Christian K. H. Gilbert
University of Hawaii at Manoa

Here is a circulating story about a God vs. Science debate. It is pretty long, but if you have the patience for it all, I have supplemented my comments at the end of the narrative. Don’t worry, it makes for a pretty interesting read.

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A science professor begins his school year with a lecture to the students, “Let me explain the problem science has with religion.” The atheist professor of philosophy pauses before his class and then asks one of his new students to stand.

“You’re a Christian, aren’t you, son?”

“Yes sir,” the student says.

“So you believe in God?”

“Absolutely.”

“Is God good?”

“Sure! God’s good.”

“Is God all-powerful? Can God do anything?”

“Yes.”

“Are you good or evil?”

“The Bible says I’m evil.”

The professor grins knowingly. “Aha! The Bible!” He considers for a moment. “Here’s one for you. Let’s say there’s a sick person over here and you can cure him. You can do it. Would you help him? Would you try?”

“Yes sir, I would.”

“So you’re good…!”

“I wouldn’t say that.”

“But why not say that? You’d help a sick and maimed person if you could. Most of us would if we could. But God doesn’t.”

The student does not answer, so the professor continues. “He doesn’t, does he? My brother was a Christian who died of cancer, even though he prayed to Jesus to heal him. How is this Jesus good? Hmmm? Can you answer that one?”

The student remains silent.

“No, you can’t, can you?” the professor says. He takes a sip of water from a glass on his desk to give the student time to relax.

“Let’s start again, young fella. Is God good?”

“Er…yes,” the student says.

“Is Satan good?”

The student doesn’t hesitate on this one. “No.”

“Then where does Satan come from?”

The student falters. “From God”

“That’s right. God made Satan, didn’t he? Tell me, son. Is there evil in this world?”

“Yes, sir.”

“Evil’s everywhere, isn’t it? And God did make everything, correct?”

“Yes.”

“So who created evil?” The professor continued, “If God created everything, then God created evil, since evil exists, and according to the principle that our works define who we are, then God is evil.”

Again, the student has no answer. “Is there sickness? Immorality? Hatred? Ugliness? All these terrible things, do they exist in this world?”

The student squirms on his feet. “Yes.”

“So who created them?”

The student does not answer again, so the professor repeats his question. “Who created them?” There is still no answer. Suddenly the lecturer breaks away to pace in front of the classroom. The class is mesmerized. “Tell me,” he continues onto another student. “Do you believe in Jesus Christ, son?”

The student’s voice betrays him and cracks. “Yes, professor, I do.”

The old man stops pacing. “Science says you have five senses you use to identify and observe the world around you. Have you ever seen Jesus?”

“No sir. I’ve never seen Him.”

“Then tell us if you’ve ever heard your Jesus?”

“No, sir, I have not.”

“Have you ever felt your Jesus, tasted your Jesus or smelt your Jesus? Have you ever had any sensory perception of Jesus Christ, or God for that matter?”

“No, sir, I’m afraid I haven’t.”

“Yet you still believe in him?”

“Yes.”

“According to the rules of empirical, testable, demonstrable protocol, science says your God doesn’t exist. What do you say to that, son?”

“Nothing,” the student replies. “I only have my faith.”

“Yes, faith,” the professor repeats. “And that is the problem science has with God. There is no evidence, only faith.”

The student stands quietly for a moment, before asking a question of His own. “Professor, is there such thing as heat?”

“Yes,” the professor replies. “There’s heat.”

“And is there such a thing as cold?”

“Yes, son, there’s cold too.”

“No sir, there isn’t.”

The professor turns to face the student, obviously interested. The room suddenly becomes very quiet. The student begins to explain. “You can have lots of heat, even more heat, super-heat, mega-heat, unlimited heat, white heat, a little heat or no heat, but we don’t have anything called ‘cold’. We can hit up to 458 degrees below zero, which is no heat, but we can’t go any further after that. There is no such thing as cold; otherwise we would be able to go colder than the lowest -458 degrees.”

“Every body or object is susceptible to study when it has or transmits energy, and heat is what makes a body or matter have or transmit energy. Absolute zero (-458 F) is the total absence of heat. You see, sir, cold is only a word we use to describe the absence of heat. We cannot measure cold. Heat we can measure in thermal units because heat is energy. Cold is not the opposite of heat, sir, just the absence of it.”

Silence across the room. A pen drops somewhere in the classroom, sounding like a hammer.

“What about darkness, professor. Is there such a thing as darkness?”

“Yes,” the professor replies without hesitation. “What is night if it isn’t darkness?”

“You’re wrong again, sir. Darkness is not something; it is the absence of something. You can have low light, normal light, bright light, flashing light, but if you have no light constantly you have nothing and it’s called darkness, isn’t it? That’s the meaning we use to define the word.”

“In reality, darkness isn’t. If it were, you would be able to make darkness darker, wouldn’t you?”

The professor begins to smile at the student in front of him. This will be a good semester. “So what point are you making, young man?”

“Yes, professor. My point is, your philosophical premise is flawed to start with, and so your conclusion must also be flawed.”

The professor’s face cannot hide his surprise this time. “Flawed? Can you explain how?”

