The Christian and Higher Education
I am a Christian who has completed a master’s degree and am currently working toward a Ph.D., and I teach English literature at the high-school level. One of my teaching requirements is to use a particular book that contains some material involving drug use, sexual content, and similar themes. While parts of the book are objectionable, much of it is not, and I am permitted to be selective about which portions I assign to my students. My question is whether I am morally obligated to reject the book altogether, recognizing that doing so could result in serious professional consequences, or whether it would be acceptable to assign only those sections that avoid the immoral content.
I have a Christian friend who teaches high school science. Evolutionary propaganda fills the textbooks. He presents the authors’ viewpoints and clearly labels them as “theory.”
Then, using legitimate scientific methods, he presents evidence that challenges the theory of evolution. He is extremely popular, having been voted top teacher in his entire high school. He never compromises, but is “wise as a serpent and harmless as a dove.”
There may be occasions when head-to-head resistance is inevitable, with consequences that follow, but it doesn’t always have to be that way.
Reflecting on this matter, I was reminded of a situation from my own life as a twenty-four-year-old student. When I enrolled in the old Stockton College some forty-six years ago, I took a course in evolutionary biology. My professor was a kind gentleman and an ardent evolutionist. The evolutionary theories really went “against my grain.” However, I tried to be the best student I could. I did my work, participated in class discussions, was respectful, and genuinely liked my teacher. He knew that, and he enjoyed having me as his student.
When taking tests, I would preface my answers with phrases such as “According to the textbook...” Frequently, I would respectfully footnote my answers with my own response. In class, I would raise other points of view, but I did so without being rude or aggressive, courteously challenging the material. My teacher always listened carefully and, at times, offered a response.
I recall he posed this question to the class one day—though clearly it was aimed at me. “Since the saline ratio in human blood is virtually the equivalent of that found in the sea, what conclusion might be drawn from this analogy?”
When there was no immediate response from the class, he pointedly asked: “What would you say, Mr. Jackson?”
I responded: “Mr. Hall, I am sure some would suggest this indicates that humans had their origin in the sea.”
He smiled, pleased that I had concluded correctly the drift of his argument.
But I was not finished. “Another possibility might be that the same Chemist formulated both mixtures.”
He smiled even broader, knowing the “little” fox had outfoxed him. Sometimes “little foxes” do “spoil the vineyards” (Song of Solomon 2:15)!
One day, he announced, “Mr. Jackson, you will teach our class on Friday.” I did. He gave me the entire period! Throughout the semester, that offer was never made to any other student. Did I mention that I received an A for the course? Don’t bother to ask about other grades!
My point is this. There will be times when, in working within the secular educational system as a student or teacher, there will be confrontations that the Christian may not be able to step around, and truth must be defended. When that time comes, let us do so with grace and wisdom.
Our job is to sow the seed. Who knows when it may fall upon the good soil and eventually produce fruit?
We ought to thank God when he grants us opportunities to exert our influence in dangerous territory.
