Can Scientific Discovery Be a Religious Experience?
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John Stapylton Habgood
Communication The Untidiness of Integration: John Stapylton Habgood The Untidiness of Integration: John Stapylton Habgood Kevin S. Seybold uring the Middle Ages, it was not Born in 1927, John Habgood was edu- Dunusual for theologians to study the cated at King’s College, Cambridge, where physical world. In fact, there was an he read natural sciences specializing in amazing lack of strife between theology and physiology. After earning a Ph.D., he became science at this time. One reason for this a demonstrator in pharmacology and a fel- cooperation was the large number of indi- low of his college at Cambridge. In response viduals trained in both theology and medi- to a mission effort in Cambridge, Habgood eval science. It was the medieval theologian converted to Christianity in 1946 and began who tried to relate theology to science and the life-long process of wrestling with his science to theology.1 Today, it is uncommon new faith, a process that is central to his to have a theologian also easily conversant understanding of what it means to be a 2 Kevin S. Seybold in the scientific literature. John Polkinghorne, Christian. Habgood eventually served in a Arthur Peacocke, and Alister McGrath are number of church roles, but maintained a well-known contemporary examples of sci- dedication to his family and the people of his Born in 1927, entists who later have been trained in parish (regardless of how large that parish theology and turned their attention to the became). He also wrote several books dur- John Habgood integration of the two. -
Derbyshire and Derby City Agreed Syllabus for Religious Education 2020–2025
Derbyshire and Derby City Agreed Syllabus for Religious Education 2020–2025 Public 20/04/2020 Public 20/04/2020 i Written by Stephen Pett, Kate Christopher, Lat Blaylock, Fiona Moss, Julia Diamond-Conway Images, including cover images, courtesy of NATRE/Spirited Arts © NATRE Published by RE Today Services, 5–6 Imperial Court, 12 Sovereign Road, Birmingham, B30 3FH © RE Today 2019. This syllabus was written by RE Today Services and is licensed to Derbyshire and Derby City SACRE for use in the schools in Derbyshire and Derby City for 2020–2025. All rights reserved. Permission is granted to schools in Derbyshire and Derby City to photocopy pages for classroom use only. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, recorded or otherwise, without the prior permission of the publisher. Derbyshire and Derby City Agreed Syllabus for RE, 2020–2025 © RE Today Services 2019 Public 20/04/2020 ii Contents page: Page Foreword 1 Introduction 2 A What is RE for? A1 The purpose of RE 6 A2 The aim(s) of RE 7 A3 How to use this agreed syllabus: 12 steps 8 B What do we need to do? B1 Legal requirements 11 B2 What religions are to be taught? 13 B3 Time for religious education 14 C What do pupils learn in RE? C1 Religious Education key questions: an overview 16 C2 RE in EYFS Programme of Study 19 EYFS Units of Study 23 C3 RE in KS1 Programme of Study and planning steps 31 KS1 Units of study 35 C4 RE in KS2 Programme of Study and planning steps 45 Lower KS2 Units -
News and Notices SCIENCE-SPIRIRTUALITY
News and Notices SCIENCE‐SPIRIRTUALITY Templeton Prize The winner of the 2001 Templeton Prize for Progress in Religion is The Revd Canon Dr Arthur Peacocke of Oxford University. As a physical biochemist specialising in biological macromolecules, Dr Peacocke pioneered early research into the structure of DNA, showing that the chains in the molecule are not branched but form a double helix. In 1971, the one‐ time agnostic became an Anglican priest. The only Oxford University Theology faculty member to hold both a Doctor of Science and a Doctor of Divinity degree, Dr Peacocke is a strong proponent of "critical realism," holding that both science and theology aim to depict reality and must be subject to scrutiny, while recognising their creative interaction. Created by global investor and philanthropist Sir John Templeton in 1972, each year the Templeton Prize acknowledges a living person who has shown extraordinary originality in advancing humanity's understanding of God and the role of spirituality