Religious Communities, Science, Scientists, and Perceptions: a Comprehensive Survey
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Religion Among Academic Scientists Questionnaire
FINAL WEB 5/09/2005Ecklund WEB SURVEY Thank you for participating in this ten-minute web survey sponsored by Rice University. I emphasize that this is a research study and all information you provide is protected by law and will be kept strictly confidential. Your identity and that of your institution will not be disclosed in any findings that are disseminated about the study. If you have questions, or want to confirm the legitimacy of this research, SRBI National Public Policy Research Center can be reached toll-free at 1-800-772-9287. Please ask for study #3472. For concerns about human subjects, the chair of Rice University's Institutional Review Board may be contacted at [email protected]. For any other questions about the study, please email me directly at [email protected]. Thanks again for your participation. Sincerely, Elaine Howard Ecklund Elaine Howard Ecklund, PhD Principal Investigator Religion and Ethics among Academic Scientists (REAS) Postdoctoral Fellow Rice University Sociology Department-MS 28 P.O. Box 1892 Houston, TX 77251-1892 http://www.ruf.rice.edu/~soci/People/ecklund.htm First some questions about your academic career. [IF SAMPLETYPE=1] 1a. Which one of the following best describes your academic rank? [q28, changed categories for MDs] 1) Assistant Professor 2) Associate Professor, with tenure 3) Professor, with tenure 4) Clinical Appointment, please specify__________________ 5) Other, please specify_____________________ 6) No answer [IF SAMPLETYPE=2] 1b Which one of the following best describes your academic rank? [q28] 1 Elaine Howard Ecklund, Ph.D. Rice University FINAL WEB 5/09/2005Ecklund 1) Assistant Professor 2) Associate Professor, with tenure 3) Professor, with tenure 5) Other, please specify__________________ 6) No answer [Qualification Level 1] [IF SAMPLETYPE=1] 2a1. -
Scientific Communities in the Developing World Scientific Communities in the Developing World
Scientific Communities in the Developing World Scientific Communities in the Developing World Edited by jacques Caillard V.V. Krishna Roland Waast Sage Publications New Delhiflhousand Oaks/London Copyright @) Jacques Gaillard, V.V. Krishna and Roland Waast, 1997. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage or retrieval system, without permission in writing from the publisher. First published in 1997 by Sage Publications India Pvt Ltd M-32, Greater Kailash Market I New Delhi 110 048 Sage Publications Inc Sage Publications Ltd 2455 Teller Road 6 Bonhill Street Thousand Oaks, California 91320 London EC2A 4PU Published by Tejeshwar Singh for Sage Publications India Pvt Ltd, phototypeset by Pagewell Photosetters, Pondicherry and printed at Chaman Enterprises, Delhi. Library of Congress Cataloging-in-Publication Data Scientific communities in the developing world I edited by Jacques Gaillard, V.V. Krishna, Roland Waast. p. cm. Includes bibliographical references and index. 1. Science-Developing countries--History. 2. Science-Social aspect- Developing countries--History. I. Gaillard, Jacques, 1951- . 11. Krishna, V.V. 111. Waast, Roland, 1940- . Q127.2.S44 306.4'5'091724--dc20 1996 9617807 ISBN: 81-7036565-1 (India-hb) &8039-9330-7 (US-hb) Sage Production Editor: Sumitra Srinivasan Contents List of Tables List of Figures Preface 1. Introduction: Scientific Communities in the Developing World Jacques Gaillard, V.V. Krishna and Roland Waast Part 1: Scientific Communities in Africa 2. Sisyphus or the Scientific Communities of Algeria Ali El Kenz and Roland Waast 3. -
The Role of Social Context in the Production of Scientific Knowledge
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work 5-2015 The Role of Social Context in the Production of Scientific Knowledge Kristen Lynn Beard [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Part of the Philosophy of Science Commons Recommended Citation Beard, Kristen Lynn, "The Role of Social Context in the Production of Scientific nowledgeK " (2015). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/1852 This Dissertation/Thesis is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. The Role of Social Context in the Production of Scientific Knowledge Kristen Lynn Beard The University of Tennessee, Knoxville Chancellor’s Honors Program Department of Philosophy Undergraduate Thesis Submitted December 8, 2014 Thesis Advisor: Dr. Nora Berenstain Beard 1 Model 1: The Influence of Social Context on the Scientific Method Beard 2 Introduction: Scientific Knowledge as Both Social and Rational A person may believe that a certain theory is true and explain that he does so, for instance, because it is the best explanation he has of the facts or because it gives him the most satisfying world picture. This does not make him irrational, but I take it to be part of empiricism to disdain such reasons. -
Bringing Science and Scientists to Life in Post-Secondary Science Education
