In addition to science and religion he is engaged in research in the sociology of religion and the philosophy of biology.
He is also a theological advisor to the Catholic Bishops’ Conference of England and Wales. He is a visiting lecturer at the Maryvale Institute, Birmingham and Liverpool Hope University. As well his interests in biology he writes in the field of theology and religious studies, having been a Las Casas scholar at Blackfriars Hall, Oxford studying Christian social teaching. He has previously taught biological sciences at the University of Reading and the University of Derby. Keith Chappell is Research Fellow in the Learning About Science and Religion team at the Canterbury Christ Church University. She regularly publishes in science education. She then travelled to Australia, to become a senior project manager with the Department of Education. Equipped with a physics degree, Berry's first career was with the BBC where she produced and presented television and radio programmes including BBC World Service's 'Science in Action', BBC TV's 'Tomorrow’s World' and BBC Education's 'Search out Science'. Her interests include students' ideas about the nature of science and more broadly, developing strategies to support the development of epistemic insight, young people's engagement in science, artificial intelligence, Big Questions bridging science, religion and the wider humanities and the communication of science and technology news in the media. Jason Wiles, Associate Professor of Biology and Science Education, Syracuse Universityīerry Billingsley is Professor of Science Education and leads the LASAR (Learning about Science and Religion) research team at Canterbury Christ Church University. If you have not, I implore you to read this book.
If you have been thinking it is time we looked beyond Barbour’s taxonomy, you will want to read this book. McComas, Distinguished Professor of Science Education, University of ArkansasĮqual parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. Yet, these two great traditions are frequently seen as incompatible.
Julian Stern, Professor of Education and Religion, York St John UniversityHumans have long endeavored to make sense of the world often using science and religion. Whatever the views of specialists, young people ‘receive’ an education in both science and religion: hearing their voices is refreshing in such a serious academic account. This book, written in part as a response to the – perhaps too clear – accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Science education and religious education are uncomfortable bedfellows. Professor Keith Taber, University of Cambridge The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship(s), or their representation within the curriculum. Science and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. Vaille Dawson, Professor of Science Education, University of Western Australia The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The book provides a valuable resource for teachers, students and researchers in the fields of education, science, religious education and the growing specialist field of science and religion. These are explored in a range of international contexts. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence.
Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. This book brings together the latest research in education in relation to science and religion.
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