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Science & Belief Science & Belief The Big Issues Teacher’s notes Written by Lat Blaylock RE Today Adviser Learning activities to accompany Professor Russell Stannard’s series of video discussions on the major questions and controversies concerning science and belief. Science and Belief: The Big Issues © RE Today 2012 Science & Belief: The Big Issues Contents Page ‘I want to know how God created this Introduction 2 world, I am not interested in this or Introduction that phenomenon, in the spectrum of How to use these learning materials 3 Professor Russell Stannard is this or that element. I want to know Emeritus Professor of Physics at the His thoughts; the rest are details.’ Programme 1 5 Open University. He has not only Albert Einstein built an international reputation Evolution and Genesis ‘The Goal of Science is understanding as a high-energy nuclear physicist, lawful relations among natural but is also a licensed lay minister phenomena. Religion is a way of life in the Church of England and a Programme 2 7 within a larger framework of meaning.’ member of the Center of Theological Intelligent design Ian Barbour Inquiry, Princeton, USA. A talented communicator of science to young ‘There is more religion in men's science people, his bestselling ‘Uncle Albert’ Programme 3 9 than there is science in their religion.’ books, translated into 20 languages, Morality Henry David Thoreau make Einstein illuminating for ten- year-olds. Programme 4 15 In this current project, Professor Round table 1 Russell Stannard works with a varied group of young students of philosophy, theology and science to Programme 5 16 tackle the major issues of science and Creation belief. The resulting 12 short video films, freely available on YouTube, are a rich resource for education Programme 6 19 and good learning in schools and colleges for 14–19-year-olds and for The anthropic principle adult education groups. As the films point out, there are various Programme 7 21 possible responses by religious believers ETI: Intelligent life out there? and atheists to the questions raised by scientific discoveries. The overall aim of the project is to provide the relevant Students and teachers who want to background information needed in Programme 8 23 follow up the arguments and ideas order to make up one’s own mind on Round table 2 more fully will find deeper analysis the issues. A number of alternatives are in Science & Belief: The Big Issues by explored: viewers will choose which Russell Stannard, Lion Hudson, 2012. Programme 9 31 they find most reasonable. Psychology These notes provide a teacher or a student with an overview of each programme, numerous suggestions for Programme 10 33 activities for good learning, and some Miracles and the laws of nature discussion questions and quotations. The classroom activity materials may be copied for classroom use. Ensure full Programme 11 35 bleed when printing. The relationship between science and religion Programme 12 37 Round table 3 Curriculum links 38 Concluding activities 38 Acknowledgements 38 Descriptive glossary 38 Science and Belief: The Big Issues © RE Today 2012 2 How to use How is the work structured? Learning aims and these materials There are twelve video films, nine of objectives which address a part of the enquiry The Science and Belief series of videos and debate directly, and three of What’s the series for? How might and lessons aims to enable learners to: it work? You will find the twelve which (numbers 4, 8 and 12) are ‘round table’ discussions in which • consider the challenges of questions ‘Big Issues’ programmes on science about human origins, destiny, and belief on YouTube or on the Professor Russell Stannard and the young commentators on the issues scientific forms of knowledge and Science & Belief disc. These notes meaning and purpose and activities make it straightforward share views and perspectives. Notes in • clarify their opinions about major for the teacher to set up excellent the sections following include learning issues in science and religion learning activities stimulated by the activities for groups of students, through developing understanding programmes. Combining thinking summaries of the programmes, and of different perspectives skills approaches, games, discussion questions and quotations to stimulate strategies, group work, dilemma thinking. These ideas and resources • develop reasoned arguments that and debate, the suggested activities are provided free as pdf files on the support viewpoints of key questions meet curriculum aims in various web and on the Science & Belief disc. about the relationship of science to subject areas. The work presents a How is it best to prepare? belief reasoned and reasonable approach to • explore viewpoints different from First, view the video clips. This is the controversial issues, basing opinions their own in ways that enable essential