Date

8-20-2026

Department

Rawlings School of Divinity

Degree

Doctor of Philosophy in Christian Leadership (PhD)

Chair

David Edgell

Keywords

indoctrination, evolution, separation of church and state, establishment clause, Arkansas, central Arkansas, deep south, creationism, intelligent design, Muslim, Hindu, Christianity, Buddhism, christian, science, teachers, educators, curriculum, pedagogy, ethical, unethical, mandate, education, leadership, pedagogical differences with state mandates

Disciplines

Curriculum and Instruction | Educational Leadership

Abstract

The purpose of this mixed-methods research was to assess the ethical implications that central Arkansas Christian science teachers faced when evolutionary theory was taught without critical examination. This study first collected data in a quantitative form to identify public high schools in Central Arkansas that taught evolutionary theory without presenting opposing views. This study then collected data in the qualitative form regarding Christian science teachers’ perceptions of the school system's alternative views contrary to evolution. The data was then analyzed to determine if teaching evolution without alternative views in Arkansas public high schools was considered either ethical or unethical. The findings of this study indicated the Christian science teachers’ experienced attitudes toward ethicality. Following a critical reflection of prior assumptions and presuppositions concerning the disallowance of opposing thought to evolution in the classroom, the findings will unequivocally contribute to educational strategies and potential policy modifications in the future by revealing the moral implications that can result.

Download

Share

COinS