This two-volume collection of cutting edge thinking about science and religion shows how scientific and religious practices of inquiry can be viewed as logically compatible, complementary, and mutually supportive.

This two-volume collection of cutting edge thinking about science and religion shows how scientific and religious practices of inquiry can be viewed as logically compatible, complementary, and mutually supportive. Features submissions by world-leading scientists and philosophers Discusses a wide range of hotly debated issues, including Big Bang cosmology, evolution, intelligent design, dinosaurs and creation, general and special theories of relativity, dark energy, the Multiverse Hypothesis, and Super String Theory Includes articles on stem cell research and Bioethics by William (...) Hurlbut, who served on President Bush's Bioethics Committee. (shrink)

This two-volume collection of cutting edge thinking about science and religion shows how scientific and religious practices of inquiry can be viewed as logically compatible, complementary, and mutually supportive. Features submissions by world-leading scientists and philosophers Discusses a wide range of hotly debated issues, including Big Bang cosmology, evolution, intelligent design, dinosaurs and creation, general and special theories of relativity, dark energy, the Multiverse Hypothesis, and Super String Theory Includes articles on stem cell research and Bioethics by William (...) Hurlbut, who served on President Bush's Bioethics Committee. (shrink)

This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, (...) students and researchers in the fields of education, science, religious education and the growing specialist field of science and religion. Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. - Vaille Dawson, Professor of Science Education, University of Western Australia Science and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship, or their representation within the curriculum. - Professor Keith Taber, University of Cambridge Science education and religious education are uncomfortable bedfellows. This book, written in part as a response to the – perhaps too clear – accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people ‘receive’ an education in both science and religion: hearing their voices is refreshing in such a serious academic account. - Julian Stern, Professor of Education and Religion, York St John University Humans have long endeavored to make sense of the world often using science and religion. Yet, these two great traditions are frequently seen as incompatible. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. - William F. McComas, Distinguished Professor of Science Education, University of Arkansas Equal parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour’s taxonomy, you will want to read this book. If you have not, I implore you to read this book. - Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University. (shrink)

The author looks to "deep structures" or "submerged" models to give insight into Malebranche's thought. He finds two such models: the traditional model of "substance," according to which things are organized in a hierarchy of genera and species, and the model of "number" which emerged in the seventeenth century, and in accordance with which relations are manipulated to establish further relations. The two archetypal concepts, the one old, the other new, create a tension in many areas of thought. This tension (...) is examined first as it occurs in Descartes. With Malebranche the polarity becomes even more evident. The concept of number is at the base primarily of his epistemology and theory of science, that of substance primarily in his metaphysics and theology. The two spheres are however mutually affecting. Arithmetic and algebra provide Malebranche with "the true logic that serves to discover truth and produce in the mind all the extension of which it is capable." Algebra is "the most fruitful and certain of all sciences... with it the mind is capable of knowing all that can be known with certitude and evidence." Accordingly truths will be of the sort found in the relations typified in algebra as opposed to the subject-predicate relation appropriate to an ontology of substances generically conceived. Malebranche's "ideas," taken ontologically, are viewed by him as substantive entities. Epistemologically, however, they have the nature of relations of magnitude. "The order of truths as relations between ideas was equally," says Hobart, "an order of ideas that were themselves relations--in the same way that the relations between numbers were in effect relations between relations 'compounded to infinity'." The traditional concept of substance to which Hobart refers is primarily Platonic, for he says that in accordance with it, "The world of forms... is the truest and hence the most real, contrasting with the perceptible world in which things are not so perfect. This conception of reality enabled and indeed required the gradations of perfection from the perceptible and imperfect to the real and perfect, those infinite qualitative gradations that comprised the existence and plenitude of the great chain of being." Malebranche's attitude to this is seen by the author to be ambiguous. On the one hand, under the influence of the mathematical and relational way of conceiving truth, a true relation is both real and existent, and a false one neither real nor existent. Hence instead of thinking of reality in terms of gradations of qualities, it is taken simply as the existent, and therefore as merely disjunctive with the non-existent. Nothing can be predicated of the non-existent. At the same time Malebranche wants to retain the gradations of perfection. Thus he says, "But one can distinguish in God two kinds of truths or relations: relations of magnitude and relations of perfection," the latter being assigned to the realm of the practical and moral. The final chapter entitled "The Conflict between 'Substance' and 'Number'" is concerned with how this conflict affected Malebranche's understanding of the relation between science and religion. The conflict is described as occurring within the concepts of infinity, necessity and being in their relation to the divine nature. Finally there is the question of the relation of reason and faith, and here Hobart finds that a dual sense of faith and a dual sense of reason compete with one another in Malebranche's thought. This book is a subtle and novel treatment of the great Oratorian.--Robert McRae, University of Toronto. (shrink)

People discussing science and religion usually frame their conversations in terms of essentialist assumptions about science, assumptions requiring the existence (but not the specification) of criteria according to which science can be distinguished from other forms of inquiry. However, criteria functioning at a level of generality appropriate to such discussions may not exist at all. Essentialist assumptions may be avoided if science is understood within a broader context of human practices. In a philosophy of practices, (...) to label a practice as “scientific” is to make a practically motivated provision for a way of speaking. Charles Taylor and Joseph Rouse have produced complementary philosophies of practice that promote this kind of understanding. In this essay I review the work of Taylor and Rouse, identify apparent residues of essentialism that each seems to harbor, and offer a resolution to some of their disagreements. I also criticize a form of essentialism commonly employed in Christian circles and outline an anti-essentialist view of science that may be helpful in science-and-religion discussions. (shrink)

