I prepared the following document in 1989 at a friend's suggestion. So far as I know, it is the only document of its kind. * * * SCIENCE EDUCATION IN PREPARATION FOR THE MINISTRY Proposed Objectives Prior to ordination, a candidate for the full-time ministry should be able to: Define the following terms and explain their importance: acid rain AIDS Alzheimer's disease atherosclerosis atom atomic nucleus atomic fission atomic fusion bacterium big bang black hole cancer carbohydrate chromosome chemical compound chemical element comet conjecture dark matter delusion diabetes DNA ecology ecosystem efficiency (thermodynamic) electron electromagnetic force embryo emphysema energy entropy evolution experiment experimental control fact fat fetus fossil galaxy gene general relativity genus geologic column gravitation greenhouse effect gross national product hallucination hypothesis immune system isotope mutation natural selection neutron nova ozone layer photon photosynthesis phylum phylogeny planet plate tectonics pneumonia protein proton quantum physics quark radioactivity red shift RNA seizure disorder special relativity species speciation star supernova taxonomy theory virus vitamin Distinguish conjecture, hypothesis, theory, fact, opinion, and knowledge. Explain why we say that all scientific knowledge is tentative. Recognize the basic methods of science, and how to recognize pseudoscience. Explain why a public debate is the wrong format for examining scientific questions. Describe why there is presently a scientific consensus that each of the following is a successful theory: The universe began in the "big bang" approximately 15 billion years ago, and is still expanding. The stars are powered by nuclear reactions. The heavy elements from which our bodies are made were synthesized billions of years ago in the explosions of very large stars. The solar system, including the earth, formed approximatley 4.6 billion years ago by gravitational effects within a cloud of interstellar dust. The sun is a star. The earth is round, spins on its axis, and orbits the sun. All living organisms on earth share a common ancestry. Evolution proceeds because of random genetic mutations, and natural selection is the non-random factor that gives direction to evolution. Our present-day atmosphere is the result of life on earth. Distinguish the strong force, the electromagnetic force, the weak force, and gravitation. Give examples how each affects our world. Explain why the positively-charged protons in the nuclei of heavy atoms do not fly apart. List the laws of thermodynamics and describe generally how they are derived. Explain why a perpetual motion machine is considered impossible. Give the speed of light, the present size of the universe, the number of galaxies in the universe, the number of stars in our galaxy, and the number and names of the planets in the solar system. Describe current thinking about the eventual fate of the universe. State the Heisenberg uncertainty principle and explain its real significance in the process of scientific inquiry. Outline current thinking about the history of the earth from its beginning. Describe the causes of earthquakes. Describe Mendelian inheritance and correlate it with the mechanisms of hereditary at the molecular and cellular levels. Discuss the significance of genetics to human problems. Describe the basic anatomy and physiology of the brain. Briefly describe the historical theories of mind-body (interactionism, behaviorism, epiphenomenalism, parallelism.) Describe the range of current ideas about the relationship of mind to brain, and recognize the teachings of various Christian denominations on the subject. Describe the development the various components of the nervous system before birth, and mention the times at which various changes take place. Tell in what ways fertilized eggs, embryos, and fetuses of various ages are like adults, and in what ways they are different. Describe chimerism (one person from two different fertilized eggs) in humans. Explain the causes of sickle cell disease, Duchenne muscular dystrophy, cystic fibrosis, Down syndrome, tuberous sclerosis, and cerebral palsy. Describe the techniques and problems of pre-natal screening for genetic disease. Describe the effects of alcohol, tobacco, and illegal drug use, on health. Describe the effects of atherosclerosis on humans, and cite the real risk factors. Describe the common cancers, and how they are distinguished. Recognize that "cancer" is hundreds of different diseases. Describe Alzheimer's disease, and its impact on patients and their families. Describe the various methods currently used for capital punishment, and the results of current studies on the actual impact of capital punishment on criminal behavior and criminal justice. Describe the phenomenology of reported autoscopic, transcendental, and infernal near-death experiences. Discuss what different people have thought about its significance. Accurately state the facts that are basic to any discussion of world population problems. Describe the origin, known dangers, and probable effects of various pollutants. Describe the probable effects of a nuclear war. Describe the major epidemic and endemic diseases of history, and the factors involved in their disappearance. Describe the mechanisms, advantages, effectiveness, and real hazards of all present-day techniques of family planning. Recognize the advantages and dangers of the various forms of energy production. Accurately explain why scientists use animals in research, what safeguards exist to protect animals, and ethical problems with their use. Briefly describe the purposes, methods, and implications of work with recombinant DNA. Describe the importance of the autopsy in the modern health care system. Explain