Creation in Medical School Curricula?

From Issue: R&R – March 2011

Elsewhere in this issue of Reason & Revelation (Brooks, 2011), Will Brooks discusses a recent issue of The Scientist in which Leonid Moroz argues that courses on macroevolution should be included in the curricula of medical schools and biomedical Ph.D. programs (Moroz, 2010). Brooks convincingly argues that the debate over macroevolution has no place in such curricula. Although Moroz argues that viewing biology through the lenses of evolutionary theory is critical for optimal performance in medical and bio-medical fields, Brooks notes that even some evolutionists concede that biology makes sense in light of creation as well. He notes from a discussion he had while in graduate school that his advisor agreed that “the way in which we conduct biomedical research is unchanged” regardless of one’s stance on the creation/evolution debate (p. 19). In other words, the discussion is irrelevant for such curricula. My graduate research in the bio-mechanical field attests to this fact as well. Not once was evolutionary theory mentioned in any coursework or research—it was simply irrelevant to the task at hand.

That said, in actuality a strong case can be made for the inclusion of the creation model. The implications of the evolutionary principle known as “the survival of the fittest” were horribly carried out on the Jewish population by the Nazis in World War II in an attempt to create the “master race” (cf. Stein and Miller, 2008; Butt, 2001). In contrast, it is the Christian religion that enjoins principles that are in keeping with patient well-being. While genocide, abortion, and euthanasia are in keeping with the ideals of evolution, the Bible promotes compassion for the weak, sick, and hurting; sacrificing oneself to help others; treating others the way we would want to be treated; and doing our best at whatever we put our hands to—all hallmarks of the medical field. It is the Christian religion that has caused the number of hospitals to grow throughout the world and medicine to be given, often free of charge, to those in need. The American Red Cross, founded in 1881 by the deeply religious, Clara Barton (“A Brief History…,” 2010; Barton, 1922, 2:317-325), is heavily involved in helping others at home and abroad. According to the official American Red Cross Web site: “Today, in addition to domestic disaster relief, the American Red Cross offers compassionate services in five other areas…” (“About Us,” 2010).

Support of such compassionate efforts would certainly be considered among the ideals emphasized by Christianity. In fact, the emblem of the Red Cross is so synonymous with Christianity that it is not used in those countries where the logo is “by its very nature, offensive to Muslim soldiers” (“The History of the Emblems,” 2010; cf. “A Downside to Symbols…,” 2010). Many of the strides that have been made in the medical field in the last 200 years for the benefit of the world were made in this nation, which until the last 30-40 years essentially taught “Christian Biology” in schools. God, Christ, the Bible, and Creation were believed by most Americans and biology was taught through those lenses. The field of medicine or bio-medical research hardly suffered by not teaching evolution, but instead teaching Creation for all those years.

The atheistic evolutionary viewpoint would say, like Scrooge, if someone is not fit enough to live, they ought to die “and decrease the surplus population” (Dickens, 1843, p. 11). Christianity, on the other hand, results in self-sacrificial physicians. That’s the kind of doctor I want working on my family. Christianity fits very nicely in the medical field. Perhaps it should be a part of medical school curricula once again.


“About Us” (2010), American Red Cross,

“A Brief History of the American Red Cross” (2010), American Red Cross,

“A Downside to Symbols: Cultural Mismatches” (2010), History of Graphic Design, Symbols: The Alphabet of Human Thought,

Barton, William E. (1922), The Life of Clara Barton: Founder of the American Red Cross (New York: Houghton Mifflin).

Brooks, Will (2011), “Does Evolution Belong in Biomedical Curricula?” Reason & Revelation, 31[3]:18-20, March,

Butt, Kyle (2001), “Ideas Have Consequences,”

Dickens, Charles (1843), A Christmas Carol (New York: Aladdin Classics).

Moroz, Leonid (2010), “The Devolution of Evolution,” The Scientist, 24(11):36.

Stein, Ben and Kevin Miller (2008), Expelled: No Intelligence Allowed (Premise Media).

“The History of the Emblems” (2010), ICRC Resource Centre,


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