This paper examines the role of awe and wonder in scientific practice. Drawing on evidence from psychological research and the writings of scientists and science communicators, I argue that awe and wonder play a crucial role in scientific discovery. They focus our attention on the natural world, encourage open-mindedness, diminish the self (particularly feelings of self-importance), help to accord value to the objects that are being studied, and provide a mode of understanding in the absence of full knowledge. (...) I will flesh out implications of the role of awe and wonder in scientific discovery for debates on the relationship between science and religion. Abraham Heschel argued that awe and wonder are religious emotions because they reduce our feelings of self-importance, and thereby help to cultivate the proper reverent attitude towards God. Yet metaphysical naturalists such as Richard Dawkins insist that awe and wonder need not lead to any theistic commitments for scientists. The awe some scientists experience can be regarded as a form of non-theistic spirituality, which is neither a reductive naturalism nor theism. I will attempt to resolve the tension between these views by identifying some common ground. (shrink)

Philosophy, Science and Religion for Everyone brings together these great truth-seeking disciplines, and seeks to understand the ways in which they challenge and inform each other. Key topics and their areas of focus include: - Foundational Issues - why should anyone care about the science-and-religion debate? How do scientific claims relate to the truth? Is evolution compatible with design? - Faith and Rationality - can faith ever be rational? Are theism and atheism totally opposed? Is God (...) hidden or does God simply not exist? - Faith and Science - what provides a better explanation for the origin of the universe-science or religion? Faith and physics: can they be reconciled? Does contemporary neuroscience debunk religious belief? Creationism and evolutionary biology - what constitutes science and what constitutes pseudo-science? - Practical Implications - is fundamentalism just a problem for religious people? What are the ethical implications of the science-and-religion debate? Do logic and religion mix? This book is designed to be used in conjunction with the free 'Philosophy, Science and Religion' MOOC (massive open online course) created by the University of Edinburgh, and hosted by the Coursera platform (www.coursera.org). This book is also highly recommended for anyone looking for a concise overview of this fascinating discipline. (shrink)

I explore three challenges for the current dialogue between science and religion: the challenges from hermeneutics, feminisms, and postmodernisms. Hermeneutics, defined as the practice and theory of interpretation and understanding, not only deals with questions of interpreting texts and data but also examines the role and use of language in religion and in science, but it should not stop there. Results of the post‐Kuhnian discussion are used to exemplify a wider range of hermeneutical issues, such (...) as the ideological potential of scientific concepts, the dynamics of interdisciplinarity, and the significance of the socioeconomic situatedness of science and religion. Feminist research analyzes the consequences of the interplay of masculine, feminine, and gender typologies in religion and science. Examples from the history of science as well as current scientific conceptualizations indicate that beliefs in the inferiority of woman form part of our inherited scientific, religious, and metaphysical framework. It is argued that postmodernism in its most constructive form shares the best fruits of modernity, especially of the Enlightenment, while avoiding some of its most serious mistakes. In conclusion, reflecting on the three publics engaged in the dialogue between science and religion—academe, religious communities, and societies—I offer constructive suggestions and critical observations concerning the future of this dialogue. (shrink)

Religion is presented as a family of religions, identified by a cluster of religion-making features, most but not all of which must be present, involving beliefs and practices which are diverse and often in conflict. Because of differences in scope, application of scientific method, and vocabulary, science can also be regarded as a family—this time a family of sciences. The universality of the physical sciences contrasts with the more restricted scope of the earth sciences and the human (...) sciences. Their relationship can be shown by a three-tiered pyramid, with the physical sciences at the base, the human sciences at the top, and the earth sciences in the middle. Despite three notable differences between science and religion, science and religion are not, as popularly believed, in conflict. The contrary view, espoused by the “new atheists,” is shown to be based on oversimplified views of religion and science. There are nontheistic religions and science is committed, not to metaphysical naturalism (“scientism”), but only to methodological naturalism. Stephen Jay Gould escapes the conflict view by proposing that science and religion are independent “magisteria”, science being occupied with facts and religion with values. In divorcing the realm of facts from the realm of values, he too distorts their complex nature, for science is not devoid of values and religion makes claims about the facts. As Hume long ago suggested, facts and values are interconnected. While a fact is not the same as a value, a fact cannot support a value without presupposing another value in turn. Interaction between facts and values is here to stay. (shrink)

