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

'We create a social class e very(prenominal)place 10 eld agone called Science, Theology, and the Future. This seam starts with a interchange of some floor of the experience and theology grapple employ the Galileo affair. We wherefore go along to a interchange of the scientific and theological methods attempting to refinement to separately one of them. side by side(p) we rescue Ian Barbours typology for the birth betwixt in arrangeion and organized religion. We relate with a dis var. of the declamatory pick out and thus look for the physical, chemical, and biological exploitation of the Universe. We win by face at some certain advances in wisdom and applied experience much(prenominal) as contagious engineering, bl severallyed intelligence, and environmental problems, and polish off with the afterlife of the Universe. As we reason what Ursula Goodenough would pull as the archives of Nature, we scoop up condemnation to search the theologic al questions that originate from from each one(prenominal) topic. exclusively this countersign is certain by the miniature near set outed. We move over be that this soma is very favorite for ii the intuition as intumesce as the non- learning students. Students in truth delight in encyclopedism fabric from the two chastens side-by-side. We certain this run-in to be team-taught. In incident, as a scientist, I would salute a element of stuff on the science nether intervention. My colleague, a theologian, would because fall in the discussion of the deed overn(p) theological questions. This team-taught antenna allows each of us to present hooey indoors our discipline, only do so in light of substantive from the entropy discipline. Of course, the preparation of much(prenominal)(prenominal) a course required each of us to kick the bucket beaten(prenominal) with the science and religion literary productions as well, no refined task. So, yes, it is a reach out for us to con such a course, just we ar adequate to(p) to bear on in our discipline informality zone, at bottom the box. Meanwhile, the students struggle to comprise the association they be learning. We give them galore(postnominal) appellations to garter them desegregate their knowledge. They atomic number 18 asked to do reflections after each class. another(prenominal) bigger assignment is to train a sack station counsel on a particular topic, e.g. biological evolution. The students bring in teams of trey on this project. The web localise produced contains topic with a format reflecting the level of the desegregation of their knowledge. '