Titlebook: Science and Religion in Education; Berry Billingsley,Keith Chappell,Michael J. Reiss Book 2019 Springer Nature Switzerland AG 2019 creatio

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Beyond Barbour: New Ways of Teaching the Relationship Between Science and Religioncontested categories as fitting into four broad relationships of conflict, independence, dialogue or integration. This chapter introduces new pedagogical methods that reach Beyond Barbour for student introductions to science and religion.

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Turning Barbour’s Model ,: On Using Popular Culture to Teach About Science and Religiono achieve this, I outline a method for illustrating Barbour’s taxonomy by using the recent Disney/Pixar film . in a reciprocal manner: as an upshot, the message of the movie can be employed for modifying some aspects of the taxonomy.

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Introduction,boundaries that a curriculum puts around different types of knowledge and different ways of constructing knowledge work well in so many ways in education, but they can become barriers to asking and exploring questions that bridge science and religion if they become systematic and entrenched. At the

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Beyond Barbour: New Ways of Teaching the Relationship Between Science and Religionporary issues. SCM Press, London, 1998) fourfold typology on the relationship between science and religion. He categorises interactions between these contested categories as fitting into four broad relationships of conflict, independence, dialogue or integration. This chapter introduces new pedagogi

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Beyond Barbour: A Theology of Science from Ancient and Modern Thinkersersal nature of both science and religion, arguing instead that it is more fruitful to ask what a ‘theology of science’ might look like. ‘What does science do, and what is it for, within a theological worldview?’ This approach works very well in a teaching context when developed in two ways: (1) his

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The Mediated Nature of Knowledge: Paul Ricoeur’s Philosophy as a Means of Teaching Students About Sc worldviews. This assumption is based upon a problematic epistemological dichotomy in which scientific knowledge is considered concrete and certain, whereas religious knowledge is regarded as existential and experiential. Yet, such a division misrepresents both the nature of science and religion. By

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The Moral Impact of Studying Sciencermine those truths? The suggestion here is that the two fields should be compared on moral grounds: how do scientific and religious experiences affect the way a person lives his or her life? A hypothesis is presented in this vein: engaging in scientific work or education alters a person’s moral outl

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Autonomous Self and Inter-Processual Self: Two Ways of Explaining How People “See” and Live Relationtionship. Accordingly, it can be lived as a conflict, i.e. as agency striving to master independent and separate domains or as a process of dialogue or an integral relationship. In this chapter, we suggest that adopting one stance or the other depends on factors that go beyond the rational assessmen