Abstractabstract:This essay proposes an unconventional approach to teaching "religion and medicine" to American medical students. Received frameworks for such teaching—articulated around faith denomination or "spirituality"—may imply that religiosities and their health effects are grounded in theology or transcendence, respectively. These frameworks may reify, or misrepresent relationships between, religion and science—for example, in supporting notions of conflict, or of an essentially secular character of technical progress. They can neglect ways in which biomedicine and its institutions are themselves engaged (...) with and productive of religious values. In order to move toward fuller student appreciation of diverse religious materialities and embodiments in health and biomedicine, the essay proposes "the sacred, in practice" as an organizing rubric. This pedagogical intervention pivots on notions of sacrality in anthropologies of religion and offers students a wide path to consider a spectrum of material, gestural conditions, and activities—transformative techniques, intensely valued objects, trusted texts, rituals—that mark and propagate religious valences and commitments within and around contemporary biomedicine. This sacred-in-practice approach meshes with standard theological and spiritual framings of the religion/health/medicine nexus, yet offers more capacious and flexible connections to work for which medical students are training, involving vulnerable bodies and material technologies of tremendous life- and world-shaping potency. (shrink)

As past president of both the History of Science Society and the American Society of Church History, Ronald L. Numbers is uniquely qualified to assess the historical relations between science and Christianity. In this collection of his most recent essays, he moves beyond the clichés of conflict and harmony to explore the tangled web of historical interactions involving scientific and religious beliefs. In his lead essay he offers an unprecedented overview of the history of science and Christianity (...) from the perspective of the ordinary people who filled the pews of churchesor loitered around outside. Unlike the elite scientists and theologians on whom most historians have focused, these vulgar Christians cared little about the discoveries of Copernicus, Newton, and Einstein. Instead, they worried about the causes of the diseases and disasters that directly affected their lives and about scientists preposterous attempts to trace human ancestry back to apes. Far from dismissing opinion-makers in the pulpit, Numbers closely looks at two the most influential Protestant theologians in nineteenth-century America: Charles Hodge and William Henry Green. Hodge, after decades of struggling to harmonize Gods two revelationsin nature and in the Biblein the end famously described Darwinism as atheism. Green, on the basis of his careful biblical studies, concluded that Ussher's chronology was unreliable, thus opening the door for Christian anthropologists to accommodate the subsequent discovery of human antiquity. In Science without God Numbers traces the millennia-long history of so-called methodological naturalism, the commitment to explaining the natural world without appeals to the supernatural. By the early nineteenth century this practice was becoming the defining characteristic of science; in the late twentieth century it became the central point of attack in the audacious attempt of intelligent designers to redefine science. Numbers ends his reassessment by arguing that although science has markedly changed the world we live in, it has contributed less to secularizing it than many have claimed. Taken together, these accessible and authoritative essays form a perfect introduction to Christian attitudes towards science since the 17th century. (shrink)

Science and religion have long been thought incompatible. But nowhere has this apparent contradiction been more fully resolved than in the figure of A. S. Eddington (1882–1944), a pioneer in astrophysics, relativity, and the popularization of science, and a devout Quaker. Practical Mystic uses the figure of Eddington to shows how religious and scientific values can interact and overlap without compromising the integrity of either. Eddington was a world-class scientist who not only maintained his religious belief throughout (...) his scientific career but also defended the interrelation of science and religion while drawing inspiration from both for his practices. For instance, at a time when a strict adherence to deductive principles of physics had proved fruitless for understanding the nature of stars, insights from Quaker mysticism led Eddington to argue that an outlook less concerned with certainty and more concerned with further exploration was necessary to overcome the obstacles of incomplete and uncertain knowledge. By examining this intersection between liberal religion and astrophysics, Practical Mystic questions many common assumptions about the relationship between science and spirituality. Matthew Stanley’s analysis of Eddington’s personal convictions also reveals much about the practice, production, and dissemination of scientific knowledge at the beginning of the twentieth century. (shrink)

_A Communion of Subjects_ is the first comparative and interdisciplinary study of the conceptualization of animals in world religions. Scholars from a wide range of disciplines, including Thomas Berry (cultural history), Wendy Doniger (study of myth), Elizabeth Lawrence (veterinary medicine, ritual studies), Marc Bekoff (cognitive ethology), Marc Hauser (behavioral science), Steven Wise (animals and law), Peter Singer (animals and ethics), and Jane Goodall (primatology) consider how major religious traditions have incorporated animals into their belief systems, myths, rituals, and art. (...) Their findings offer profound insights into humans' relationships with animals and a deeper understanding of the social and ecological web in which we all live. Contributors examine Judaism, Christianity, Islam, Hinduism, Buddhism, Jainism, Daoism, Confucianism, African religions, traditions from ancient Egypt and early China, and Native American, indigenous Tibetan, and Australian Aboriginal traditions, among others. They explore issues such as animal consciousness, suffering, sacrifice, and stewardship in innovative methodological ways. They also address contemporary challenges relating to law, biotechnology, social justice, and the environment. By grappling with the nature and ideological features of various religious views, the contributors cast religious teachings and practices in a new light. They reveal how we either intentionally or inadvertently marginalize "others," whether they are human or otherwise, reflecting on the ways in which we assign value to living beings. Though it is an ancient concern, the topic of "Religion and Animals" has yet to be systematically studied by modern scholars. This groundbreaking collection takes the first steps toward a meaningful analysis. (shrink)

