Incorporating theology and philosophy of science into the physics classroom

Abstract

This article is a small empirical study based on two assignments, both involving reading and writing, in two physics courses at a Christian college. Students read theological, philosophical, and scientific arguments and produced research papers. By performing interdisciplinary intellectual work, students considered the compatibility of science and Christian faith through a specific issue: the age of the earth and universe. Students indicated that they both changed and formed beliefs through their completion of the assignments. Furthermore, students became more amenable to the possibility that the principles of Christianity and science are compatible. The authors argue that incorporating theological questions into science classes fosters students' faith as well as their learning and moral development.