starting point. Read the on arguments developed from learning and respect to grow pages of notes and activities that go evidence. with them, and decide which activities • express insightful and reasonable One exciting aspect of the project you want to use. Check to see if viewpoints, using evidence in has been to be a part of a critically you need copies of one or more of their interpretations, and drawing enquiring group of young people. the additional task and information balanced conclusions. We are grateful to all those who sheets. Match the ideas to the ability These aims and objectives are parallel participated. The best uses of these and learning needs of your pupils. to some of the learning intentions activities can bring that excitement of If you want to use the series with in British qualifications, including debate and good learning into your 14–16s, this may mean selecting the Standard Grade, GCSE and A levels classroom. simpler approaches. in Religious Studies, Philosophy and The series and the work are alert Critical Thinking. to the place our perspective or worldview plays in forming our ideas and opinions, but we also wanted to be sensitive to the extraordinary mysteries of our existence, even in the light of the remarkable advances and achievements of scientific enquiry. Science and Belief: The Big Issues © RE Today 2012 3 Before you start … Complete this sheet of your impressions and ideas as fast as you reasonably can – we will refer back to it later. Strongly Strongly My reasons and comments Issues we will consider agree disagree 1 ‘The trial of Galileo for arguing that the earth went round the sun is typical of the way religion always opposes 123456 scientific progress.’ 2 ‘Religious belief is always being caught out by scientific discoveries. Theologians 123456 never anticipate scientific insights.’ 3 ‘Science has nothing to say about the origins of morality.’ 123456 4 ‘The study of psychology inherently 123456 supports an atheistic viewpoint.’ 5 ‘The Adam and Eve story has been discredited by the theory of evolution, 123456 and has no further value.’ 6 ‘Everything about the human body is so well fitted to fulfil its function that it could not have developed by the random, 123456 chance processes of evolution alone.’ 7 ‘Treating Genesis 1–3 as non-literal is a recent idea forced on religious believers 123456 by new scientific discoveries.’ 8 ‘The miracle accounts in the Bible describe events that actually happened.’ 123456 9 ‘Miracle accounts in the Bible are fairy 123456 stories that have no value.’ 10 ‘Scientists are well on the way to solving the creation question, namely, why there 123456 is something rather than nothing.’ 11 ‘The universe is hostile to life; the emergence of life is just an accidental “by product” of no ultimate 123456 significance.’ 12 ‘Science and religion are in conflict with each other. It is as simple as that.’ 123456 13 ‘There is no such thing as free will. We are just physical objects subject to the 123456 laws of nature.’ 14 ‘It is almost certain that, out in space, there are forms of extraterrestrial 123456 intelligence far superior to our own.’ Science and Belief: The Big Issues © RE Today 2012 4 Programme1 Evolution and Genesis Questions and Summary Activities quotes This programme equips learners 1 Who’s who? It is good to use ‘The “story” of Evolution is true in to consider and respond to these an engaging device for students a way Genesis can’t be. Based on questions: watching the programme. In this observation and evidence, it explains • How would you describe the first programme, we suggest you how we came about.’ relationship between evolution and ask them to make a note of the ‘The story of Genesis is not a true Genesis? names of the people they see as they watch, and write a word or story – but it does tell the truth about • Are they in conflict with each other? two to help them remember each humanity. We began with love, not by accident.’ • Are they seeking different kinds of one. This programme will show truth? them: Alexandra, Gordon, Lucy, ‘Martin Luther said that “each person Hermione, Sinead, Alex, Sian and is Adam or Eve to their own soul”. The programme presents information Russell. He meant that we all move on from about the varied history of biblical innocence, and we all choose evil for interpretation, from St Augustine, via 2 What authority? Authority is a ourselves. I agree with this.’ the Council of Trent, Vatican II and an major issue here. Some Christians example of a creationist: Argentinian respect the authority of their God in If evolutionary explanations of evangelist Luis Palau. the Bible and see a clash between humanity are accepted, is there then This account of the history of debates this and the authority of science no room left for purpose in our lives? about creation raises a question about (human reasoning and exploration).
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