This article picks up from William James's pragmatism and metaphysics of experience, as expressed in his “radical empiricism,” and further develops this Jamesian pragmatist approach to uncertainty and ignorance by connecting it to phenomenological thought. The Jamesian pragmatist approach avoids both a “crude naturalism” and an “absolutist rationalism,” and allows for identification of intimations of the sacred in both scientific and religious practices—which all, in their respective ways, try to make sense of a complex world. Analogous to religious practices, emotion (...) and the metaphysics of experience play a central role in science, especially the emotion of wonder. Engaging in scientific or religious practices may create opportunities for individuals to realize that they are co-creators of the world in partnership with God, in full awareness of uncertainty and ignorance and filled with the emotion of wonder. (shrink)

Abstract This article explores how religion and science, as worlding practices, are changed by the processes of globalization and global climate change. In the face of these processes, two primary methods of meaning making are emerging: the logic of globalization and planetary assemblages. The former operates out of the same logic as extant axial age religions, the Enlightenment, and Modernity. It is caught up in the process of universalizing meanings, objective truth, and a single reality. The latter suggests (...) that the processes of globalization and climate change break open any universalizing attempt at meaning onto a proliferation of different, evolving planetary contexts. Both science and religion are affected by these changes, and the ways in which they shape our understandings of and relationship to the rest of the natural world are changed. (shrink)

The only complete study of Buber as a political thinker. Shed new light upon Buber's I Thou, while also attempting to understand Buber's Zionist thought and activity in a new and fresh manner.

This systematic review synthesises the available evidence regarding the European understanding of workplace spirituality (definitions), the importance of spirituality and religion (evidence) as well as spiritual leadership (meaning and practice) in for-profitorganizations. The search for eligible studies was conducted in OPAC Plus, SCOPUS, Science Direct, JSTOR, EBSCO, and Google Scholar from 2007/01 to 2017/07. Three independent scholars extracted the data. Twenty studies were included (two mixed-methods, eight quantitative, ten qualitative) for the final quality assessment. A study quality (...) assessment and thematic analysis was conducted. This review gives suggestions for study quality improvement and reporting. Thematically, two different approaches to religion and spirituality (R/S) were detected: a) work has a spiritual dimension and b) religious and spiritual orientation as “spiritual capital”. Studies demonstrated positive effect on job satisfaction, health, commitment, company productivity and sustainability; Christian leadership does not address personal religious orientation; the spiritual dimension may lead to a change of perspective; workplace spirituality may exploit people for profit-oriented business goals; non-white Muslims experience discrimination. This systematic review provides robust evidence and findings for evidence-informed policymaking and encourages a more rigorous research in this field of study. (shrink)

_A Communion of Subjects_ is the first comparative and interdisciplinary study of the conceptualization of animals in world religions. Scholars from a wide range of disciplines, including Thomas Berry, Wendy Doniger, Elizabeth Lawrence, Marc Bekoff, Marc Hauser, Steven Wise, Peter Singer, and Jane Goodall consider how major religious traditions have incorporated animals into their belief systems, myths, rituals, and art. Their findings offer profound insights into humans' relationships with animals and a deeper understanding of the social and ecological web in (...) which we all live. Contributors examine Judaism, Christianity, Islam, Hinduism, Buddhism, Jainism, Daoism, Confucianism, African religions, traditions from ancient Egypt and early China, and Native American, indigenous Tibetan, and Australian Aboriginal traditions, among others. They explore issues such as animal consciousness, suffering, sacrifice, and stewardship in innovative methodological ways. They also address contemporary challenges relating to law, biotechnology, social justice, and the environment. By grappling with the nature and ideological features of various religious views, the contributors cast religious teachings and practices in a new light. They reveal how we either intentionally or inadvertently marginalize "others," whether they are human or otherwise, reflecting on the ways in which we assign value to living beings. Though it is an ancient concern, the topic of "Religion and Animals" has yet to be systematically studied by modern scholars. This groundbreaking collection takes the first steps toward a meaningful analysis. (shrink)

This essay provides practical tips for effective teaching in science-and-religion courses. It offers suggestions for dealing with difficult questions and creating a climate of shared learning. Along with pedagogical advice, it covers fundamental principles for teaching broadly integrative religion-and-science courses. Instructors are encouraged to reflect on their purpose(s) in offering their course and to formulate specific objectives using the techniques and resources outlined here.

In the 2005 Kitzmiller v Dover Area School Board case, a federal district court ruled that Intelligent Design creationism was not science, but a disguised religious view and that teaching it in public schools is unconstitutional. But creationists contend that it is illegitimate to distinguish science and religion, citing philosophers Quinn and especially Laudan, who had criticized a similar ruling in the 1981 McLean v. Arkansas creation-science case on the grounds that no necessary and sufficient demarcation (...) criterion was possible and that demarcation was a dead pseudo-problem. This article discusses problems with those conclusions and their application to the quite different reasoning between these two cases. Laudan focused too narrowly on the problem of demarcation as Popper defined it. Distinguishing science from religion was and remains an important conceptual issue with significant practical import, and philosophers who say there is no difference have lost touch with reality in a profound and perverse way. The Kitzmiller case did not rely on a strict demarcation criterion, but appealed only to a “ballpark” demarcation that identifies methodological naturalism (MN) as a “ground rule” of science. MN is shown to be a distinguishing feature of science both in explicit statements from scientific organizations and in actual practice. There is good reason to think that MN is shared as a tacit assumption among philosophers who emphasize other demarcation criteria and even by Laudan himself. (shrink)

As recent elections in Iran and Iraq have shown, the increasing diversity of religious practices around the world may redefine democracy as we know it—leaving many of us to wonder just how compatible religion and democracy really are. _The Pluralist Paradigm _explores this difficult question with essays from a variety of disciplines, including theology, philosophy, political science, sociology, and ethics. It will be an ideal reference for anyone concerned with fostering tolerance in a progressively global society.