Sci & Educ DOI 10.1007/s11191-010-9310-7 The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education Michael P. Clough Ó Springer Science+Business Media B.V. 2010 Abstract With funding from the United States National Science Foundation, 30 histor- ical short stories designed to teach science content and draw students’ attention to the nature of science (NOS) have been created for post-secondary introductory astronomy, biology, chemistry, geology, and physics courses. The project rationale, story development and structure, and freely available stories at the project website are presented. 1 Introduction The phrase ‘‘nature of science’’ (NOS) has been used for some time, particularly in the science education community, in referring to what science is, how science works, the epistemological and ontological foundations underlying science, the culture of science, and how society both influences and reacts to scientific activities (Clough 2006). Accurately understanding the NOS is crucial for science literacy (AAAS 1989; Matthews 1994; McComas and Olson 1998; NRC 1996) and can perhaps play an important role in enticing students to further their science education. Matthews (1994), McComas et al. (1998) and others have argued that knowledge of scientists and how science works will enhance students’ understanding of science as a human endeavor; increase interest in science and science classes; improve student learning of science content; and promote better social decision-making. Morris Shamos (1995) claimed that understanding the NOS is the most important component of scientific literacy because that knowledge, accurate or not, is what citizens use when assessing public issues involving science and technology. -
How Science Works
PB 1 How science works The Scientific Method is traditionally presented in the first chapter of science text- books as a simple recipe for performing scientific investigations. Though many use- ful points are embodied in this method, it can easily be misinterpreted as linear and “cookbook”: pull a problem off the shelf, throw in an observation, mix in a few ques- tions, sprinkle on a hypothesis, put the whole mixture into a 350° experiment—and voila, 50 minutes later you’ll be pulling a conclusion out of the oven! That might work if science were like Hamburger Helper®, but science is complex and cannot be re- duced to a single, prepackaged recipe. The linear, stepwise representation of the process of science is simplified, but it does get at least one thing right. It captures the core logic of science: testing ideas with evidence. However, this version of the scientific method is so simplified and rigid that it fails to accurately portray how real science works. It more accurately describes how science is summarized after the fact—in textbooks and journal articles—than how sci- ence is actually done. The simplified, linear scientific method implies that scientific studies follow an unvarying, linear recipe. But in reality, in their work, scientists engage in many different activities in many different sequences. Scientific investigations often involve repeating the same steps many times to account for new information and ideas. The simplified, linear scientific method implies that science is done by individual scientists working through these steps in isolation. But in reality, science depends on interactions within the scientific community. -
PDF Download Starting with Science Strategies for Introducing Young Children to Inquiry 1St Edition Ebook
STARTING WITH SCIENCE STRATEGIES FOR INTRODUCING YOUNG CHILDREN TO INQUIRY 1ST EDITION PDF, EPUB, EBOOK Marcia Talhelm Edson | 9781571108074 | | | | | Starting with Science Strategies for Introducing Young Children to Inquiry 1st edition PDF Book The presentation of the material is as good as the material utilizing star trek analogies, ancient wisdom and literature and so much more. Using Multivariate Statistics. Michael Gramling examines the impact of policy on practice in early childhood education. Part of a series on. Schauble and colleagues , for example, found that fifth grade students designed better experiments after instruction about the purpose of experimentation. For example, some suggest that learning about NoS enables children to understand the tentative and developmental NoS and science as a human activity, which makes science more interesting for children to learn Abd-El-Khalick a ; Driver et al. Research on teaching and learning of nature of science. The authors begin with theory in a cultural context as a foundation. What makes professional development effective? Frequently, the term NoS is utilised when considering matters about science. This book is a documentary account of a young intern who worked in the Reggio system in Italy and how she brought this pedagogy home to her school in St. Taking Science to School answers such questions as:. The content of the inquiries in science in the professional development programme was based on the different strands of the primary science curriculum, namely Living Things, Energy and Forces, Materials and Environmental Awareness and Care DES Exit interview. Begin to address the necessity of understanding other usually peer positions before they can discuss or comment on those positions. -
Stephen Hawking and Leonard Mlodinow on the Grand Design
