Die dosering van biologie in Skriflig aan die sekondêre skool

Abstract

The idea often prevails that in educating the child (generally) norms, faith and religion may play a role, but when it comes to teaching a science, especially one of the natural sciences, reason should take over. This is a dualistic approach because one cannot educate without teaching or teach without educating. To what extent, then, shall we consult the Bible in the teaching of biology? Shall we use it as a second hand book? The idea is rather that the Bible supply us with a framework and background against which biology should be studied and taught. Let us view the matter from the viewpoint of the Kingdom of God which has come to earth (Luke 17 : 21) and of which the biologist (biology teacher) end the child ere citizens. As a "prophet" in this Kingdom the biologist has the task of reading the book of nature es one of the ways in which God reveals Himself. The biology teacher will aid the pupil in doing the same, end in doing so, point out the fact that only a Creator of great power and wisdom is capable of bringing into existence such a fantastic variety of living organisms. As "priest" and "king" the biologist must learn how to apply the acquired knowledge and techniques in order to live a fuller and more fruitful life to the glory of God. Only by conscientious study of his subject as well as of the Scriptures will he gain insight into how he can teach the child in such a way as to realise the educational aims and objectives and thereby prepare him to face the future in which concepts such as organ transplantations, gene engineering, but unfortunately also pollution and starvation, will be commonplace. Thus it is clear that the life and world vie~ of the teacher plays a vital role in the teaching of biology. Further aspects worthy of serious consideration are e.g. the problem of life itself, how life came into existence and how and to what extent life developed on earth.

Although the findings of science point to the fact that evolution did (and still does) take place, the child should be taught to recognise God as the Creator and Preserver of all things. That is why one not only finds a greet variety in nature, but also a remarkable uni~y - certain laws and characteristics common ta all or to certain groups of living beings. While dealing with his subject matter such as D~, osmosis, photosynthesis, the circulatory system and the differences between living and non-living matter, the Christian teacher will treat it in such a way as not to promote the wrong concepts with regard to mechanism, determinism and materialism. He must teach the child that life is · more than the matter with which it is associated and that it cannot be reduced to and explained only in terms of physical and chemical concepts.