This article is a response to Josh Reeves's recent book Against Methodology in Science and Religion: Recent Debates on Rationality and Theology that welcomes Reeves's proposal for an anti‐essentialist future for the field of science‐and‐religion, particularly because it has the potential to move the field beyond current, well‐worn methods: the dominance of Christian theology and doctrine, the importance of credibility strategies, and the dependence upon philosophical discourses. Reeves’ proposal has the potential to open the science‐and‐ (...) class='Hi'>religion field to other topics, problems, and methods, such as studying lived science‐and‐religion. One way of doing this is to study popular culture and its artifacts such as literature, which portrays a co‐mingling of religion and science at the level of day‐to‐day experiences and practices of characters. For at the level of lived experience, religion and science are not well‐defined disciplines neatly compartmentalized into separate academic departments. (shrink)

Peter Harrison's The Territories of Science and Religion throws down a serious challenge to advocates of dialogue as the primary means of engagement between science and religion. This article accepts the validity of this challenge and looks at four possible responses to it. The first—a return to the past—is rejected. The remaining three—exploring new epistemic frameworks for the encounter of science and religion, broadening out the engagement beyond the context of the physical sciences and (...) Western culture, and looking at ways in which scientific and theological practitioners may collaborate on practical problems—are all offered as potential ways in which science and religion may engage with one another, in ways which move beyond Harrison's critique. (shrink)

Educators advocate that science education can help the development of more responsible worldviews when students learn not only scientific concepts, but also about science, or “nature of science”. Cosmology can help the formation of worldviews because this topic is embedded in socio-cultural and religious issues. Indeed, during the Cold War period, the cosmological controversy between Big Bang and Steady State theory was tied up with political and religious arguments. The present paper discusses a didactic sequence developed for (...) and applied in a pre-service science teacher-training course on history of science. After studying the historical case, pre-service science teachers discussed how to deal with possible conflicts between scientific views and students’ personal worldviews related to religion. The course focused on the study of primary and secondary sources about cosmology and religion written by cosmologists such as Georges Lemaître, Fred Hoyle and the Pope Pius XII. We used didactic strategies such as short seminars given by groups of pre-service teachers, videos, computer simulations, role-play, debates and preparation of written essays. Along the course, most pre-service teachers emphasized differences between science and religion and pointed out that they do not feel prepared to conduct classroom discussions about this topic. Discussing the relations between science and religion using the history of cosmology turned into an effective way to teach not only science concepts but also to stimulate reflections about nature of science. This topic may contribute to increasing students’ critical stance on controversial issues, without the need to explicitly defend certain positions, or disapprove students’ cultural traditions. Moreover, pre-service teachers practiced didactic strategies to deal with this kind of unusual content. (shrink)

In the 2005 Kitzmiller v Dover Area School Board case, a federal district court ruled that Intelligent Design creationism was not science, but a disguised religious view and that teaching it in public schools is unconstitutional. But creationists contend that it is illegitimate to distinguish science and religion, citing philosophers Quinn and especially Laudan, who had criticized a similar ruling in the 1981 McLean v. Arkansas creation-science case on the grounds that no necessary and sufficient demarcation (...) criterion was possible and that demarcation was a dead pseudo-problem. This article discusses problems with those conclusions and their application to the quite different reasoning between these two cases. Laudan focused too narrowly on the problem of demarcation as Popper defined it. Distinguishing science from religion was and remains an important conceptual issue with significant practical import, and philosophers who say there is no difference have lost touch with reality in a profound and perverse way. The Kitzmiller case did not rely on a strict demarcation criterion, but appealed only to a “ballpark” demarcation that identifies methodological naturalism as a “ground rule” of science. MN is shown to be a distinguishing feature of science both in explicit statements from scientific organizations and in actual practice. There is good reason to think that MN is shared as a tacit assumption among philosophers who emphasize other demarcation criteria and even by Laudan himself. (shrink)

Michael Oakeshott reflected on the character of religious experience in various writings throughout his life. In Experience and Its Modes (1933) he analyzed science as a distinctive "mode," or account of experience as a whole, identifying those assumptions necessary for science to achieve its coherent account of experience in contrast to other modes of experience whose quests for coherence depend on different assumptions. Religious experience, he thought, was integral to the practical mode. The latter experiences the world as (...) interminable tension between what is and what ought to be. The question, Is there a conflict between science and religion? is, in Oakeshott's approach, the question, Is there a conflict between the scientific mode of experience and the practical mode? Insofar as we tend to treat every question as a practical one, these questions seem to make sense. But Oakeshott's analysis leads to the view that scientific experience and religious experience are categorically different accounts of experience abstracted from the whole of experience. They are voices of experience that may speak to each other, but they are not ordered hierarchically. Nor can either absorb the other without insoluble contradictions. (shrink)

