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As the author spent seventeen years teaching science in state schools, rising to the level of Head of Department, he is well placed to write a book which raises serious questions about the basis for so much of what is taught in our modern schools.
Starting from the National Curriculum documents relating to the teaching of science, PAUL TAYLOR shows how the spiritual and moral contexts that were a fundamental part of early documents have been overlooked or removed from much of what is now taught. As he argues, ‘If … current science teaching in state schools is not neutral, but actually presents a secular philosophy to students, then it is incumbent upon Christians to take an informed position on this issue’.
TAYLOR shows that examples such as peppered moths and the use of fossils, although no longer accepted as definitive by many evolutionists, still appear in science text books as evidence for ‘evolution in practice’. This is a helpful book although, bearing in mind that the book has been developed from the author’s Masters degree thesis, some may find the chapters on ‘Spirituality and science’ and ‘The new physics’ a demanding read.