“You are working on the premise of duality,” the student explains. “You argue that there is life and then there’s death; a good God and a bad God. You are viewing the concept of God as something finite, something we can measure. Sir, science can’t even explain a thought.”

“It uses electricity and magnetism, but has never seen, much less fully understood either one. To view death as the opposite of life is to be ignorant of the fact that death cannot exist as a substantive thing. Death is not the opposite of life, just the absence of it.”

“Now tell me, professor. Do you teach your students that they evolved from a monkey?”

“If you are referring to the natural evolutionary process, young man, yes, of course I do.”

“Have you ever observed evolution with your own eyes, sir?”

The professor begins to shake his head, still smiling, as he realizes where the argument is going. A very good semester, indeed.

“Since no one has ever observed the process of evolution at work and cannot even prove that this process is an on-going endeavor, are you not teaching your opinion, sir? Are you now not a scientist, but a preacher?”

The class is in uproar. The student remains silent until the commotion has subsided.

“To continue the point you were making earlier to the other student, let me give you an example of what I mean.”

The student looks around the room. “Is there anyone in the class who has ever seen the professor’s brain?” The class breaks out into laughter.

“Is there anyone here who has ever heard the professor’s brain, felt the professor’s brain, touched or smelt the professor’s brain? No one appears to have done so. So, according to the established rules of empirical, stable, demonstrable protocol, science says that you have no brain, with all due respect, sir.”

“So if science says you have no brain, how can we trust your lectures, sir?”

Now the room is silent. The professor just stares at the student, his face unreadable.

Finally, after what seems an eternity, the old man answers. “I guess you’ll have to take them on faith.”

“Now, you accept that there is faith, and, in fact, faith exists with life,” the student continues. “Now, sir, is there such a thing as evil?”

Now uncertain, the professor responds, “Of course, there is. We see it everyday. It is in the daily example of man’s inhumanity to man. It is in the multitude of crime and violence everywhere in the world. These manifestations are nothing else but evil.”

To this the student replied, “Evil does not exist sir, or at least it does not exist unto itself. Evil is simply the absence of God. It is just like darkness and cold, a word that man has created to describe the absence of God. God did not create evil. Evil is the result of what happens when man does not have God’s love present in his heart. It’s like the cold that comes when there is no heat or the darkness that comes when there is no light.”

The professor sat down.

The student’s conviction is very admirable, unfortunately his arguments are horribly misguiding. I think it is important to identify them so that one is not simply won over by the elegant writing and flow of the story. I am not attacking anyone’s beliefs, but I do think that for everyone’s benefit one should make a point to have sound arguments.

The student begins his argument by asserting that evolution cannot be proven or observed, indeed it can and it has. The number of transitional fossils found supporting evolutionary theory is daunting. Evidence from many different fields of science, found independently of one another, all support evolution. We have also been able to observe it, something once thought impossible to do. Bacteria in a human body adapt to antibiotics creating stronger generations of bacteria in a matter of days. Surviving populations of mosquitoes exposed to pesticides produce further generations resistant to pesticide. Transitional species, examples of macro evolution, have been found in fossil records and many are alive today. Examples include the lungfish or the platypus. Indeed, evolution has been accepted as fact. The only theories that remain under debate are the mechanisms causing change.

The student argues that since evolution cannot be proven (which indeed it has), the professor is stating an opinion, making him a preacher. Not that the difference in title carries any relevance, but does this mean then that preachers are those who state opinions? Are we then to dismiss anything a preacher teaches as mere opinion? The student’s claim backfires on religion, stripping its leaders of their credibility.

The student then asserts that it takes faith to believe that the professor has a brain because the professor’s brain cannot be seen, felt, or otherwise observed. Therefore it takes faith that the professor’s brain exists. Not so fast. We can reason that the professor has a brain. To break it down into digestible parts:

All living people have a brain.
The professor is a living person.
Therefore, the professor has a brain.

No faith or leaps are required. It is basic deductive logic.

Following this, the student gets the professor to define evil, which in itself is very subjective. The definition of evil can vary from person to person, culture to culture, or religion to religion. After getting the professor’s definition of evil, the student then asserts that evil is the absence of good. While this is masterfully and eloquently presented, the student provides nothing to support this claim. Just because a statement is elegantly delivered does not necessarily make it true. “Evil” is an idea, a concept, a subjective human construct. Likewise is “good.” To assert that “evil is the absence of good” is not a fact, it is a philosophy. A personal philosophy according to one individual.

It is all too common to be won over by an argument simply because it inspires feelings of victory or is eloquently written. This story was the classic stock episode of the underdog; the humble student overcomes the authoritative teacher. We like sotires like these. However, when used in an argument this can be dangerous because it becomes very easy for us to subscribe to ideas that may not be true. Particularly if these ideas affect the way we make major life decisions or judgements of other people. These have just been a few examples, but the world is filled with countless others.

P.S. Congratulations, you’ve read the entire entry! Or you’ve quickly skipped to the bottom after being scared away by the long text. Either way, I think it is only fair to reward you with a little something for going through all of that reading (or that fear). So here’s a clip with some cats.