Descartes’s concern with the proper method of belief formation is evident in the titles of his works—e.g., The Search after Truth, The Rules for the Direction of the Mind, and The Discourse on Method of rightly conducting one’s reason and seeking the truth in the sciences. It is most apparent, however, in his famous discussions, both in the Meditations and in the Principles, of one particularly noteworthy source of our doxastic errors—namely, the misuse of one’s will. What is not widely (...) recognized, let alone appreciated and understood, is the relationship between his concern with belief formation and his concern with virtue. In fact, few seem to realize that Descartes regards doxastic errors as moral errors and as sins both because such errors are intrinsically vicious and because they entail notably deleterious social consequences. Reforming the Art of Living seeks to rectify this rather common oversight in two ways. First, it aims to elucidate the nature of Descartes’s account of virtuous belief formation. Second, it aims both (i) to illuminate the social significance of Descartes’s philosophical program as it relates to the understanding and practice not of science, but of religion and (ii) to develop a kind of Leibnizian critique of this aspect of his program. More specifically, it aims to show that Descartes’s project is “dangerous,” insofar as it is subversive not only of traditional Christianity but also of other traditional forms of religion, both in theory and in practice. (shrink)

MARINA PAOLA BANCHETTI-ROBINO is Associate Professor and Chair of the Philosophy Department at Florida Atlantic University. Her areas of research include phenomenology, philosophy of language, philosophy of science, philosophy of mind, and zoosemiotics. Her publications have appeared in such journals as Synthese, Husserl Studies, Idealistic Studies, Philosophy East and West, and The Review of Metaphysics. She has also contributed essays to The Role of Pragmatics in Contemporary Philosophy (1997), Feminist Phenomenology (2000), and Islamic Philosophy and Occidental Phenomenology on the (...) Perennial Issue of Microcosm and Macrocosm (2006). She co-edited Philosophies of the Environment and Technology (1999) and is currently working on a book-length project entitled The Birth of Science Out of the Spirit of Myth: A Historico-Phenomenological Re-Examination of the Crisis of the European Sciences. BERNARD BOXILL was born in Saint Lucia, West Indies where he received his primary and secondary education. He studied philosophy at the University of New Brunswick, Canada and at the University of California, Los Angeles where he was awarded a doctorate in philosophy in 1971. He has published numerous articles, a book, Blacks and Social Justice (1992), and is professor of philosophy at the University of North Carolina at Chapel Hill. ED BRANDON was born and educated in England, studying philosophy and linguistics at The University of York, England, and later philosophy at The University of Oxford with the late John Mackie. After teaching in Sierra Leone and briefly in England, he went to teach philosophy of education at the University of the West Indies at Mona, Jamaica in 1978. From 1992 he has been attached to a policy unit of the Vice-Chancellery, based at the Cave Hill campus in Barbados, where he has been assisting since 2000 with a new major in philosophy. His academic work can be accessed from http://cavehill.uwi.edu/bnccde/epb/personalpage.html CAROLYN CUSICK is a doctoral candidate in the Department of Philosophy at Vanderbilt University. She is a founding member of the Phenomenology Roundtable. Her research focuses on feminist epistemology, Africana philosophy, and phenomenology. LEWIS GORDON is President of the Caribbean Philosophical Association. He is Laura H. Carnell Professor, the most distinguished chair, at Temple University, where he holds appointments in philosophy, religion, and Judaic studies and directs the Institute for the Study of Race and Social Thought and the Center for Afro-Jewish Studies. He is also Ongoing Visiting Professor of Philosophy and Government at the University of the West Indies at Mona, Jamaica. He is the author of several books, including the award-winning Her Majesty's Other Children: Sketches of Racism from a Neocolonial Age (Rowman and Littlefield, 1997), Disciplinary Decadence: Living Thought in Trying Times (Paradigm, 2006), An Introduction to Africana Philosophy (Cambridge University Press, forthcoming), and co-editor of A Companion to African-American Studies (Blackwell, 2006) and Not Only the Master's Tools: African-American Studies in Theory and Practice (Paradigm, 2005). CLEVIS HEADLEY is currently Associate Professor of Philosophy at Florida Atlantic University, director of the Ethnic Studies Certificate Program, as well as director of the Master's in Liberal Studies. Professionally, he serves as the Vice-President and Treasurer of the Caribbean Philosophical Association. Professor Headley has published widely in the areas of Critical Race Theory and Africana philosophy. He has also published in Analytic philosophy, focusing specifically on Gottlob Frege. PAGET HENRY is Professor of Sociology and Africana Studies at Brown University. He is the author of Caliban's Reason: Introducing Afro-Caribbean Philosophy, Peripheral Capitalism and Underdevelopment in Antigua, and the co-editor of C. L. R. James' Caribbean. Professor Henry also serves as the editor of the C. L. R. James Journal, and has published numerous articles on the political economy of the Caribbean as well as on African, African-American, and Afro-Caribbean philosophy. ESIABA IROBI is Associate Professor of International Theatre/Performance Studies at Ohio University, Athens. His groundbreaking book: A Theatre for Cannibals: Resisting Globalization on the Continent and Diaspora since 1441 will be published by Palgrave Macmillan, London, in 2007. He has been invited to be an External Resident Fellow at the prestigious Dartmouth College Humanities Institute for the 2007-2008 academic year. CHIKE JEFFERS is a graduate student in the Ph.D. program of the Philosophy Department at Northwestern University. His interests are in Africana philosophy, social and political philosophy, ethics, philosophy of religion and aesthetics. He is originally from Toronto, Ontario, Canada. CATHERINE JOHN is Associate Professor of African Diaspora Literary and Cultural Studies at the University of Oklahoma. Her book Clear Word and Third Sight: Folk Groundings and Diasporic Consciousness in African Caribbean