In the early 20th century, German scientist Alfred Wegener introduced the idea of continental drift, proposing that Earth's continents were once joined in a massive supercontinent called Pangaea. Though initially dismissed, his theory gained traction in the 1960s with the emergence of plate tectonics—a unifying model that explains how Earth's outer shell is divided into moving plates. This theory, now a cornerstone of modern geology, posits that Pangaea began to break apart roughly 230 million years ago, eventually forming the continents we recognize today. The overwhelming evidence for this process includes matching fossils on different continents, corresponding rock formations, and patterns in ancient species distribution. Radiometric dating techniques support the conclusion that Earth is about 4.54 billion years old, a timescale that allows for the slow, natural processes responsible for shaping the planet.
In stark contrast, Liberty University's Center for Creation Studies offers an alternative interpretation of Earth’s history rooted in a literal reading of the Bible. Situated in the Rawlings School of Divinity’s Freedom Tower—the tallest building in Lynchburg, Virginia—the Center teaches students to understand science through the lens of Genesis. Its Great Deluge Theory, based on the biblical account of Noah's Flood, rejects the mainstream scientific consensus. Instead of accepting that Earth’s continents drifted apart over hundreds of millions of years, the Center asserts that many geological features, including fossil layers and sedimentary rock strata, were formed rapidly during a single global flood event just a few thousand years ago. Young Earth creationism, which underpins the curriculum, maintains that the planet is no older than 10,000 years, and that natural history can be fully explained through divine intervention.
The divergence between these views is more than a matter of interpretation—it reflects fundamentally different epistemologies. Plate tectonics is grounded in empirical research, the scientific method, and peer review. It invites scrutiny, thrives on testable hypotheses, and evolves in response to new evidence. In contrast, Liberty’s model begins with a predetermined conclusion: the Bible is historically and scientifically accurate in every detail. Evidence is selectively interpreted to fit this framework, and contradictory data—no matter how extensive—is either reinterpreted or dismissed. This approach aligns more closely with apologetics than with science.
While Liberty University positions its creationist program as a means to equip students to "contend for their faith," critics argue that it misrepresents scientific knowledge and undermines science education. By framing the Great Deluge as a viable scientific alternative to plate tectonics, the institution promotes a parallel academic universe in which faith-based doctrines masquerade as empirical conclusions. The implications go beyond the classroom. As Liberty-trained educators and policymakers enter the workforce, the divide between evidence-based science and theological worldviews has the potential to further erode public understanding of geology, biology, and climate science.
The tension between these two narratives—one driven by data and theory, the other by scripture and conviction—mirrors broader cultural and political divides in the United States. In this climate, Liberty University’s Great Deluge Theory stands not merely as a fringe belief but as part of an organized ideological project. It seeks to challenge the authority of secular science and replace it with a creationist worldview, reinforced by institutional power, strategic philanthropy, and media amplification through outlets like Fox News and Turning Point USA.
Pangaea remains a foundational concept in understanding Earth's deep past—a testament to scientific inquiry and intellectual perseverance. The Great Deluge Theory, by contrast, functions more as a religious counter-narrative, one that reveals the growing influence of Christian nationalism within certain sectors of U.S. higher education. At Liberty University, students are taught not only to question modern geology but to replace it with a model of the Earth shaped by divine catastrophe. In doing so, the institution asserts a theological vision of reality that stands in direct opposition to the scientific consensus.
This conflict raises urgent questions about the role of ideology in higher education and the future of scientific literacy in a society increasingly divided along epistemological lines.
Sources:
National Center for Science Education. “The Creationist Assault on Geology.” NCSE Reports.
https://ncse.ngo/creationist-assault-geology
U.S. Geological Survey (USGS). “Geologic Time.”
https://www.usgs.gov/programs/earthquake-hazards/geologic-time
Wegener, Alfred. The Origin of Continents and Oceans. Translated edition, Dover Publications, 1966.
Liberty University. “Center for Creation Studies.”
https://www.liberty.edu/academics/creationstudies/
Liberty University Rawlings School of Divinity. “Freedom Tower Overview.”
https://www.liberty.edu/divinity/freedom-tower/
Numbers, Ronald L. The Creationists: From Scientific Creationism to Intelligent Design. Harvard University Press, 2006.
Scott, Eugenie C. Evolution vs. Creationism: An Introduction. University of California Press, 2009.
Radiometric Dating and the Age of the Earth. TalkOrigins Archive.
http://www.talkorigins.org/faqs/dating.html
Lisle, Jason. The Ultimate Proof of Creation. Master Books, 2009. (Representative of Liberty-style apologetics)
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