Math is one of those things… one of those things that we tend to place quite quickly into the area of secular studies. But is that really where it should be?

I’m going to visit this issue looking at an article [pdf] written by Johan H de Klerk – School for Computer, Statistical and Mathematical Sciences – Potchefstroom University for Christian Higher Education – Potchefstroom, South Africa

Taking a look at the question, “Is there such a thing as Christian mathematics?” He answers:

No, there is no such a thing as Christian mathematics; and also no such a thing as unchristian mathematics. Yes, one can have a Christian perspective on mathematics. And yes, mathematics can be taught in a Christian way. As Christians, it is our calling to teach mathematics in a Christian way from a Christian perspective.

If I say there is no such a thing as Christian mathematics, I mean it in the same sense as saying there is no such a thing as Christian musical scales (or, for that matter, a Christian theory for the construction of musical scales). One system of musical scales may differ from another (for example Western and Eastern musical scales), but one cannot say that one is more “Christian” than the other. In the same sense one melody cannot be more “Christian” than another. Of course, if words were added to the music, one song might be more Christian than the other. In the same sense one can perhaps raise objections to the use of mathematics in designing an atomic bomb, but the calculus that is used to build the mathematical model or the numerical analysis that is used to solve the problem is neither “Christian” nor “unchristian”.

He then explains,

My first point of departure is that one’s whole life is religion and that there is no part of one’s life that can actually be called ‘secular’ ... [and] ... my second point of departure is the view of science in context. ... In contrast to the view of the logical positivists (that is, the so-called standard view of science), my view is: All aspects of one’s subject should be viewed in context with other, wider aspects, such as the history of mathematics, the laws of science, science in general (with its different viewpoints and paradigm shifts), nature and religion.

He then visualizes the science in context viewpoint as a point (the details of the subject) with some circles (the contexts), surrounding it, and also with some connection lines between the circles. “Some contexts,” he explains, “(such as the historical context for example), may even cut through the others.”

Then Klerk summarizes how he usually teaches his classes; he explains that he uses 5 points of context and enumerates them as follows.

• a. Introductory: What is mathematics? Is it possible to study this particular mathematical course from a Christian point of view? Man’s life always in God’s service. Science in context and the viewpoint of science in context as basis for a class discussion.
• b. The historical context: Some historical aspects regarding the subject. Some foundational matters from history. Some paradigm shifts, if any, from history.
• c. The context of mathematical theories and models: What is a theory? Induction and deduction in science and mathematics. Mathematical induction. Scientific models; models not equal to reality.
• d. The context of science and society: Different scientific views: positivism, logical positivism, modernism, post-modernism, etc (if applicable). The “power” of science. The idealization of science and mathematics. The ethics of mathematics (if applicable).
• e. The context of creation: Different world views (also concerning mathematics). The beauty of our world.
• f. The religious context: The science/theology debate. The beauty of God’s creation. Can mathematics become one’s idol/religion? Psalms 8 and 19. God as sustainer of His creation.

And then he concludes,

Typically, the details of any subject in the exact sciences—such as mathematics—as lectured by a Christian and by a non-Christian, would not differ. The difference, however, would rather be in the different contexts which are related to the subject under discussion. That is exactly what I have tried to illustrate. I believe that in this way I can fulfill my calling of teaching my scientific work in the light of God’s Word, in the words of Psalm 36:9 (which is also the motto of my university): In your light we see light

Is it not then reasonable to propose that even mathematics could be being taught from a humanist, secular point of perspective in the public schools? Is it so easy then to ridicule those that think it well to teach it from a Christian perspective? I fear some have forgotten that Satan will try to corrupt wherever at all possible. He may well influence the teaching of such neutral fixed-sciences as math.

Therefore I believe that a biblical worldview will influence every area of our life.

Yes. Even mathematics.