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Scientific Method and Religious Faith

Posted on: Wednesday, 4 January 2006, 18:00 CST

Scientific method and religious faith

I previously argued that evolution and religion should co-exist. But I did not wish to imply that evolution and the religious concept, intelligent design, are equivalent scientific theories. Since my letter, George Luce has argued (Dec. 2) that both ID and evolution are proven hypotheses, and D.T. Jones that evolution is a myth and nothing has been proven (Dec. 7).

This thinking reflects the absolutely awful job science teachers are doing both in lower grades and college. So awful that students view science as too dull and difficult to be worth learning. We teachers fail to convey the pleasure that science gives scientists in intellectual stimulation, creativity and challenges.

A scientific theory must be tested by independent scientists with no ax to grind, and must make predictions that are found to be true. Papers in science are only published after review by independent scientists (peer review), and must stand the test of time. Darwins ideas have passed these tests. No reputable biological scientist doubts the basic truth of evolution.

In contrast, there is not a single demonstration that the tenets of ID are scientifically true, as shown by repeatable experiments. The New York Times (Dec. 4) reported that The Templeton Foundation, a supporter of projects to reconcile science and religion, says that after providing grants to support conferences and courses on ID, it advertised for research proposals, but they never came in. Having faith means believing without proof. How does one go about proving in a scientific (repeatable) way that God exists?

Many ideas in science are not supported by all Americans. Quantum mechanics states the seemingly silly notion that light is both a wave and a particle. Einsteins theory of relativity states that space-time is curved and so light waves bend near the sun. Most Americans do not understand quantum mechanics or Einstein. If theories of science can only be taught in public schools if they are popular, we will be in the peculiar position of having citizens who do not understand, or wish to understand, science vote on how science should be taught. Chaos would result, and we would lose our lead in science and applied technology.

William A. Pryor, Ph.D., director

Biodynamics Institute, LSU Baton Rouge

Source: Advocate; Baton Rouge, La.

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