Part of the purpose for this blog is to highlight what God is doing in and through those in our church community. Recently, we asked one of our members, Jennifer, to tell us how God is using her at a local college. Here is what she said:
For the past two years, I have been working as a professor at a local college. I was hired strictly to teach courses on Student Life Skills, but this past January I was approved to teach another course above and beyond my normal course-load. The course is called “The Social Environment” and it is an interdisciplinary course that provides students with an overview of all the different social sciences.
One of the social sciences that the course touches upon is Anthropology. Chapter 2 of the course textbook is all about Darwinian evolution. The authors have not only written the chapter in such a way that makes evolution appear to be fact, they also go as far as making very blatant statements against Christianity. For example, on page 31, the authors state the following:
“Whereas good scientists are always on the lookout for contradictory evidence, good religious people are not. Almost all religions, and certainly the Christian religion, require people to accept things on faith. Religious beliefs are supposed to be held regardless of the empirical evidence =- the more the empirical evidence contradicts the foundation of faith, the stronger the faith must be. This means that the two sides do not have a common method of resolving the debate.”
The beauty of teaching at the college level is that I have academic freedom. I am allowed to teach anything I want, even if it’s controversial, as long as I can tie it to the content of the course. As soon as I read this passage, I knew I had a perfect opportunity for evangelism, right there in the public, state-run classroom.
I had my students read the chapter, but instead of discussing the chapter right away, I showed them the first half of a documentary called, Maafa 21. Maafa 21 is a pro-life film that documents the early American Eugenics movement from its beginnings to present day. It exposes the American Eugenics Society as both the roots of Planned Parenthood as well as the inspiration for Hitler’s Nazi Germany. The film is very well documented. As students are watching, they openly will vocalize their shock and outrage at what they are seeing.
After the film, I ask students to consider what we are being taught in biology classes all over the world. I ask them: “If Darwinian evolution is true, then what can be implied? Can we imply that I am superior to some people in this room, because I am white? Can we imply that I have ‘evolved’ more than some of you? If Darwinian evolution is true, then wasn’t Hitler doing a good thing for the human race?” The students are obviously at a standstill here. On one hand, they’ve been taught all their lives that evolution is a fact. But now they are faced with historical evidence as to just how much Darwinian theory fuels racist ideas. No one really knows what to say, so I simply continue asking questions: “If evolution is true, then we must accept racism as not just social bias, but as scientific reason . . . but what if I told you that Darwin was wrong?”
At this point I will launch into a lecture on intelligent design. I explain nine points as to why there could be no Big Bang, and that it is completely impossible for one organism to change into another. I tell students that the entire lecture is available on my website if they want to look it over, and then I ask them to write a one-page reaction paper about the entire unit. The results are amazing.
I have taught this course three times, with an average of 35 students in each class. Out of approximately 100 students, I would say that 85 or so who walk away from the lecture no longer believe in evolution. Some of the students have commented in their essays that they were surprised, if not impressed by the arguments against evolution, and suddenly see the authors of their textbook, and the education system as a whole, as incredibly biased. Other students are downright angry that this information is being kept from them. When I asked them if they would like to see both sides of the issue taught in schools, there was a resounding yes; students expressed to me that they would like to have all the information supplied to them so that they could make up their own minds about human origins.
When it comes to sharing the truth, we can be very effective if we simply consider where God has placed us and think about how we can make a difference for the Kingdom of God. I am not in full-time ministry, but teaching this course is one way I can shine the light of God’s truth at my place of employment. I don’t even have to be sharing every day, either. A full semester at Miami Dade College is roughly sixteen weeks, and this discussion on racism and intelligent design only takes up about a week and a half of the entire semester. The rest of the time, I am teaching regular secular material.
I will admit that at the start of this unit, I am always a bit nervous, but once I begin I realize just how easy it is to be a witness to the truth. The evidence is solid and speaks for itself, making it very easy for me to share. When it comes to evangelism, all I need to do is look to God’s Word, and His creation, both of which are perfect. There is no need for any fancy planning or eloquent words. If I simply am faithful and tell others what I know, He will do the rest.
I hope this testimony is an encouragement to someone today. If God has put it on your heart to share the gospel at work, all you have to do is look around and ask God to show you how you can bring the truth to those in need.