them to stand in the king's palace, and whom they might teach the learning and the tongue of the Chaldeans.” Daniel 1: 3-4.

 

Please notice the abilities of Daniel, Hananiah, Mishael, and Azariah:

 

skillful in all wisdom,

cunning in knowledge,

understanding science,

had ability in them to stand in the king's palace,

and in whom they might teach [were teachable] the learning and the tongue of the Chaldeans.”

 

By reeducating these four men according to another worldview, Nebuchadnezzar was grooming them for future leadership according to the standards of his pagan empire.

 

His goal was to make these good Jewish boys into good pagan boys, who could be trusted and controlled in their service for him. This same pattern is going on today in our public schools and universities, especially in the academically talented classes.

 

These four young men, probably in their early teens, were examples of youth who had

 

Their senses exercised to discern both good and evil (Hebrews 5:14).

 

Let us look at how Daniel’s “hands-on, minds-on, hearts-on” training and “knowledge, understanding, and wisdom” worked for him (and we can assume also for his three friends) in the pagan court of King Nebuchadnezzar. Daniel could have made an issue of being renamed after a pagan God (from “God is my judge” to “Belteshazzar” ‘Favored of Bel’), [22, p. 907] but he didn’t. That would have been a spiritually perceived issue, one that would be harder to defend in the pagan court of the king. He chose an issue that had a much greater chance of success, a display of wisdom.

 

“Hearts-on”

 

Daniel purposed in his heart that he would not defile himself with the portion of the king's meat, nor with the wine which he drank.

 

“Minds-on” and “hands-on”

 

“Prove thy servants, I beseech thee, ten days; and let them give us pulse to eat, and water to drink. Then let our countenances be looked upon before thee, and the countenance of the children that eat of the portion of the king's meat: and as thou seest, deal with thy servants. So he consented to them in this matter, and proved them ten days.”

 

Daniel: Skillful in all wisdom, cunning in knowledge, understanding science [nutrition in this example].

 

“And at the end of ten days their countenances appeared fairer and fatter in flesh than all the children which did eat the portion of the king's meat.”

 

Understanding science (hands-on) won a spiritual issue (hearts-on).

 

After their three years of training in the pagan court, what was the result?

 

“And the king communed with them; and among them all was found none like Daniel, Hananiah, Mishael, and Azariah: therefore stood they before the king. And in all matters of wisdom and understanding, that the king inquired of them, he found them ten times better than all the magicians and astrologers that were in all his realm.”

 

Reason for their success? Products of Psalm 78, Deuteronomy 6:6-9; 11:18-20, Proverbs 2:2-6, and Hebrews 5:14. Their parents had obviously instilled these principles into the minds and hearts while they were young.

 

Who trained their parents?

 

According to Jewish history the parents would normally follow the principles of teaching as stated in Deut. 6:6-9; 11:18-20; and Psalm 78:5,6. The parent’s teachers were commonly the Levites who were supported by the tithe. During their religious festivals a great amount of religious instruction was given. As soon as a child could speak their education began with being taught about God and His ways. [The sad story is that the Jews soon quit observing the Sabbath. When this occurred, they soon forget who their creator was, and when a people forget who their creator is, then all of His laws are also forgotten. This would also include the standards for raising their children. According to Benson (1, pp. 21, 24-25, 27-29]:

“And the king communed with them; and among them all was found none like Daniel, Hananiah, Mishael, and Azariah: therefore stood they before the king. And in all matters of wisdom and understanding, that the king inquired of them, he found them ten times better than all the magicians and astrologers that were in all his realm.”

 

Reason for their success? Products of Psalm 78, Deuteronomy 6:6-9; 11:18-20, Proverbs 2:2-6, and Hebrews 5:14. Their parents had obviously instilled these principles into the minds and hearts while they were young.