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在达尔文出生的那个年代,没有人会接受关于进化和人类起源的自然主义学说,他在那个时代分享了他关于自然、上帝以及历史的观念。在“贝格尔号”航行之后,他提出的“生命始于同一祖先”理论如何能令人信服,是他面临的巨大挑战。自从达尔文开始进化论的研究之后,他对“我的理论”的推广并非一定意在反驳宗教教义,而是作为宗教和科学的进步。达尔文深信的一条教义,就是人类具有共同祖先或者说所有种族皆兄弟——这可作为废除黑奴制度的一个理论根据。英国已于1838年废除了奴隶制,世界的目光于是转向美国——该国奴隶制正如火如荼,并得到一种支持奴隶制、主张人种多元的新特创论的支持。达尔文的跨洋策略自19世纪50年代开始便深深影响着美国反奴隶制的精英博物学家,他们对共同祖先理论的支持将被用来颠覆这一人种多元特创论——比用《圣经》中那不足凭信的人种同一论更为有效。因此,他的理论可作为道德和科学领域的进步而引起美国基督教世界废奴主义者的兴趣。然而,该策略却从未完全发挥自身所有的潜力,这使特创论在20世纪萌生了新的形式。 相似文献
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First-Year College Students’ Conflict with Religion and Science 总被引：1，自引：1，他引：0
Lisa Michelle Martin-Hansen 《Science & Education》2008,17(4):317-357
This study took place during a First Year Seminar course where 20 incoming college freshmen studied the central topic of the
nature of science within the context of biological evolution. The instructor researched students’ understandings in the nature
of science as they progressed through the course by examining a variety of qualitative and quantitative data including class
writings, pre- and post-test selected items from the VOSTS (Views on Science-Technology-Society), and interviews. The intended
outcomes of the course were to reduce the number of student misconceptions in the nature of science and to ease student apprehension
when learning about evolution. Data were analyzed to determine whether students were moving toward a more generally accepted
idea of the nature of science or toward another type of misconception. 相似文献
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《The Journal of educational research》2012,105(4):253-261
ABSTRACT The federal government has repeatedly denied the introduction of creationism into public schools as it is a direct violation of the separation of church and state. Little is known about those who would opt to eliminate evolution in scientific curriculum altogether. The authors examined this more extreme anti-evolution perspective in a nationally representative sample of U.S. adults ( N = 2,000). A binary logistic regression model involving 11 relevant predictors revealed that the most important predictor of support for the teaching of creationism-only education in public schools was low educational attainment, which yielded a stronger magnitude of effect than did belief in God or importance of religion. Results are interpreted and discussed in the context of implications for educational policy and science curriculum in public schools. 相似文献
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A sample of 187 female students, attending a sixth‐form study day on religious studies, completed a questionnaire containing four scales concerned with assessing: attitude towards theistic religion, attitude towards science, scientism and creationism. The data demonstrated a negative correlation between attitude towards religion and attitude towards science. However, this negative correlation was transformed into a positive correlation after taking into account individual differences in the students’ views about scientism and creationism. The implications of this finding are discussed in the context of the increasing support within society for the teaching of alternatives to evolution within the science curriculum. The authors argue both that it is important to challenge scientism by developing a better understanding of the role and limits of scientific methods, and that religious belief about creation should be recognised as essentially a claim about the ontological dependence of nature rather than about the details of its origins and development. 相似文献
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笔者提出无限并循环的宇宙模型。认为我们所能观察到的只是宇宙中无数个单位中的一个,称为本宇宙单位。它由宇宙单位黑洞_（母黑洞）爆炸形成。无数个由母黑洞形成,到爆炸,到宇宙单位发展,成熟,被另外在形成中的母偶洞“吞蚀”等不同发展阶段的宇宙单位构成了无限并循环的宇宙。母黑洞爆炸的壳层碎片及尘埃（暗物质）构成星系的,恒星的,甚至原始行星的核,并决定其运动型式;母黑洞中央由引力子裂解形成的无极子团,是宇宙单位爆炸,膨涨的斥力来源,属暗能量的一部分。邻宇宙单位对本宇宙单位的引力是暗能量的另一部允是使本宇宙单位目前加速膨胀的主要能量。提出宇宙三定律：1,宇宙是无限的：表现为承载万物及其变化的空间无边无际;描述万物变化快慢的时间无始无终。2,宇宙是循环的：以宇宙单位为单元。以宇宙单位黑洞（母黑洞）形成,到爆炸,到宇宙单位发展,成熟,被另外在形成中的母黑洞‘‘吞蚀”等,不同发展阶段的无数宇宙单位,共同构成了无限并循环的宇宙。3,宇宙是自有永有并全面自动的演化着：宇宙中的万物都在按照自然规律全面自动的衍化着,不以人的意志为转移。‘提出人类发展的胚胎期,婴儿期,幼儿期清年期,成年期和长生期。目前人类仅处在婴儿期向幼儿期的过渡阶段。以进化论的观点分扼提出在本宇亩单位中衍化出“神”来的可能性极高,粗不只一种。在宇宙中衍化出‘种”来的可能性是100％。“神”的定义是：具极高智慧并掌握了一切自然规律的灵体。他们可穿越时空＇毪IJ造生命。进化是因,是过程;神是进化的最高境界,是果。无进化,神无源;无袍进化无果。人是进化过程中的一个重要环节’但不是最终结果。这可把进化与神统一起来。提出人类不仅应崇敬袍祈求神的帮助,更应向神学习去争取掌握一切自然规律,以求永生长存。人类向神学习的方法是,要做到社会和谐,不断进行科学研究If罡进人类发展,争取掌握一切自然规律。在地球毁灭之前能离开地球;在太阳毁灭之前能离开太阳系;在银河系毁灭之前能离开银河系;在本宇宙单位毁灭之前能离开本宇宙单位,能在宇宙中避凶趋吉,“自由行是”永生长存。达不到这个目的,人类将在宇宙的衍化过程中毁灭。这不是人类的期望。此,应为人类的子利、后代永世不忘。（图2） 相似文献
6.