in people's lives. Sir John has sought to honour progress in religion just as the Nobel Prizes recognise advances in economics, medicine, and chemistry. Currently valued at £700,000 sterling, the Prize represents the world's largest annual monetary award given to an individual and is always set at a level that exceeds that of the Nobels. Dr Peacocke joins an illustrious group of professional scientists who have won the Templeton Prize: last year's winner, Freeman Dyson, a physicist whose futuristic views have consistently called for the reconciliation of technology and social justice; physicist and theologian Ian Barbour in 1999; astrophysicist Paul Davies in 1995; physicist Carl Friedrich von Weizsäcker in 1989; and Benedictine monk and professor of astrophysics Stanley Jaki in 1987. -
John Hedley Brooke Interviewed by Paul Merchant C1672/8
NATIONAL LIFE STORIES ‘Science and Religion: Exploring the Spectrum’ John Hedley Brooke Interviewed by Paul Merchant C1672/8 This transcript is copyright of the British Library Board. Please refer to the Oral History curators at the British Library prior to any publication or broadcast from this document. Oral History The British Library 96 Euston Road NW1 2DB 020 7412 7404 [email protected] IMPORTANT Access to this interview and transcript is for private research only. Please refer to the Oral History curators at the British Library prior to any publication or broadcast from this document. Oral History The British Library 96 Euston Road London NW1 2DB 020 7412 7404 [email protected] Every effort is made to ensure the accuracy of this transcript, however no transcript is an exact translation of the spoken word, and this document is intended to be a guide to the original recording, not replace it. Should you find any errors please inform the Oral History curators ([email protected]) The British Library National Life Stories Interview Summary Sheet Title Page Ref no: C1672/08 Collection title: ‘Science and Religion: Exploring the Spectrum’ Life Story Interviews Interviewee’s surname: Hedley Brooke Title: Professor Interviewee’s John Sex: Male forename: Occupation: Historian of science Date and place of birth: 20th May 1944, and religion Retford, Nottinghamshire, UK Mother’s occupation: Father’s occupation: teacher teacher Dates of recording, Compact flash cards used, tracks (from – to): 21/5/15 (track 1-3), 26/06/2015 (track 4-5), 22/09/2015 (track 6-7), 20/10/2015 (track 8-9), 08/12/15 (track 10-11), 02/02/16 (12-14), 26/04/16 (track 15) Location of interview: Interviewees' home, Yealand Conyers near Lancaster and the British Library Name of interviewer: Paul Merchant Type of recorder: Marantz PMD661on compact flash Recording format : audio file 12 WAV 24 bit 48 kHz 2-channel Total no. -
Agreed Syllabus for Derbyshire and Derby City 2020-2025
Derbyshire and Derby City Agreed Syllabus for Religious Education 2020–2025 i Written by Stephen Pett, Kate Christopher, Lat Blaylock, Fiona Moss, Julia Diamond-Conway Images, including cover images, courtesy of NATRE/Spirited Arts © NATRE Published by RE Today Services, 5–6 Imperial Court, 12 Sovereign Road, Birmingham, B30 3FH © RE Today 2019. This syllabus was written by RE Today Services and is licensed to Derbyshire and Derby City SACRE for use in the schools in Derbyshire and Derby City for 2020–2025. All rights reserved. Permission is granted to schools in Derbyshire and Derby City to photocopy pages for classroom use only. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, recorded or otherwise, without the prior permission of the publisher. Derbyshire and Derby City Agreed Syllabus for RE, 2020–2025 © RE Today Services 2019 ii Contents page: Page Foreword 1 Introduction 2 A What is RE for? A1 The purpose of RE 6 A2 The aim(s) of RE 7 A3 How to use this agreed syllabus: 12 steps 8 B What do we need to do? B1 Legal requirements 11 B2 What religions are to be taught? 13 B3 Time for religious education 14 C What do pupils learn in RE? C1 Religious Education key questions: an overview 16 C2 RE in EYFS Programme of Study 19 EYFS Units of Study 23 C3 RE in KS1 Programme of Study and planning steps 31 KS1 Units of study 35 C4 RE in KS2 Programme of Study and planning steps 45 Lower KS2 Units of Study 49 Upper KS2 Units of Study 59 C5 RE in KS3 -
