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Christian High School Science Teachers' Perspective View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Liberty University Digital Commons CHRISTIAN HIGH SCHOOL SCIENCE TEACHERS’ PERSPECTIVE TRANSFORMATION: THE JOURNEY FROM EVOLUTION TO CREATION by Paul Leslie Thorpe Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2018 1 CHRISTIAN HIGH SCHOOL SCIENCE TEACHERS’ PERSPECTIVE TRANSFORMATION: THE JOURNEY FROM EVOLUTION TO CREATION by Paul Leslie Thorpe A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg VA 2018 APPROVED BY: Dr. Tracey Pritchard, Committee Chair Dr. James Swezey, Committee Member Dr. Christopher Dorais, Committee Member 2 ABSTRACT The purpose of this hermeneutical phenomenology study was to explore and describe the perspective transformations of 11 science instructors teaching at Christian high schools. These science teachers previously believed the evolutionary paradigm of origins. However, they have all experienced a transformation and now hold a young-earth creation perspective and believe the literal six-day creation event in the book of Genesis is accurate and true. Transformation of perspective regarding origins is defined as a phenomenon of transformative faith accompanied by assimilation and accommodation of new knowledge as seen through the lens of Jack Mezirow’s (1991) transformative adult learning theory, and James Fowler’s (1981) faith development theory. Semi-structured interviews, written lived-experience descriptions, and curriculum samples of young-earth creation lesson plans provided the data for research. Analysis of the data was thematically driven and reflective. Using Creswell’s (2013) suggested method of phenomenological data analysis, information was collected, coded, and clustered into groups of codes which provided themes for the narrative. Findings of this study indicate the participants experienced perspective transformation through spiritual renewal and critical reflection on their previous assumptions and presuppositions. Keywords: biblical worldview, disorientating dilemma, inerrancy of the Bible, perspective transformation, progressive creationism, theistic evolution, young-earth creation 3 Acknowledgments First, I must give all the glory and praise to my Lord and Savior, Jesus; he has given me the vision and carried me through this journey from beginning to end. THANK YOU, JESUS! You are the author and perfecter of my faith. Next, I find it difficult to express in words how much my wife, Barb, has helped me during these last five years. She has been my personal editor, encourager, confidant, friend, and the love of my life throughout. Truly, I could not have done this without her love and support. I am also greatly indebted to my friend and mentor, Dr. Chris Dorais, who inspired me to attend Liberty University, and who along with my wife, has been a confidant from the beginning. I would also like to acknowledge and thank my friend, Sandy Perrine, who graciously used her expertise to edit my proposal for dissertation. Finally, I would like to acknowledge and thank my excellent dissertation committee members, Dr. Tracey Pritchard, Chairperson; Dr. James Swezey who also served as my research consultant, and Dr. Chris Dorais for their gracious acceptance of my dissertation oversight request, their fine guidance, and their confidence in me to finish the race. 4 Table of Contents ABSTRACT …………………………………………………………...........................................2 Acknowledgements .........................................................................................................................3 List of Tables ................................................................................................................................ 10 CHAPTER ONE: INTRODUCTION ........................................................................................... 11 Overview ........................................................................................................................... 11 Background ....................................................................................................................... 11 Worldview............................................................................................................. 12 Perspective of Origins ........................................................................................... 13 Evolution and Christian Education ................................................................................... 14 Situation to Self- ............................................................................................................... 16 Problem Statement ............................................................................................................ 18 Purpose Statement ............................................................................................................. 19 Significance of the Study .................................................................................................. 19 Research Questions ........................................................................................................... 20 Central Question ................................................................................................... 21 Sub-questions ........................................................................................................ 21 Definitions of Key Terms ................................................................................................. 22 Summary ........................................................................................................................... 24 CHAPTER TWO: LITERATURE REVIEW ............................................................................... 25 Overview ........................................................................................................................... 25 Theoretical Framework ..................................................................................................... 26 Transformative Adult Learning Theory ................................................................ 26 5 Faith Development Theory ................................................................................... 30 Related Literature.............................................................................................................. 32 Historical Foundations of the Christian School Movement .................................. 33 Biblical Worldview ............................................................................................... 35 Science and Worldview Formation ....................................................................... 38 Evolutionary Perspective ...................................................................................... 39 Teaching Evolution ............................................................................................... 41 Theistic Evolution ................................................................................................. 43 Young-Earth-Creation Science ............................................................................. 46 Cognitive Faith...................................................................................................... 49 Transcendent Faith and Spiritual Transformation ................................................ 51 Mission or Purpose ............................................................................................... 53 Summary ........................................................................................................................... 54 CHAPTER THREE: METHODS ................................................................................................. 57 Overview ........................................................................................................................... 57 Design ............................................................................................................................... 57 Research Questions ........................................................................................................... 58 Central Question ................................................................................................... 58 Sub-questions ........................................................................................................ 58 Setting ............................................................................................................................... 59 Participants ........................................................................................................................ 59 Procedures ......................................................................................................................... 61 The Researcher’s Role ...................................................................................................... 62 6 Data Collection ................................................................................................................. 63 Lived-Experience Descriptions ............................................................................. 64 Interviews .............................................................................................................. 64 Lesson Plans.......................................................................................................... 68 Data
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