the processes of embalming and cremation. Describe the phenomenology and probable causes of these psychiatric syndromes in which religious thinking often figures prominently: major depression obsessive-compulsive disorder post-traumatic stress disorder schizophrenia Understand the basic techniques of hypnosis, and the applicability of this knowledge to the practices of certain Christian and non-Christian sects. Distinguish "the scientific world view" of dogmatic atheism and the "world-view" of real science. Explain why "science" provides no answers for many questions of concern to Christians. Discuss the many different ways in which contemporary Christians deal with apparent conflicts between science and the Bible and Christian tradition. * * * The heaven of heavens is the LORD'S But He entrusted the earth to its people. -- Psalm 115: 15. The Psalmist's words ring true in our technological age, perhaps more than ever before. Yet I have found our own pastors -- through no fault of their own -- poorly-equipped to answer the questions raised by new knowledge and new technologies. I have a proposed solution, and am placing this on the "Net" in the hopes that visitors will find it interesting and helpful. The abysmal performance of U.S. students on tests of science knowledge has become a national scandal. Public schools and even elementary college courses leave adults totally unprepared to think about the major problems of our times. In fact, "science education" of adults has largely been pre- empted by bunko artists. Frankly, Bishop, I am getting tired of watching well-intentioned religious leaders serve as mouthpieces for certain obvious charlatans of both right and left. I know one Episcopal priest who was dead-set against all forms of nuclear power "because it destroys atoms that God made." (This man was astounded to learn from me that God appears to have made more nuclear reactors -- stars -- than anything else.) I know another generally-sensible clergyman who actually believes "evolution cannot have happened because it violates the second law of thermodynamics". (This "fundamentalist" claim is simply wrong, but it is almost impossible to explain the fallacy to someone with a weak science background.) I know of yet another Episcopal minister who is opposed to all biotechnology "because it violates the species integrity God has ordained". (This is utter nonsense. Earlier this year, I heard the leading opponent of biotechnology deliver a tirade against digital watches, because they lack the revolving hands that remind us of the sun moving through the sky.) And when I was in college, I ran into a Roman Catholic pastor who actually believed efforts to protect our atmosphere are misguided "because God would never allow the weather to change drastically." Scientific illiteracy is most serious when it affects those whose duty is to lead public opinion. We all remember when James Watt explained that maintaining our wilderness was futile -- he had been deceived by the creation-science misrepresentation of the second law. Since then, pronouncements by some well-meaning Episcopalians against biotechnology have indicated a basic lack of understanding of what is really happening. It is easy for us to laud new technologies (those we imagine we like) by citing "man's role as creator and steward". It is easy for us to damn new technologies (those we think we don't like) by citing "man's fallenness, brokenness, and sinfulness". But if we Christians are to have any credibility in a scientific age, we must start by actually understanding the science on which new technologies are based, and the likely effect of each new technology on our world. The first task of the Church on earth is the worship of God and the salvation of souls. It is not important for a minister to explain why the sky is blue, how a kidney functions in health and disease, how his or her telephone works, or how we discovered quarks. But a secondary task of the ordained clergy has always been to guide God's people in thinking about the issues that confront us in a changing world. This must be informed guidance. There is another reason for a preacher to study science. The sight of the clear night sky still awakens, in most of us, the sense of religious awe celebrated by ancient Israel (Job, Psalm 19, and so many others). When most serious people think about God today, we think first of the Creator Whose reality and goodness is shown in a universe that "works" and is filled with beautiful, mostly happy creatures. Not only is a knowledge of science a necessity, it is also a basis for many good sermons. To promote discussion, here are proposed objectives for a seminary-level science course specially designed for the needs of today's clergy. I have taught science at the graduate level for ten years. All these objectives could be accomplished in a series of approximately 60 lectures prepared by a group of praticing scientists. It seems to me that every one of these objectives is more important to today's student minister than, "Compare and contrast the theologies of Karl Barth and Rudolf Bultmann." In preparing these objectives, I have omitted terms from the social sciences. I know that the seminaries cover economic theory, medical ethics, everyday law, computer literacy, and interviewing skills in other courses. The Episcopal church is historically the most progressive and enlightened of the major Christian denominations. This has been due primarily to the wise leadership of her Bishops. If we have survived such divisive problems as "women clergy", "gays", and even "abortion", surely we can safely talk about "scientific literacy". We want the public to be able to take us seriously. Let's deal with the problem now. Sincerely, Edward R. Friedlander, M.D. erf@alum.uhs.edu