Section J

• understand the question, common and particular, to the theological and scientific enterprises
• be aware of the importance of the community context for science and technology.

• have an understanding of the connections between the scientific and theological enterprises, particularly in contemporary science and theology.

• differentiate between the scientific and theological enterprises.

This section should contributeto the development of

• appreciation of the value of human questioning from a scientific and theological point of view.

• the human need to question
• questions of nature, relationship, meaning, purpose, and origin
• questions common to science and religion
• God of the gaps'
• two other images of God and their implications for science.

As a result of studying this section, students should be able to

• explain the human drive to question and to ask why
• compile and present a 'list' of ultimate questions
• give examples of the questions common to religion and science
• demonstrate an understanding of 'God of the gaps' and of science's critique of this view
• present two alternative images of God and their use in the debate between science and religion.

• the importance of community for the theological and scientific enterprises
• objective or subjective investigation
• scientific method and theories of interpretation
• theology and theories of interpretation.

As a result of studying this section, students should be able to

• define community and outline reasons for its importance in theology and science
• define 'objective' and 'subjective' investigation, and discuss the merits of each
• describe the elements of scientific method and interpretation
• outline the methods of interpretation available to theology.

• be familiar with key moments in the relationship between science and theology from the Renaissance to the present day
• be able to identify possible future points of conflict and communication for science and theology.

• be aware of the lack of understanding of these connections in the past and the consequent tensions between science and theology
• have an awareness of the limits and possibilities of the dialogue between religion and science
• be aware of the lack of understanding of these connections in the past and the consequent tensions between science and theology.

• engage critically in current debates between religion and science
• identify ethical implications of scientific progress.

This section should contribute to the development of

• appreciation of the limitations of scientific and religious fundamentalism
• openness to the insights of science and religion in current debates.

• Galileo and his context
  • the methods and theories of Galileo
  • the reaction from the secular and religious world
• the beginnings of modern science
• the reaction of religions.

As a result of studying this section, students should be able to

• present a portrait of the world from which Galileo's ideas emerged
• describe the methods Galileo used
• present an summary of Galileo's main findings and ideas
• explain the various sources of modern science
• show the various reactions of religions to the rise of science.

• Descartes and his influence
  • the disappearance of God
  • the significance of the cogito
• Newton and the mathematical paradigm
• science and religion in the enlightenment.

As a result of studying this section, students should be able to

• outline Descartes's theory and explain its importance for science and religion
• explain the importance of Newton's discoveries in mathematics for the relationship between science and religion
• describe one major development in science and one major development in religion at the time of the enlightenment.

• Charles Darwin and his context
• Darwin and evolution
  • Darwin's investigations
  • the development of a theory of evolution
• the response of religions with particular reference to one of the following: Buddhism Christianity, Hinduism, Islam, or Judaism.

As a result of studying this section, students should be able to

• explain the influences on Darwin's thought
• outline Darwin's theory of evolution, and highlight the major areas of conflict with religion
• describe the reaction of one major world religion to Darwin's theory at the time of its development.

• the understanding of creation in either the Buddhist Christian, Hindu, Islamic or Jewish tradition
• a contrasting understanding of creation from another religious tradition
• the ecological crisis
• the main features of the current crisis
  • the origins of the crisis
  • attitudes to the crisis from the perspectives of theology and science.

As a result of studying this section, students should be able to

• outline the understanding of creation in one of either
  • Buddhism
  • Christianity
  • Hinduism
  • Islam
  • Judaism
• contrast two understandings of creation from two different religious traditions
• outline the contemporary ecological crisis
• present a theologian's perspective on the crisis
• present a scientist's perspective on the crisis.

• identify possible future points of conflict and communication for science and theology.

• have an understanding of the connections between the scientific and theological enterprises, particularly in contemporary science and theology
• have an awareness of the limits and possibilities of the dialogue between religion and science
• have an understanding of the ethical implications of scientific progress
• have an understanding of theological perspectives on current developments in physics or biology.

• -differentiate between the scientific and theological enterprises
• engage critically in current debates between religion and science
• identify ethical implications of scientific progress.

This section should contribute to the development of

• awareness of the limitations of scientific and religious fundamentalism
• openness to the insights of science and religion in current debates
• critical evaluation of scientific and technological progress.

• why bother about origins?
• an overview of current debate on origins
• ancient and contemporary cosmologies
  • two ancient contrasting cosmologies
  • two contemporary contrasting cosmologies.

As a result of studying this section, students should be able to

• explain the importance of reflecting on and studying origins
• give a summary of the main features of current debate on origins
• explain the term "cosmology"
• present two contemporary and two ancient cosmologies and identify similarities and differences.

• Heisenberg's uncertainty principle and the development of quantum theory
• science and the realm of chance, probability, and chaos
• theological perspectives on these developments.

As a result of studying this section, students should be able to

• explain the Heisenberg uncertainty principle and its importance for science today
• outline two of the key ideas associated with 'new physics' and the importance of these for theological reflection.

• have an understanding of the connections between the scientific and theological enterprises, particularly in contemporary science and theology
• have an awareness of the limits and possibilities of the dialogue between religion and science
• have an understanding of the ethical implications of scientific progress
• have an understanding of the theological perspectives on current developments in genetics.

• differentiate between the scientific and theological enterprises
• engage critically in current debates between religion and science
• identify ethical implications of scientific progress.

This section should contribute to the development of

• awareness of scientific and religious fundamentalism
• openness to the insights of science and religion in current debates
• critical evaluation of scientific and technological progress.

• Scientific descriptions of the beginnings of life and the moment of death
• religious descriptions of the beginnings of life and the moment of death.

As a result of studying this section, students should be able to

• present scientific and religious accounts of the beginning and ending of life and indicate areas where science and religion share the same concerns.

• the religious and scientific perspectives in relation to two of the following:
  • cloning
  • genetically-modified life
  • artificially created life
  • the prolonging of life
  • the ending of life.

As a result of studying this section, students should be able to

• outline the ethical issues that arise in science and religion in two of the following
  • cloning
  • genetically-modified life
  • artificially created life
  • the prolonging of life
  • the ending of life.