Evolution Weekend is an opportunity for serious discussion and reflection on the relationship between religion and science. One important goal is to elevate the quality of the discussion on this critical topic - to move beyond sound bites. A second critical goal is to demonstrate that religious people from many faiths and locations understand that evolution is sound science and poses no problems for their faith. Finally, as with The Clergy Letters themselves, which have now been signed by more than 13,000 members of the clergy in the United States, Evolution Weekend makes it clear that those claiming that people must choose between religion and science are creating a false dichotomy.It's an outgrowth of the Clergy Letter Project, in which (as of Friday) 467 rabbis and more than 12,000 Christian clergy had subscribed to letters opposing attempts on any religious grounds to limit the teaching of evolution in public-school science classes.
I had the privilege of speaking about it this morning at Congregation Shomray Hadath. In truth, the idea of opposing the teaching of evolution on the grounds of a conflict with Torah is just about unknown in Judaism, even in Orthodox circles: almost no Jewish adults in North America reject science. A problem does occur from time to time in science classes in Orthodox day schools, but it largely reflects the immaturity of the students.
I said that, in workshops for teachers, I sometimes ask participants to write down the answers to two questions:
- Do you believe that we should teach the creation story in Genesis, chapter 1, to children?
- Do you believe that it represents scientific truth?
Religious Jews who "believe in" both evolution and Torah deal with it in various ways:
- Some see Torah and science as occupying different spheres of knowledge. They try to keep them separate and generally manage to ignore any apparent conflict.
- Some see the apparent conflict as demonstrating the limits of human knowledge, an approach dating back to Maimonides, who taught that if science and religion appear to conflict, it is only because our understanding of them is as yet insufficient.
- Many, probably the largest number in the liberal streams of Judaism, interpret parts of the Torah as metaphor and myth. This is the approach that Reform rabbis took in the Pittsburgh Platform (1885), which states, "We hold that the modern discoveries of scientific researches in the domain of nature and history are not antagonistic to the doctrines of Judaism, the Bible reflecting the primitive ideas of its own age, and at times clothing its conception of divine Providence and Justice dealing with men in miraculous narratives."
Similarly, Torah exists regardless of whether one "believes in" it and regardless of what anyone believes about it. The question for us is what we make of it.
Zealots might say that the bulk of American Jewry is able to cope with the difference between the creation story in Genesis 1 and what science tells us because most of us do not believe very much in God or Torah to begin with. I disagree with this, and side with the scholars who wryly observe that true faith does not require ratification by a committee of biologists.
It is easier for Jews than for Protestants because faith is really not central to Judaism as most of us know it. We do not have any concept of "justification by faith alone" (in that terminology, Judaism emphasizes justification by works), nor do we have any mandatory confession of faith. And we are not preoccupied with salvation; even on Yom Kippur, no rabbi calls out, "Come forward and be saved!"
The most elegant response is the one presented by Rev. Michael Dowd in his book Thank God for Evolution, about which I've written before. He argues that the Bible and science are not in conflict at all, but are telling the same story. They use different language; he calls them "day language" (the language of science and mundane reality) and "night language" (the language of dreams, poetry, and myth).
They also have different goals. The creation stories in Genesis (chapters 1 and 2) orient us, the People of Israel, to our place and role in the world, and it should come as no surprise that nations who view their places and roles differently should have different creation stories. We want to teach the story from chapter 1 to children because it depicts a universe in which God is control and has a plan, and the plan works as it should. Chapter 2 is less orderly; there's a lot of blundering. It explains to adults why the world in which we live is such a mess.We are seeing a continued and growing attack on the teaching of science in public schools, by political conservatives and religious fundamentalists who lobby state education departments, especially that of Texas—if a textbook cannot achieve adoption by the Texas authorities, it will probably never be published—to weaken the teaching of evolution. These demands include warning students that it is only a theory and presenting other theories, regardless of the fact that the other theories have no scientific support and amount to the teaching of religion.
Sometimes I even imagine a time in the future when we will need to send our students to Jewish day schools, not only in order to teach them Hebrew, Jewish life, and Jewish history, but also to teach them science. (And to protect them from fundamentalist Christian indoctrination in the guise of science.)
The version of the Clergy Letter for rabbis is here, and the list of rabbis who have signed it follows the letter.