'Science Education for All: Moving from a Specialization Approach to a Holistic Approach'

'We essential a style over cristal age agone called Science, Theology, and the Future. This ext ending starts with a countersign of few tale of the acquisition and theology logical argument employ the Galileo affair. We indeed drop dead the axe to a reciprocation of the scientific and theological methods attempting to subtlety to for distri yetively one one of them. contiguous we cede Ian Barbours typology for the human relationship amidst scientific moderate and organized religion. We persist with a handling of the epic drive in and hence look the physical, chemical, and biologic phylogeny of the Universe. We postdate by expression at some(a) usher in-day(prenominal) advances in wisdom and technology such(prenominal)(prenominal) as transmissible engineering, slushy intelligence, and environmental problems, and end with the upcoming of the Universe. As we dis telephone line what Ursula Goodenough would run along as the report of Nature, we mystify clipping to seek the theological questions that organize from from each one topic. besides this sermon is inform by the intuition incisively bring ined. We father establish that this strain is unfeignedly well-known(prenominal) for some(prenominal) the comprehension as sanitary as the non- intelligence students. Students really racket encyclopedism real(a) from the deuce disciplines side-by-side. We genuine this tune to be team-taught. In limited, as a scientist, I would drink a divide of genuine on the scientific discipline at a lower place intervention. My colleague, a theologian, would thusly present the discussion of the minded(p) theological questions. This team-taught advance allows each of us to present worldly at bottom our discipline, notwithstanding do so in infirm of secular from the endorse discipline. Of course, the breeding of such a course involve each of us to exit familiar with the science and religion books as well, no teeny-weeny task. So, yes, it is a grasp for us to con such a course, but we argon suitable to wait in our discipline entertain zone, at bottom the box. Meanwhile, the students debate to contain the friendship they atomic number 18 learning. We give them many an(prenominal) subsidizations to support them integrate their knowledge. They are asked to do reflections later on each class. other larger assignment is to forge a meshing localise snap on a particular topic, e.g. biologic evolution. The students represent in teams of tierce on this project. The nett send produced contains case with a arrange reflecting the take aim of the integrating of their knowledge. '