Book Reviews this if they are to make a significant con- before the creation’ (50). However, then tribution to the interface between science he says, ‘That is a possible model, which and faith. The rather good bibliography is favoured by those who maintain that at the end of this book would be a guide the account given in Genesis is literally to the competition – there are some excel- true’, but the big bang theory is ‘more lent books in this area already. Not rec- useful’, even though neither model is ommended. ‘more real than the other’ (50-51). This is deeply confusing not least because (a) Paul Wraight has retired from teach- Augustine himself did not take Genesis ing physics and electronics at literally, and (b) Augustine’s view is Aberdeen University and is thinking entirely compatible with the big bang and writing about design. theory! However, notwithstanding what comes later, Hawking admits at this Stephen Hawking and Leonard point that it is not clear that we can take Mlodinow time back beyond the big bang because The Grand Design: New Answers to the present laws of physics may break the Ultimate Questions of Life down (51). London: Bantam Press, 2010. 200 pp. hb. Hawking informs us that the 219 here- £18.99. ISBN-13 978-0593058299 sies condemned by Bishop Tempier of Paris in 1277 included the idea that This book was notoriously heralded by a nature follows laws, because this would front page splash in The Times headlined conflict with God’s omnipotence (24-25). ‘Hawking: God did not create Universe’. -
Jason Springs CV
JASON A. SPRINGS Kroc Institute for International Peace Studies [email protected] Keough School for Global Affairs Cell. 617-233-2765 University of Notre Dame Office: 574-631-0931 305 Hesburgh Center updated: July 2020 Notre Dame, IN 46556 ACADEMIC APPOINTMENTS 2020- Professor of Religion, Ethics, and Peace Studies Kroc Institute for International Peace Studies University of Notre Dame 2015-20 Associate Professor of Religion, Ethics, and Peace Studies Director of Doctoral Studies, 2016-18 2008-2015 Assistant Professor of Religion, Ethics, and Peace Studies University of Notre Dame 2006-08 Visiting Assistant Professor of Philosophy and Religion, American University (Washington, DC), Dept. of Philosophy and Religion EDUCATION 2005 Ph.D., A.M., Harvard University, Committee on the Study of Religion, Graduate School of Arts and Sciences 2000 MDiv, Princeton Theological Seminary, May 2000, ethics, philosophy of religion 1996 M.A., Baylor University, 1996, Modern philosophy 1995 B.A., Georgetown College, 1995, cum laude, Majors: Philosophy, English Lit FELLOWSHIPS AND GRANTS 2018 Resident Member Fellowship, Center of Theological Inquiry, Princeton, NJ, Fall semester, Seminar on Religion and Violence (declined) 2015-16 The Louisville Institute, Sabbatical Grant for Researchers, Project: Restorative Justice and the New Jim Crow 2005-06 Princeton University, Post-doctoral Fellow in Christian Thought and Practice, Center for the Study of Religion, Princeton, NJ BOOKS In draft Resurrection in Back of the Yards: Restorative Justice and Lived Religion on Chicago’s South and West Sides 2018 Jason A. Springs, Healthy Conflict in Contemporary American Society: From Enemy to Adversary (Cambridge: Cambridge University Press) 2013 Jason A. Springs and Atalia Omer, Religious Nationalism: A Reference Handbook (Santa Barbara, CA: ABC-Clio) [equal authorship]. -
Thomas]. Kaiser When Darwin Theorized About How Man and Other
SoMETHING FROM NoTHING THIS WAY CoMEs Thomas]. Kaiser When Darwin theorized about how man and other organisms might have evolved, he assumed the existence of the lower life forms and proposed an account ofhow others could have evolved from them. With the advent of cellular and molec ular biology evolutionists began to theorize how the lowest life forms might have evolved from inorganic nature. More over, scientists now think that the elements themselves are the products of evolution. The heavier elements came into being from lighter elements some time after the big bang about r 3. 7 billion years ago. So the theory of evolution itselfhas evolved from explaining the origin of biological species to the origin of the whole universe. The big bang theory now being widely accepted, the next question is where did the material out of which the elements evolved come from? Stephen Hawking and Leonard Mlodinow in their new book, The Grand Design, have answered this question by saying that the cosmos spon taneously generated from nothing. According to M-theory, ours is not the only universe. In stead, M-theory predicts that a great many universes were created out of nothing. Their creation does not require the Thomas]. Kaiser is a graduate (1975) of Thomas Aquinas College. He earned his C.Phil. from the University of California, Los Angeles, in 1980 and completed Ph.D. in Biology in 1986. He has been a tutor at Thomas Aquinas College since 1982. I SoMETHING FROM NoTHING THIS WAY CoMBs Thomas]. Kaiser intervention of some supernatural being or god. -
1 Big History, the Big Bang, and the Big Book: the History of Science
