If we went to school, we took science classes. As we got older, the classes and texts were 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 while we teach science, there is a serious drawback to doing so if we fail to step back and keep in mind the ultimate purposes of science from a biblical perspective. Having the right frame of mind about the God-given purposes of science will affect how we go about teaching and discussing scientific matters with our students.

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), 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, like Creation and the Flood), He was endorsing science (Psalm 111:2).

When God instructed Adam to name the animals, He instituted the field of biology (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). Job 12:8-10 emphasizes geology, while 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 a science lesson covering geology, cosmology, astronomy, physics, oceanography, nomology, optics, meteorology, and biology, including zoology, ornithology, entomology, herpetology, botany, and marine biology. Bottom line: God founded, endorsed, and even commanded science. As a science teacher/parent, you are a key factor in ensuring 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.

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, who have a firm stranglehold on public school science classrooms, would argue that science seeks to determine natural explanations for those things we observe in nature. Such a diminished perspective, however, was not how science has been viewed throughout history, because it neglects the definitive evidence for God,[1] is irrational, and even self-contradictory.[2] 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 science teachers, since at least two 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 that will help humans (1) to subdue and have dominion over the Earth (Genesis 1:28) 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 6:18[3]); and (2) to learn about God—His existence and nature (Romans 1:20; Hebrews 11:6)—by studying the things He has done (Psalm 111:2; Romans 1:20). Logically, therefore, Creation Science and Flood Science should be as much science subjects as are Biology and Chemistry, 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 (at least, a portion of it): subduing and having dominion over the Earth in order to live a good life. The second, extremely important purpose is, sadly, completely neglected, even in our Christian schools. Our science teachers and parents are charged with the critically important task of making sure our students/children 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), and yet we have fallen down on the job, allowing the world—our 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.”

A primary objective of this book is for students to learn about God, the amazing things He has done, and become excited and humbled by them, never to forget the message of the Flood. Are you ready to teach your students Flood Science?