Teaching Science and Religion in the Twenty-First Century: The Many Pedagogical Roles of Christopher Southgate
With the goal of understanding how Christopher Southgate communicates his in-depth knowledge of both science and theology, we investigated the many roles he assumes as a teacher. We settled upon wide-ranging topics that all intertwine: (1) his roles as author and coordinating editor of a premier tex...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Wiley-Blackwell
[2018]
|
| In: |
Zygon
Year: 2018, Volume: 53, Issue: 3, Pages: 897-908 |
| Standardized Subjects / Keyword chains: | B
Southgate, Christopher 1953-
/ Natural sciences
/ Theology
/ University teaching
|
| RelBib Classification: | AB Philosophy of religion; criticism of religion; atheism AH Religious education VA Philosophy |
| Further subjects: | B
Theology
B science and education B Science and religion B Team teaching B Experiential Learning B Models B the New Physics |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
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| 520 | |a With the goal of understanding how Christopher Southgate communicates his in-depth knowledge of both science and theology, we investigated the many roles he assumes as a teacher. We settled upon wide-ranging topics that all intertwine: (1) his roles as author and coordinating editor of a premier textbook on science and theology, now in its third edition; (2) his oral presentations worldwide, including plenaries, workshops, and short courses; and (3) the team teaching approach itself, which is often needed by others because the knowledge of science and theology do not always reside in the same person. Southgate provides, whenever possible, teaching contexts that involve students in experiential learning, where they actively participate with other students. We conclude that Southgate's ultimate goal is to teach students how to reconcile science and theology in their values and beliefs, so that they can take advantage of both forms of rational thinking in their own personal and professional lives. The co-authors consider several examples of models that have been successfully used by people in various fields to integrate science and religion. | ||
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