CV Current Online 1
Curriculum Vitae Peter Harrison Institute for Advanced Studies in the Humanities! Forgan-Smith Building, Level 5 The University of Queensland Qld 4072 Australia Email. [email protected] Qualifications ______________________________________________________________________ DLitt 2013 University of Oxford MA 2007 University of Oxford PhD 1989 University of Queensland MA 1985 Yale University BA 1983 University of Queensland (1st Class Hons) Dip Ed 1977 University of Queensland BSc 1976 University of Queensland Career History ______________________________________________________________________ Director, Institute for Advanced Studies in the Humanities, University of Queensland, 2015- Australian Laureate Fellow, 2015-19 Research Professor and Director, Centre for the History of European Discourses, University of Queensland, 2011-15 Senior Research Fellow, Ian Ramsey Centre, University of Oxford, 2011- Andreas Idreos Professor of Science and Religion; Director of the Ian Ramsey Centre, Fellow of Harris Manchester College, University of Oxford, 2007-11 Assistant Professor/Associate Professor/Professor of History and Philosophy, Bond University, 1989-2006 Fellowships and Honours ______________________________________________________________________ • Bampton Lecturer (Oxford), 2019 • Corresponding member, International Academy of the History of Science • Aldersgate Prize, 2015, for The Territories of Science and Religion. • Australian Laureate Fellow, 2015-19 • Gifford Lecturer (Edinburgh),’Science, Religion and Modernity’, 6 Lectures, 2010-11 • Christ Church, Oxford. Fowler Hamilton Visiting Fellowship. 2007 (declined) • Institute for Advanced Study, Princeton, NJ. Elizabeth and J. Richardson Dilworth Fellowship, January–August, 2005 • Bruce Mansfield Prize (Religious History) 2005 • Vice-Chancellor’s Award (Research Excellence), 2004 • Centenary Medal. Australian Honours, General List, ‘For Service to Australian Society and the Humanities in the Study of Philosophy and Religion’. 2003 • Foundation member, International Society for Science and Religion. -
Reid Et Al., 2015
Global Change Biology (2015), doi: 10.1111/gcb.13106 Global impacts of the 1980s regime shift 1,2,3 4 1,5 PHILIP C. REID , RENATA E. HARI ,GREGORY BEAUGRAND ,DAVIDM. LIVINGSTONE4 ,CHRISTOPHMARTY6 , DIETMAR STRAILE7 , JONATHAN BARICHIVICH8,9, ERIC GOBERVILLE1,5, RITA ADRIAN10, YASUYUKI AONO11,ROSS € BROWN12, JAMES FOSTER13, PAVEL GROISMAN14,15,PIERREHELAOUET 1 , HUANG- HSIUNG HSU16, RICHARD KIRBY2 ,JEFFKNIGHT17,ALEXANDRAKRABERG18, JIANPING LI19,20, TZU-TING LO21, RANGA B. MYNENI22, RYAN P. NORTH4,23, J. ALAN POUNDS24, 25,26,27,28 € 29 30,31 18 TIM SPARKS ,RENESTUB I , YONGJUN TIAN ,KARENH.WILTSHIRE , DONG XIAO32 and ZAICHUN ZHU33,34 1Sir Alister Hardy Foundation for Ocean Science, The Laboratory, Citadel Hill, Plymouth PL1 2PB, UK, 2Marine Institute, Plymouth University, Drake Circus, Plymouth PL4 8AA, UK, 3Marine Biological Association of the UK, The Laboratory, Citadel 4 € Hill, Plymouth PL1 2PB, UK, Eawag, Swiss Federal Institute of Aquatic Science and Technology, Uberlandstrasse 133, CH-8600 Dubendorf,€ Switzerland, 5Centre National de la Recherche Scientifique, Laboratoire d’Oceanologie et de Geosciences (LOG), UMR 8187 LOG, Universite des Sciences et Technologies de Lille, BP 80, 62930 Wimereux, France, 6WSL Institute for Snow and Avalanche Research SLF, Fluelastrasse€ 11, CH-7260 Davos, Switzerland, 7Department of Biology, Limnological Institute, University of Konstanz, 78464 Konstanz, Germany, 8Climatic Research Unit, School of Environmental Sciences, University of East Anglia, Norwich NR4 7TJ, UK, 9Laboratoire des Sciences du Climat et de l’Environnement, CEA-CNRS-UVSQ, L’Orme des Merisiers, 91191 Gif-sur-Yvette, France, 10Department of Ecosystem Research, Leibniz- Institute of Freshwater Ecology and Inland Fisheries, Muggelseedamm€ 301, D-12587 Berlin, Germany, 11Graduate School of Life and Environmental Sciences, Osaka Prefecture University, Sakai 599-8531, Japan, 12Climate Research Division, Science and Technology Branch, Environment Canada Ouranos, 550 Sherbrooke St. -
The Psychological Perspective on Religious Experience
