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Stolberg M 《Isis; an international review devoted to the history of science and its cultural influences》2003,94(2):274-299
Based on a wide range of Latin and vernacular sources, this essay reexamines Thomas Laqueur's and Londa Schiebinger's influential claim that the idea of incommensurable anatomical difference between the sexes was "invented" in the eighteenth century, reflecting, in particular, a need to resort to nature in order to justify female subordination against new ideals of equality and universal rights. It provides ample evidence that already around 1600 many leading physicians, rather than proclaiming a "one-sex model" of female inferiority, insisted on the unique and purposeful features of the female skeleton and the female genital organs and illustrated them visually. The author shares Laqueur's and Schiebinger's assumption that the shift toward incommensurable anatomical difference helped legitimize woman's subordinate position as housewife and mother as naturally given. But around 1600 Enlightenment ideals as yet played no role. Instead, this shift reflected, in particular, contemporary physicians' growing appreciation of personal discovery and innovation, the rise of a specialist gynecology, and new views on marriage and motherhood in the upper classes among whom the physicians lived and whose support they sought. 相似文献
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Tonie Stolberg 《International Journal of Science Education》2013,35(7):909-912
Scientific and religious ways of thinking are central to an individual’s cognitive and cultural ways of making sense of the world. This paper explores what foundational concepts pre‐service primary teachers are employing when they teach science. The study measured the attitudes to science and religion of 92 pre‐service primary teachers. The categories traditionally used to describe the ways individuals’ relate science and religion were found to be inadequate when attempting to reflect the attitudes’ of the respondents. An alternative, phenonomenologically based diagnostic framework was then proposed, constructed as a two‐dimensional scale on which participant’s attitude to science/religion was assessed as either “epistemic” or “pragmatic”. Analysis of interviews with a representative sample of eight of the teachers showed that individual religio‐scientific frameworks could be linked to distinct differences in approach to the teaching of science. The impact of identifying the religio‐scientific framework of pre‐service teachers on the design of future educational programmes was then discussed. 相似文献
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Tonie L. Stolberg 《Science & Education》2010,19(6-8):679-692
This article examines what science education might be able to learn from phenomenological religious education’s attempts to teach classes where students hold a plurality of religious beliefs. Recent statements as to how best to accomplish the central pedagogical concept of ‘learning from religion’ as a vehicle for human transformation are explored, and then used to appraise the historical research into how Charles Darwin’s responses to religious ideas influenced and were influenced by his scientific work. The issues identified as crucial for science educators to be aware of when teaching students Darwinian evolution are then outlined and, finally, suggestions are made to enable individual students to examine how their personal religious beliefs might interact with their growing understanding of Darwin’s evolutionary approach. 相似文献
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This preliminary study seeks to explore whether wonder-based reflections are sources of inspiration for our future teachers of science. What experiences have brought them personally a sense of wonder and when, if at all, do they employ scientific explanations of those events? In all 140 pre-service primary teachers, when questioned, described 240 separate events or occasions in which they had participated or observed that evoked a heightened sense of wonder. Three different types of wonder described all the events cited: physical, personal and metaphysical wonder. Analysis of extended interviews with 15 of the pre-service primary teachers illustrated that such events can transform heuristic responses. 相似文献
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Relationships and sex education (RSE), as set out in the recent Bill making RSE compulsory for all English schools, should be appropriate to the religious background of pupils. This paper suggests that this appropriateness is best found by gaining the best understanding about religious young people’s lived experiences of relationships and sexuality. Our in-depth qualitative research with three Christian young men aged 17–18 from a large charismatic evangelical church in the Midlands region of England investigated experiences of romantic relationships, focusing on the ‘ethical moments’ in which Christian ethical principles of sexual abstinence are negotiated. By attending closely to both the theological and the non-religious discursive resources that these negotiations draw upon, we demonstrate the different ways in which abstinence becomes meaningful in study participants' lifeworlds. We conclude that a sex education based on ethics in practice might engage best with religious young people. 相似文献
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This paper explores what foundational concepts pre-service primary teachers are employing when they teach religious education. The study measured the attitudes to science and its relationship to religion of 92 pre-service primary teachers. Analysis of extended interviews with eight of the pre-service primary teachers illustrated how specific religio-scientific frameworks could be linked to distinct differences in approach to the teaching of religious education. The implications for teacher education were then discussed, as well as the necessity to integrate the teaching of religion and science into the design of future pedagogical approaches. 相似文献
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