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By CORNELIA DEAN
Published: February 12, 2007KINGSTON, R.I. — There is nothing much unusual about the 197-page dissertation Marcus R. Ross submitted in December to complete his doctoral degree in geosciences here at the University of Rhode Island.
His subject was the abundance and spread of mosasaurs, marine reptiles that, as he wrote, vanished at the end of the Cretaceous era about 65 million years ago. The work is “impeccable,” said David E. Fastovsky, a paleontologist and professor of geosciences at the university who was Dr. Ross’s dissertation adviser. “He was working within a strictly scientific framework, a conventional scientific framework.”
But Dr. Ross is hardly a conventional paleontologist. He is a “young earth creationist” — he believes that the Bible is a literally true account of the creation of the universe, and that the earth is at most 10,000 years old.
For him, Dr. Ross said, the methods and theories of paleontology are one “paradigm” for studying the past, and Scripture is another. In the paleontological paradigm, he said, the dates in his dissertation are entirely appropriate. The fact that as a young earth creationist he has a different view just means, he said, “that I am separating the different paradigms.”
He likened his situation to that of a socialist studying economics in a department with a supply-side bent. “People hold all sorts of opinions different from the department in which they graduate,” he said. “What’s that to anybody else?”
But not everyone is happy with that approach. “People go somewhat bananas when they hear about this,” said Jon C. Boothroyd, a professor of geosciences at Rhode Island.
In theory, scientists look to nature for answers to questions about nature, and test those answers with experiment and observation. For Biblical literalists, Scripture is the final authority. As a creationist raised in an evangelical household and a paleontologist who said he was “just captivated” as a child by dinosaurs and fossils, Dr. Ross embodies conflicts between these two approaches. The conflicts arise often these days, particularly as people debate the teaching of evolution.
And, for some, his case raises thorny philosophical and practical questions. May a secular university deny otherwise qualified students a degree because of their religion? Can a student produce intellectually honest work that contradicts deeply held beliefs? Should it be obligatory (or forbidden) for universities to consider how students will use the degrees they earn?