Pedro Teixeira 《International Journal of Science Education》2019,41(4):546-566
Teachers face numerous challenges when teaching evolution, especially students’ creationist beliefs and religious doctrines. Although this is a subject more studied in the USA, recently studies have shown resistance towards evolution by Pentecostals groups in Brazil. In this research, we investigated the acceptance of evolution and creationism by high school students in Rio de Janeiro, Brazil. We applied questionnaires to students of two public high schools in the state of Rio de Janeiro, one in the capital and the other in Nilopolis, in the metropolitan region (N?=?541). Principal Components Analysis was used and two indexes of acceptance of evolution were created: (i) Acceptance of the Scientific Aspects of Evolution Factor (SA) and (ii) Acceptance of the Biblical Narrative for the Origin and Development of Living Beings Factor (BN). Data indicate that Pentecostal students have a lower mean for SA and greater for BN in comparison to other religious groups. Moreover, a model of linear regression was developed for each factor. Only for BN, being Pentecostal was statistically significant (p?<?0.05), which means that Pentecostals may accept scientific aspects of evolution, even though they accept them less than the others. Following other authors, we argue that it is essential that teachers be aware of the religious diversity that exists in the class and make a clear distinction between religious and scientific knowledge, in order to promote the understanding of scientific theories and avoid attempting to change religious beliefs. 相似文献
7.
Michael J. Reiss 《Studies in Science Education》2013,49(2):157-186
I begin by examining the natures of science and religion before looking at the ways in which they relate to one another. I then look at a number of case studies that centre on the relationships between science and religion, including attempts to find mechanisms for divine action in quantum theory and chaos theory, creationism, genetic engineering and the writings of Richard Dawkins. Finally, I consider some of the pedagogical issues that would need to be considered if the science/religion issue is to be addressed in the classroom. I conclude that there are increasing arguments in favour of science educators teaching about the science/religion issue. The principal reason for this is to help students better to learn science. However, such teaching makes greater demands on science educators than has generally been the case. Certain of these demands are identified and some specific suggestions are made as to how a science educator might deal with the science/religion issue. 相似文献
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Jim Mackenzie 《Cambridge Journal of Education》2010,40(1):53-67
Teachers of biology and related subjects are increasingly meeting objections from students and their parents to the teaching of evolution and the exclusion of what is called the theory of Intelligent Design. This paper attempts to draw together arguments and evidence which may be used by such teachers. Four lessons are drawn from the 1982 judgement against Creation Science in Arkansas for those opposing attempts to introduce the theory of Intelligent Design into school science programs: that a wide definition of science is the most useful; that religion is not the enemy; that science teachers should trust their own expertise; and that alternative theories should not be excluded. 相似文献
9.
陈再彪 《宁德师专学报(自然科学版)》2006,18(3):310-312
教育信息化对教学模式提出了新的挑战．从建构主义理论入手,针对课程中教学设计应用层次目标不易达成的教学问题,设计了基于中学信息技术课程的教学设计“任务驱动”学习方法,并结合“虚拟购机”教学案例的设计,论述了任务驱动教学法的基本情况和开展任务驱动的教学模式． 相似文献
10.
Leslie J. Francis Jeff Astley Ursula McKenna 《British Journal of Religious Education》2019,41(2):188-201
This study drew on data provided by 11,809 13- to 15-year-old students drawn from the four nations of the UK to explore the level of agreement with the view that science disproves the biblical account odf creation, and to explore the power of five sets of variables to predict individual differences in responses to that opinion. The five sets of variables were personal factors, psychological factors, religious factors, attitudinal factors (including ‘scientific fundamentalism’, understood as an exaggerated, uncritical, and unqualified belief in the inerrancy of science), and theological factors (distinguishing between differing implied theologies of religion). Blockwise multiple regression demonstrated that personal, psychological, religious, and theological factors all held significant power, but that the greatest variance was explained by the attitudinal variables. When the five sets of variables were assessed within the model, 25% of the variance was accounted for. Greater incompatibility between science and religion was associated with scientific fundamentalism (β = .37, p < .001), with anti-religious attitude (β = .16, p < .001), and with atheism (β = .07, p < .001). These findings suggest that young people who believe in science in an unqualified way are more distrustful of religion. 相似文献
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