Writing was co-published by Duke University Press and UWI Press in 2003. She has published several articles on Caribbean literature and culture and her current book project is entitled The Just Society and the Diasporic Imagination. She spends her summer working in Woodside, St. Mary, Jamaica helping with a summer school for children and participating in the community's emancipation celebration. KENNETH KNIES is a doctoral student in philosophy at Stony Brook University. His areas of focus are phenomenology and ancient philosophy. He is also a contributing editor for Political Affairs magazine. EDIZON LEN is a photographer and coordinator of the Fondo Documental Afro-Andino at the Universidad Andina Simòn Bolivar in Quito, Ecuador. In 2006, he was curator of the photo exhibit "The Color of the Diaspora" presented at the Cultural Center of the Catholic University of Ecuador and the University of Tennessee in Knoxville. He is currently completing his doctorate at the Universidad Andina Simòn Bolivar with a focus on Maroon thought. REKHA MENON is Associate Professor of Art History at State University of New York, Buffalo State. She is the author of Seductive Aesthetics of Post Colonialism (forthcoming). Her area of research focuses on current philosophical investigations in colonial and neocolonial aspects of Indian art, artistic/cultural practices and philosophies and their relationship to Western arts and philosophies. Her manuscripts under review are: Ashamed of Our Nakedness, Is There Ever a Naked Body? Ambivalence in Contemporary Indian Expressive Aesthetics and Insatiable Desire. MICHAEL R. MICHAU is a Ph.D. candidate in the Philosophy and Literature Program at Purdue University, and during the 2006-2007 school year, a lecturer in the Department of Comparative Studies and Department of Philosophy at Ohio State University. He is the co-founder and co-secretary of the North American Levinas Society. CHARLES W. MILLS is Distinguished Professor of Philosophy at the University of Illinois at Chicago. He works in the general area of oppositional political theory, and is the author of numerous articles and three books: The Racial Contract (Cornell University Press, 1997), Blackness Visible: Essays on Philosophy and Race (Cornell University Press, 1998), and From Class to Race: Essays in White Marxism and Black Radicalism (Rowman and Littlefield, 2003). MABOGO P. MORE is currently Associate Professor of Philosophy at the University of KwaZulu-Natal, South Africa. He has published articles on African philosophy and social and political philosophy in a number of academic journals, such as South African Journal of Philosophy, Dialogue and Universalism, Alternation, Theoria, and African Journal of Political Science. MARILYN NISSIM-SABAT, Ph.D., M.S.W. is Professor Emerita and Adjunct Professor of Philosophy, Lewis University. Dr. Nissim-Sabat is also a psychotherapist in private practice. She is the author of numerous book chapters and papers in the fields of philosophy (Husserlian phenomenology), psychoanalysis, feminism, and critical race theory. Citations of her works can be found on her website: marilynnissim-sabat.com. FREDERICK OCHIENG'-ODHIAMBO is a Senior Lecturer of Philosophy and Coordinator of the discipline at The University of the West Indies, Cave Hill, Barbados. His major research areas are African philosophy and social philosophy. He has published several articles on philosophic sagacity. IVAN PETRELLA is an Assistant Professor of Religious Studies at the University of Miami. He is author of The Future of Liberation Theology: An Argument and Manifesto (SCM Press, 2006) and editor of Latin American Liberation Theology: The Next Generation (Orbis Books, 2005) as well as co-editor of the series Reclaiming Liberation Theology (SCM Press) RICHARD PITHOUSE is a research fellow at the University of KwaZulu-Natal in Durban, South Africa. He is editor of Asinamali: University Struggles in Post-Apartheid South Africa (Africa World Press, 2006). SATHYA RAO is Assistant Professor in French translation at the Department of Modern Languages and Cultural Studies, University of Alberta, Canada. His research fields include: theory of translation, continental philosophy, postcolonial studies, discourses on Africa, and Francophone cinema and literature. He has published articles in various peer-reviewed journals and written chapters in several collective books such as: De l'Ecrit Africain a l'Oral le Phenomene Graphique Africain, Simon Battestini (Ed.) (Paris: L'Harmattan, 2006) and Thèorie-rèbellion. Un Ultimatum, Gilles Grelet (Ed.) (Paris: L'Harmattan, 2005). He has a co-edited a book on Francophone African cinema L'Afrique fait son cinema (Montreal: Memoires d'encrier, forthcoming). Sathya Rao is vice-president of the International Non-Philosophical Organisation (INPhO), member of the Canadian Association of Translatology (CATS), coordinator of the research team Poexil, and Secretary of the Caribbean Philosophical Association. He is co-founder of an online journal Alternative Francophone. CATHERINE WALSH is Professor and Director of the doctoral program in Latin American Cultural Studies at the Universidad Andina Simon Bolivar in Quito, Ecuador. Her research interests include the geopolitics of knowledge, interculturality and concerns related to the Afro-Andean Diaspora and the production of decolonial thought. Among her recent publications are Pensamiento crìtico y matriz colonial (Quito: Abya Yala, 2005), "Interculturality and the Coloniality of Power. An 'Other' Thinking and Positioning from the Colonial Difference," in Coloniality of Power, Transmodernity, and Border Thinking, R. Grosfoguel, J.D. Saldivar, and N. Maldonado-Torres (Eds.) (Durham: Duke University Press, forthcoming) and "Shifting the Geopolitics of Critical Knowledge: Decolonial Thought and Cultural Studies 'Others' in the Andes," Cultural Studies (forthcoming). KRISTIN WATERS has published widely in the areas of race and gender. Her anthology Enlightened Conversations: Women and Men Political Theorists (Blackwell, 2000) challenges political theorists to be more inclusive of race and gender in their research and teaching. Her book Black Women's Intellectual Traditions: Speaking Their Minds, co-edited with Carol Conaway (University of Vermont Press, forthcoming), addresses the varied intellectual traditions of black women's thought that spans more than two hundred years in North America. She is currently Professor of Philosophy at Worcester State College and Visiting Research Associate at Brandeis University. (shrink)

