From Creation Regained, Albert Wolters, pp. 22-24:

Our understanding of creation is usually restricted to the physical realm . . . [and we assume creation does not involve] the disciplines of sociology, aesthetics, political science, and economics. . . . We will not make such a distinction if we understand creation in terms of a law-subject correlation. God's ordinances also extend to the structures of society, to the world of art, to business and commerce. Human civilization is normed throughout. Everywhere we discover limits and proprieties, standards and criteria: in every field of human affairs there are right and wrong ways of doing things. There is nothing in human life that does not belong to the created order. 

[God's creational design applies to government.] The same holds true for such structures as the family and the church and for such modern institutions as businesses and schools. They too are grounded in the realities of God's world order and are therefore not arbitrary in their configuration. All schools and businesses have certain constant features that distinguish them from other institutions. The constancy of these distinguishing features must be referred to the nature of reality as given by God. Educators, for example, develop an intuitive sense for the distinctive structure of a school; if school board members try to run it like a business, they recognize that violence is being done to the nature of an educational institution. They are attuned to its normative structure, to the law that holds for it. Similarly, business executives know that a cannot be treated like a family. Relations in a firm have to be "businesslike" to be normative. . . . 

What is true for societal life is also true of culture. The worlds of art and pedagogy are bound to given standards. . . . Both artists and aestheticians are called, each in their own ways, to discern the criteria that define good art--criteria that are not arbitrary but rooted in a given order of things that must be honored. Things are no different in the field of pedagogy and child rearing. There are stages of emotional and intellectual maturity in the child's development that must be respected by the educator. The teacher cannot afford to ignore a child's natural curiosity or spontaneous playfulness. A pedagogy that ignores these given realities is antinormative; it flies in the face of the law of creation. 

And so we could go on. Human emotionality and sexuality, for example, are not normless. Our reasoning is subject to the laws of thought, our speech to semantic principles. Everything is subject to the given laws of God: everything is creational.... [All aspects of human life] are appointed and ordained by God as provinces of the earthly realm he created."