THE PSYCHOLOGICAL PERSPECTIVE ON RELIGIOUS EXPERIENCE PROFESSOR MICHAEL ARGYLE It might be expected that those concerned with psychology and religion would have a lot in common: both are concerned with understanding human life and finding how to live it better. However, it turns out that each side knows very little about the other, and what they think they know is often wrong. Some kinds of psychology in the past have been definitely anti-religious, as in the case of ‘behaviourism', which is now extinct since all psychologists now recognise the importance of cognitive processes and even consciousness. There is also the fear that psychology will try to explain religion away in entirely human terms. Part of the way out of this problem is to adopt a non-ontological approach – that is, to study religious experiences and beliefs as empirical phenomena regardless of whether they are true or valid. This is the approach taken in the study of political behaviour. However, it may be that religion is more closely related to human nature, and that knowledge of religious phenomena may be relevant to our decisions about their value. The “argument from religious experience” may look different in the light of detailed research on religious experience. SURVEYS OF RELIGIOUS EXPERIENCE William James (1902), in one of the best-known early studies in the field, investigated intense experiences of a number of exceptional individuals “in their solitude”. Later work sampled the whole population, and was not confined to solitary experiences. Alister Hardy adopted a non-ontological approach, in seeking to collect and classify Religious Experiences as if they were specimens of plants or animals. -
Religious Studies Guidance for Teaching
GCE A LEVEL WJEC Eduqas GCE A LEVEL in RELIGIOUS STUDIES ACCREDITED BY OFQUAL GUIDANCE FOR TEACHING Teaching from 2016 This Ofqual regulated qualification is not available for candidates in maintained schools and colleges in Wales. Contents Introduction 3 Aims of the Guidance for Teaching 3 Frequently Asked Questions 4 Summary of Assessment 5 Co-teachability information 7 Assessment Objectives 9-10 Command word glossary 11-12 Assessment Objectives and examples of their related command words 13-14 Delivering the Specification Component 1: A Study of Religion Option A: A Study of Christianity 15-34 Option B: A Study of Islam 35-49 Option C: A Study of Judaism 50-64 Option D: A Study of Buddhism 65-87 Option E: A Study of Hinduism 88-105 Option F: A Study of Sikhism 106-120 Component 2: Philosophy of Religion 121-141 Component 3: Religion and Ethics 142-167 2 Introduction The WJEC Eduqas A Level in Religious Studies provides a broad, coherent, satisfying and worthwhile course of study. A level Religious Studies encourages learners to develop: • their interest in a rigorous study of religion and belief and relate it to the wider world • knowledge and understanding appropriate to a specialist study of religion • understanding and appreciation of religious thought and its contribution to individuals, communities and societies • an enquiring, critical and reflective approach to the study of religion, including considering the views of scholars/academics • the ability to analyse the nature of connections between the components they have studied • their own values, opinions and attitudes, in the light of their study. -
2003 Judges 1996 Dr
Plincipals Telllpleton Pdze Laureates Sir John Templeton. Cha irma n 2003 Prof. Holmes Rolston. III. philosopher. Colorado Springs. Colorado . USA John M. Templeton. Jr.. M.D .• President 2002 The Rev. Dr. John C. Polkinghorne. scientist and theologian, Cambridge. England 200 1 The Rev. Canon Dr. Arthur Peacocke. scien tist and theologian. Oxford. England Mrs. BsrlNJ,. Small. Executive Director 2000 Prof. Freeman Dyson. scientist. Princeton , New Jersey. USA 1999 Prof. Ian Barbour, sCientist and theologian . Northfield. Minnesota. USA 1998 Sir Sigmund Sternberg. businessman, Lo ndon. England 1997 Sri Pandurang Shastri Athavale, founder of the Swadhyaya movement, Bombay. India 2003 Judges 1996 Dr. William R. Bright evangelist , Orlando, Florida, USA Francis Cardmal AnnIe 1995 Prof. Paul Davies. sc ient ist. Adelaide. Austral ia Ramanath Cowski. PhD, 1994 Michae' Novak. philosopher and theologian. Washington. DC, USA Bruno Guiderdoni. Ph D 1993 Charles