Abstract
Dating back to medieval times, and some would contend even ancient biblical times, scholars of the faith have made significant contributions to scientific discovery. Theology was considered foundational to the understanding of our natural world, and possibly the motivation for scientific enquiry. No tension existed between observation and study of the natural world and faith. In modern times the rift between science and faith, from a conservative evangelical perspective, has been ever-widening with both sides viewing the other with growing suspicion. This article reflected on the impact that this approach to science and faith has had on the faith formation of youth raised within evangelical faith communities. It investigated how conservative evangelical teachings concerning the creation story has hindered the faith formation of youth in this context. We connected this tension between science and faith as we considered connections to environmental justice as it related to youth in marginalised communities in South Africa. This article served as an introductory exploration of why we believe young people are not engaging with environmental issues.Contribution: As part of the special edition on youth, faith and climate change, this article reflects on the impact that the conflicted evangelical approaches to science and faith have on the faith formation of youth raised within evangelical faith communities. It investigates how fundamentalistic evangelical teachings concerning the creation story has hindered the faith formation of youth in this context. Within the context of environmental justice and inequality, this article highlights the need for church engagement on issues related to these conflicted approaches, its effect on how youth engage on issues affecting their environments, and youth ministry practice within evangelical churches.
Highlights
The title of this article plays on the opening words of Genesis 1:1 ‘In the beginning God created the heavens and the earth’ by asking the question: what do science and faith have to do with youth ministry? This article focuses on youth in their mid-teens who are between 15 and 18 years old, and most likely in grades 9–12 of their high school career in South Africa: For many young South Africans born either just before or after the demise of apartheid, termed ‘born frees’, the ongoing realities of poverty and inequality raise the question of whether they are truly free in this post-apartheid era. (Bowers Du Toit et al 2021:1–2)
It is the assumption of this article that young evangelical Christians grapple with teachings around creation and evolution taught at school level that may be perceived to conflict with religious teaching, which they are taught within a fundamentalistic1 evangelical Christian home or church
How the church equips these youth towards understanding who they are as Christians and how they can engage their communities is critical
Summary
The title of this article plays on the opening words of Genesis 1:1 ‘In the beginning God created the heavens and the earth’ by asking the question: what do science and faith have to do with youth ministry? This article focuses on youth in their mid-teens who are between 15 and 18 years old, and most likely in grades 9–12 of their high school career in South Africa: For many young South Africans born either just before or after the demise of apartheid, termed ‘born frees’, the ongoing realities of poverty and inequality raise the question of whether they are truly free in this post-apartheid era. (Bowers Du Toit et al 2021:1–2)It is the assumption of this article that young evangelical Christians grapple with teachings around creation and evolution taught at school level that may be perceived to conflict with religious teaching, which they are taught within a fundamentalistic1 evangelical Christian home or church. Young people who are exploring their Christian identity are simultaneously engaged in faith formation and how they navigate the moral choices they make during this time. Young people growing up in marginalised communities have less social capital to engage with issues concerning their living contexts and environment because of inadequate education within their schools and churches (Bowers Du Toit et al 2021).
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