Big History, the Big Bang, and the Big Book: The History of Science Meets the Tradition of Christianity Course Context In the 1980s, historian David Christian embarked on a delightfully daring journey: to narrate the entire history of the world from its origins to the present. Ignoring the sacred cow of academic specialization, in which academics are only encouraged to speak about their immediate areas of intellectual concentration, Christian coined the term “Big History” to refer to the history of the cosmos in all of its fourteen-billion years of glory. Even though he was an Australian historian of Russia, with little formal training in science, Christian began teaching history in a way that no one had quite done before. As David Christian was attempting to understand the evolution of history across fourteen billion years, many conservative Christians were actively vilifying the consensus of scientists when it came to the age of the universe, the age of earth, and the origins of human life. Kenneth Ham, an Australian like David Christian who is also around the same age, is at the forefront of creationist apologetics. Ham founded the Creation Museum and he is president of a highly influential organization that teaches young-earth creationism and rejects the methodologies and assumptions of mainstream science. Who is right, David Christian or Ken Ham? And what difference does it make anyway? Course Description In Big History, the Big Bang, and the Big Book, we will explore the intersection between the history of mainstream science and the beliefs of evangelical Christianity. As we look at each of the major branches of science, we will do so with an eye toward understanding how it impacts the thought and practice of Protestant evangelicalism. -
Samuel Cheon Course Theme: CREATION in the BIBLE
Christianity and History of Science Instructor: Samuel Cheon Course Theme: CREATION IN THE BIBLE, THEOLOGY AND SCIENCE: A HISTORICAL AND INTER- DIALOGICAL PERSPECTIVE Institution: Hannam University,Graduate School of Theological Interdisciplinary Studies, Taejeon, South Korea COURSE DESCRIPTION 1. FORMATION This course is offered in the fall 2002 semester by Dr. Samuel Cheon, Professor of Old Testament at Graduate School of Theological Interdisciplinary Studies, Hannam University, with the assistance of guest lecturers. The course is offered for students in the Th.M. program and entitled as Christianity and History of Science according to the school’s academic plan. The course meets every Thursday in two- hour sessions, for sixteen weeks. Each class consists of presentation, lecture and discussion. Guest lecturers include Dr. Dekryong Kim, Professor of Philosophy; Dr. Jongyong Lee, Professor of Physics, at Hannam University; Dr. Jeongkeun Ahn, Professor of Molecular Biology and Genetics at Chungnam University. Selection of guest lectures is ongoing, and one or two more may be added. 2. GOALS The goals of the course will be for students (1) to articulate definitions for both science and theology, considering their respective tasks and the inherent limits of their methods and objectives; (2) to arrive at a critical historical understanding of the interaction between Christian theology and natural science, especially biblical interpretations and scientific views, minimizing their prejudice of each of the two fields; (3) to develop their historical, hermeneutical and theological horizon of creation, relating to the contemporary natural sciences; (4) to relate their understanding of theology and science to their ministerial context and preaching, especially having a new interpretive perspective of biblical creation stories; (5) to develop some basic skills for interdisciplinary research of science and theology. -
West Virginia University Department of Sociology 307 Knapp Hall Morgantown, WV 26506 [email protected]
CHRISTOPHER P. SCHEITLE West Virginia University Department of Sociology 307 Knapp Hall Morgantown, WV 26506 [email protected] EDUCATION Ph.D. The Pennsylvania State University, Sociology, August 2008 M.A. The Pennsylvania State University, Sociology, May 2005 B.A. Trinity University, magna cum laude, Sociology and Religion, May 2003 PROFESSIONAL POSITIONS 2020-Current Associate Professor, West Virginia University 2015-2020 Assistant Professor, West Virginia University 2010- 2015 Adjunct Assistant Professor, St. John’s University (MN) 2008-2010 Senior Research Assistant, Penn State University, University Park RESEARCH INTERESTS Religion and Science, Religious Discrimination and Victimization, Religious Organizations, Sexuality, Identity TEACHING INTERESTS Data Analysis and Social Statistics, Research Methods, Sociology of Religion, Wealth and Poverty EXTERNAL FUNDING 2020-2022 Sociology of Science and Religion: Identity and Belief Formation Funding Initiative. $167,797 – Principal Investigator (with Katie E. Corcoran) for “Religion, Science, and the Enchanted Worldview.” 2018-2021 National Science Foundation. $162,254 – Principal Investigator for “Religion and the Professional Development of Graduate Students in the Sciences.” 2018-2020 National Science Foundation. $250,000 – Principal Investigator (with Elaine Howard Ecklund) for “Collaborative Research: Religion Related Bias Victimization: Addressing a Blind-Spot.” 2017-2018 Interfaith Diversity Experiences & Attitudes Longitudinal Survey Research Award. $7,500 – Principal Investigator for “Examining the Worldview Influences of Non-Religious Students.” 2014-2015 National Science Foundation. $299,369 – Principal Investigator (with Jeff Ulmer) for “Collaborative Research: The Frequency and Patterns of Crime Against Religious Congregations.” 2010-2013 National Science Foundation. $286,834 – Principal Investigator (with John McCarthy) for “Nonprofit Religious Organizations and Entrepreneurialism.” 1 2009 Higher Education Research Institute Spirituality in Higher Education Research Award.