As an historian of science, I belong to a small, somewhat esoteric club. Although there are dozens of colleges and universities within 75 miles of my own, there are no more than half a dozen faculty with similar expertise at all of those institutions combined. If we focus more narrowly on my particular specialty - the history of science and Christianity - then I am probably alone in Central and Eastern Pennsylvania.
Because we are rare birds, our influence outside of our own nests has usually been minimal, especially when it comes to science and religion - an area that seems to invite comments from anyone and everyone, whether or not they actually know anything about it. Our collective anonymity may now be changing, however, with the publication of a splendid new book from Harvard University Press, Galileo Goes to Jail and Other Myths about Science and Religion. The editor, Ronald L. Numbers, a former president of both the History of Science Society and the American Society of Church History, is a religious agnostic whose scholarship on the history of American religion and science is marked by meticulous accuracy and impartiality.
For a quarter century, Numbers and his colleague at the University of Wisconsin, David C. Lindberg, have led the way in challenging the commonly received view that the history of science and religion is best seen in terms of an ongoing, inevitable conflict, with science winning the war for cultural and epistemic territory. Although the conflict view ultimately derives from the European Enlightenment, its most influential expression was American. This is one of those cases in which you can judge the books by their covers - or, at least, by their titles. In 1874, NYU chemist John William Draper published his History of the Conflict between Religion and Science, and in 1896 the first president of Cornell, Andrew Dickson White, published A History of the Warfare of Science with Theology in Christendom. It is hard to say which one is worse, in terms of its scholarship, but my vote goes to White. Although he was a trained historian, White seems to have consulted primary sources about as often as he watched television. Consequently, his book is chock full of manufactured "facts," invented or misattributed "quotations," and unsupportable interpretations. Draper is not a great deal better, yet both books remain widely influential today, perhaps partly because the shoddy scholarship and outright nonsense they contain is central to the apologetics of contemporary unbelief. Why else would White's contribution to historical fiction be available for free download at infidels.org and Draper's book at positiveatheism.org?
The twenty-five authors in Numbers' book - one for each of the short, pithy chapters - serve writ on the conflict thesis and its legacy. (To view the contents, go to here.) Many contributors, including Numbers and Lindberg, are major players in the history of science, and at least two will be known to many readers who rarely venture into the field: Edward Larson, whose book on the Scopes trial won the Pulitzer Prize in History, and Michael Ruse, a distinguished philosopher and historian who often writes for general audiences. (Full disclosure: I wrote the chapter on Isaac Newton, but I do not mean to imply that I am a major player and my enthusiasm for the book would be undiminished if I had not contributed to it.) Twelve contributors are agnostics or atheists (by their own statements) and eight are Christians, so charges of advancing a clear ideological agenda will not stick. All of us wrote with ordinary readers, not specialists, in mind, making this a truly rare book: where else can you find such authoritative scholarship delivered so accessibly and fairly on such an important subject?
In effect, this book delivers a public obituary for the warfare view, which has been dead among historians for decades - though many scientists, journalists, and others who know far less about the topic apparently missed the funeral. In fact, the real history of religion and science is too complex, with too many important subtleties and significant mutual interactions, to be captured by any simple metaphor - not conflict, not harmony, nor any other single word that comes to mind. The people who actually lived through the events - those we historians call the "actors" themselves - very often saw things quite differently from the ways in which we've usually been told they saw them, or must have seen them.
How will all this go down? Whenever historians engage in debunking popular misconceptions, there are always people who want to shoot the messenger rather than to accept the truth of the message - especially when the truth of a given misconception is important to one's faith commitment. Numerous reviews by people from a range of faith commitments are readily available online; a detailed survey of their content is an exercise I leave to the reader. Those who need the warfare myth acknowledge the evidence but deny its significance; the facts about historical incidents are irrelevant to the logic of the arguments made now, they say, and anyone with half a brain knows that science is always triumphant over religion. Perhaps I ought to be more respectful: those whose minds are made up ought not to be confused by exposure to the facts.

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Sorry about all the typos in my post. I wish we had a way to edit our posts!
I appreciate the comments from Professor Davis. For those unfamiliar with the American Scientific Affiliation, I highly recommend their resources. The ASA has done a lot to defuse any skirmishes that continue.
I do agree that, among historians of science, the war between science and religion is over. However, any intramural disputes between historians do not come to the attention of local school boards.
Today that's where the battle is being fought. And I am not remotely sympathetic with Professor Davis's comment "Yet those same parents don't have much to say about it when their children are taught things that assault their religious views."
Too bad for those parents. They shouldn't have much to say about it. If it's good science--and it is--then all children get taught good science. It is a misreading the First Amendment to suggest these parent have any rights whatsoever to interfere with the teaching of good science in public schools.
It's interesting to observe the comments at the post above labelled "Culture War." Those comments highlight that the cessation of hostilities among historians may not be significant as a matter of public policy.
Amen, Unapologetic Catholic, Amen! I just read Lost Boy by Brent Jeffs, who was raised in the Fundamentalist Church of Jesus Christ of Latter Day Saints (Fundamentalist Mormons). This group practices polygamy and has many weird teachings. Brent was raped as a child by Warren Jeffs, their prophet, who is now serving time for child molestation, forced marriage of underage teenage girls, etc.
Anyway Brent spent most of his early years being educated by these Fundie Mormons. He was taught that the earth is young, and was formed from remains of other planets, which is how it got its ancient dino fossils, etc. (He was also taught that Mormons become gods and each god gets to rule his own planet.)
Later, when he left the group, he had a chance to attend public school. Of course, the natural history he learned in his public school science class was very different from what he was taught by the fundie Mormons. He would speak with his teachers after class, who would very patiently explain how science works and how scientists have come to know what they know.
My point here is to say that children deserve a good education. Teachers should be sensitive, but they should teach what the consensus of experts in their own professions accept. Anything else is a crime against education!
Unapologetic Catholic writes, "Too bad for those parents. They shouldn't have much to say about it. If it's good science--and it is--then all children get taught good science. It is a misreading the First Amendment to suggest these parent have any rights whatsoever to interfere with the teaching of good science in public schools."
We agree about what constitutes good science in this case. My point is about justice, not science education. If (say) it were considered good science to teach that whites are racially superior to blacks, and to relate that to evolution -- then perhaps we would both agree that parents might have a right to interfere with science teaching in public schools. This is precisely what (among other things) was taught in "A Civic Biology," the text that had been officially adopted for use in Tennessee schools several years prior to the Scopes trial.
What I would rather see is to have parents be given more options for spending their own tax dollars. This isn't about evolution, for the most part (though that figures into it). It's about justice. The state is not always right in what it choose to teach.
Let me drop that highly controversial line and simply make a prediction: as long as public education is monopolistic along the lines described here, evolution will continue to be a contested issue in public education. Get a new box for public education (which I do not expect to happen), and evolution will remain an issue for a good many Americans -- but not in the context of public education.
I'm very glad, however, that the main point of this thread has been so well received. Thank you for paying attention!
Hi,
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