The state of the debate surrounding issues on science and religion in Latin America is mostly unknown, both to regional and extra-regional scholars. This article presents and reviews in some detail the developments since 2000, when the first symposium on science and religion was held in Mexico, up to the present. I briefly introduce some features of Latin American academia and higher education institutions, as well as some trends in the public reception of these debates and (...) atheist engagement with it in Mexico and Argentina. The primary conclusion of this article is that, even though the discussion is new to Latin American academic circles, it is gaining traction and will certainly grow in the coming years. (shrink)

The ‘war’ between religion and science is winding down, creating new opportunities for fruitful dialogue. The foundations of indirect religion‐science dialogue, where the perspectives of the two disciplines illuminate some third subject, are not well established. A detailed comparison of the Roman Catholic bishops' dialogues and a similar program within the American Association for the Advancement of Science illustrates the variety in formalscience‐religion interactions and reveals much about the promise, achievements, and limitations of different (...) approaches. Success depends in large part on controlling the diversity of the dialogue group, choosing topics carefully, and adopting positive and cooperative attitudes. (shrink)

The ‘war’ between religion and science is winding down, creating new opportunities for fruitful dialogue. The foundations of indirect religion‐science dialogue, where the perspectives of the two disciplines illuminate some third subject, are not well established. A detailed comparison of the Roman Catholic bishops' dialogues and a similar program within the American Association for the Advancement of Science illustrates the variety in formalscience‐religion interactions and reveals much about the promise, achievements, and limitations of different (...) approaches. Success depends in large part on controlling the diversity of the dialogue group, choosing topics carefully, and adopting positive and cooperative attitudes. (shrink)

. To achieve peace on our planet we must bridge the gap not only between science and religion but also among faith traditions. Accepting the doctrine of multiple paths can reduce interreligious tensions. Every view of the Divine is partial, every faith system rests upon supreme spiritual experiences, and each one provides fulfillment in the yearning to connect with the Cosmic Mystery.

Science and religion have been described as the “two dominant forces in our culture”. As such, the relation between them has been a matter of intense debate, having profound implications for deeper understanding of our place in the universe. One position naturally associated with scientists of a materialistic outlook is that science and religion are contradictory, incompatible worldviews; however, a great deal of recent literature criticises this “conflict thesis” as simple-minded, essentially ignorant of the nature of (...) religion and its philosophical and theological underpinnings. In this first part of a two-part article, I set out the wide-ranging background required for a proper understanding of the debate as a preliminary for the second part, in which Ian Barbour ’s influential four-fold typology of science-religion relations is critically assessed, leading to the conclusion that the conflict model is not to be so easily dismissed. (shrink)

This chapter contains sections titled: * An Overview of Historical Approaches * Simplicity, Complexity, Modesty * Historical Developments * Recent Developments * Contemporary Proposals * Notes * Bibliography.

This wide-ranging collection of original essays explores how individual and societal beliefs, values, and actions are transformed by science, technology, and engineering. Practical and theoretical insights from a global cohort of philosophers, policymakers, STS scholars, and engineers illuminate the perils and promise of technoscientific change.

This article outlines the contributions of the Kraków School to the field of science and religion. The Kraków School is a group of philosophers, scientists, and theologians who belong to the milieu of the Copernicus Center for Interdisciplinary Studies. The members of the group are engaged in inquiries pertaining to the relationship between theology and various sciences, in particular cosmology, evolutionary theory, and neuroscience. The article includes a presentation of the historical background of the School, as well as (...) its main original contributions pertaining to the history of the interactions between science and religion, the rationality and mathematicity of the universe, theology of science, and the role of logic in theology. (shrink)