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• W197316966 abstract "This study looked at how people respond to the apparent contradictions between modernscience and Biblically based religion. The research presents a typology of approaches toscience-religion dilemmas and describes the wide range of approaches taken by experts inthe area and laypeople.The primary instrument for data collection was a semi-structured interview which useddirect personal questions and questions about science-religion dilemmas. Interviews witha sample of 20 undergraduate students revealed several strategies that are not described inthe formal academic literature. A five-fold typology was devised which included thesestrategies.A dimension of developmental levels was identified in the transcripts, based on eachindividual's ability to identify and reflect on the apparent contradictions and on students'self-descriptions of their past approaches. The findings were used to devise a conceptualsequence to describe the cognitive development that takes place in this kind of thinking.A method of analysis was devised which inferred information about students' views ofscience and religion from the apparent contradictions that they identified. It was foundthat many students held views of science and religion that were in conflict and that theyhad not examined these views.The scheme was original in that it was based on semi-structured interviews aboutdilemma situations in the area, and it was accompanied by a relatively precise scheme ofanalysis.The conceptual sequences presented here could become the foundation of adevelopmental sequence, showing how students might advance in their thinking aboutscience-religion dilemmas from novice to expert. In the field of cognitive development,many researchers including Piaget and Kohlberg have used cross-sectional designs whenformulating developmental sequences. Once the initial concepts have been established,studies with a longitudinal design have been used to test and confirm the sequences.In the study here, a single age group was used and the descriptions of students' thinkingcannot be presented as developmental sequences. The stages do, however, follow fromone another conceptually. Further studies could look for evidence that they follow oneanother in time. When devising the conceptual links between the steps in the sequence, attention was paidto the published responses of philosophers, theologians and scientists to these kinds ofscience-religion dilemmas. These responses made by experts in their fields were studiedwith a view to discovering the characteristics of the thinking of individuals at the mostadvanced stage within the conceptual sequence.The analysis method developed in the project was applied to a second sample of 20interviews.The findings of this research have implications for the teaching of science and religion atschool and university. It has been suggested that when students with a Christianbackground reach adolescence, some students discard their religious beliefs on the basisthat they seem like fairy tales, while other students reject science because it is perceived to oppose their religious beliefs and a third group find the simultaneous contemplation ofscience and religion too challenging to bear. To prevent these outcomes, it has beensuggested that students should be exposed to more sophisticated ways of thinking aboutscience-religion dilemmas. This research indicates that if students are to consider thesealternative ideas, they will need to simultaneously explore other views of science andreligion. It is also argued that one way to raise students' interest in learning more aboutthe natures of science and religion would be to hold classroom discussions about science-religiondilemmas." @default.
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• W197316966 date "2004-01-01" @default.
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• W197316966 title "Ways of thinking about the apparent contradictions between science and religion" @default.
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