W. Colson, founder of Prison Fellowship. Washington, DC, USA Sir Brian Heap. CBE 1992 The Rev. Dr. Kyung-Chik Han. Presbyterian pastor. Seoul. Korea Srr John Houghton 1991 The Rt. Hon. The Lord Jakobovits. former Chief Rabbi of Great Britain and the Max Jammer. Ph.D. Commonwea Ith Monshu Koshin OMan! 1990 Awarded joint ly to Baba Amte, of the Anandwan community. India, and The Viscountess Brentford. OBE Prof. Charles Birch, biologist . Sydney. Australia Metropolitan John l il iaulas 1989 Awarded jointly to : The Very Rev. The Lord MacLeod, of the lona Community. Scotland. and Prof. Carl Friedrich von Weizsiicker, physic ist. Starnberg. Germany 1988 Dr. Inamullah Khan. forme r Secretary·General. World Muslim Congress. Karachi . Pakistan 1987 The Rev. Prof. -
John Hedley Brooke
C. TH. DIMARAS ANNUAL LECTURE, 2016 JOhn HedleY BROOKE Darwinism and the Survival of Religion SECTION OF NEOHELLENIC RESEARCH INSTITUTE OF HISTORICAL RESEARCH / NHRF The Historical Review / La Revue Historique Section of Neohellenic Research / Institute of Historical Research Volume XIV (2017) À partir de cette année, la conférence annuelle “C. Th. Dimaras”, dédiée à la mémoire du fondateur du Centre des Recherches Néohelléniques, sera publiée en annex de la Revue Historique. Starting this year, the C. Th. Dimaras Annual Lecture, dedicated to the founder of the Centre of Neohellenic Research, will be published in The Historical Review. FOreWOrd John Hedley Brooke studied the natural sciences at Cambridge University, obtaining a first-class honours degree in 1965. Having obtained a distinction in his study of the history and philosophy of science, his Cambridge doctoral thesis was devoted to the development of organic chemistry in the nineteenth century. A research fellow at Fitzwilliam College, Cambridge (1967–68), his first academic appointment was in the school of mathematical and physical sciences at the University of Sussex (1968–69). From 1969–99 he taught in the history department at Lancaster University, becoming a member of the International Academy of the History of Science in 1993. In 1995, with Prof Geoffrey Cantor, he gave the Gifford Lecture at Glasgow University. From 1999 to 2006, he was the first Andreas Idreos Professor of Science and Religion at Oxford University, director of the Ian Ramsey Centre and fellow of Harris Manchester College. Following retirement, he spent time as a distinguished fellow at the Institute of Advanced Study, University of Durham (2007). -
William James, Alister Hardy and the Work of the Religious Experience Research Centre
Continuing the heritage (Morgan) 3 Continuing The Heritage: William James, Alister Hardy and The Work of The Religious Experience Research Centre Peggy Morgan Lecturer in the Study of Religions, Mansfield College, Oxford [email protected] This article seeks to examine the relationships of the work on religious experience of the American psychologist and philosopher William James (1842-1910) and that of the marine biologist Professor Sir Alister Hardy FRS (1896-1985). It includes reference to James’s dependence on the psychologist Edwin Starbuck (1866-1947) and what might be considered ‘scientific’ and multi-disciplinary in both their enterprises and that of Hardy. The main source of James’s ideas in this area is the published version of his Edinburgh Gifford lectures The Varieties of Religious Experience (1902). Hardy founded a unit for the study of religious experience (RERU) in Oxford in 1969 and described the first years of its research findings in The Spiritual Nature of Man (1979). Under later directors, researchers and lecturers the work extended into different methods and cultures. Since 2000 The Alister Hardy Religious Experience Research Centre (RERC), has been based at University of Wales Trinity Saint David, Lampeter. (152 words) Keywords: religion; experience; spirituality; multi-disciplinary; science. ‘The torch of learning passes from land to land as the spirit bloweth the flame’ (James 1909: 6) A recent multi-authored and tightly focused volume entitled William James and The Transatlantic Conversation (Halliwell and Rasmussen eds. 2014) flags in its very title just how important has been the influence of William James and his ideas across the UK / USA boundary.