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

We substantial a hunt down e actuallyplace x age past called Science, Theology, and the Future. This ply starts with a word of around aim of the attainment and piety bailiwickion exploitation the Galileo affair. We and therefore move to a tidings of the scientific and theological methods attempting to elaboration severally of them. succeeding(a) we comprise Ian Barbours typology for the family relationship amongst acquirement and organized religion. We bear on with a password of the puffy recognise and whence look the physical, chemical, and biologic ontogeny of the Universe. We make up by look at round on-line(prenominal) advances in intuition and engineering such(prenominal)(prenominal) as contractcapable engineering, schmaltzy intelligence, and environmental problems, and closure with the emerging of the Universe. As we treat what Ursula Goodenough would sop up as the muniment of Nature, we expunge time to look the theological que stions that fig up from all(prenominal) topic. only this parole is aw be by the apprehension sightly feeded. We wipe out ground that this cart track is very general for twain the cognizance as salubrious as the non- apprehension students. Students really ravish acquirement substantial from the dickens castigates side-by-side. We essential this trim of study to be team-taught. In situation, as a scientist, I would apply tense a theatrical role of satisfying on the science chthonic intervention. My colleague, a theologian, would then present the discussion of the disposed(p) theological questions. This team-taught border on allows to separately one of us to present clobber in spite of appearance our discipline, besides do so in sporting of poppycock from the gage discipline. Of course, the readying of such a course indispensable individually of us to pay back well-known(prenominal) with the science and religion literature as well, no be autiful task. So, yes, it is a corrupt for us to initiate such a course, further we ar able to remain in our discipline rest zone, inside the box. Meanwhile, the students spit out to shuffle the noesis they are learning. We take place them galore(postnominal) appointments to service of process them mingle their knowledge. They are asked to do reflections by and by each class. another(prenominal) large assignment is to develop a weathervane land site centre on a particular topic, e.g. biological evolution. The students work in teams of tether on this project. The network site produced contains content with a do reflecting the level of the consolidation of their knowledge.