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In this accessible analysis, a philosopher and a science educator
look at biological theory and society through a synthesis of
mechanistic and organicist points of view to best understand the
complexity of life and biological systems. The search for a unified
framework for biology is as old as Plato's musings on natural
order, which suggested that the universe itself is alive. But in
the twentieth century, under the influence of genetics and
microbiology, such organicist positions were largely set aside in
favor of mechanical reductionism, by which life looks like a more
complicated version of physics, one that can be reduced to the
behavior of organic molecules. But can organisms truly be
understood in mechanical terms, or do we need to view life from the
perspective of whole organisms to make sense of biological
complexity? The New Biology argues for the validity of holistic
treatments of nature from the perspectives of philosophy, history,
and biology and outlines the largely unrecognized undercurrent of
organicism that has persisted. Mechanistic biology has been
invaluable in understanding a range of biological issues, but
Michael Reiss and Michael Ruse contend that reductionism alone
cannot answer all our questions about life. Whether we are
considering human health, ecology, or the relationship between sex
and gender, we need to draw from both organicist and mechanistic
frameworks. It's not always a matter of combining organicist and
mechanistic perspectives, Reiss and Ruse argue. There is scope for
a range of ways of understanding the complexity of life and
biological systems. Organicist and mechanistic approaches are not
simply hypotheses to be confirmed or refuted, but rather operate as
metaphors for describing a universe of sublime intricacy.
This volume brings together an international set of contributors in
education research, policy and practice to respond to the influence
the noted academic Professor Michael Young has had on sociology,
curriculum studies and professional knowledge over the past fifty
years, and still has on the field to this day. It provides a
critical analysis of his work and the uses to which it has been put
in the UK and internationally, discussing implications for debates
on the purpose of education and how school curricula, as well as
programmes in other educational settings, could be run and teaching
undertaken, based on his contribution. Following Michael's long and
distinguished career - dating back to before Knowledge and Control:
New Directions for the Sociology of Education, which Michael edited
in 1971 - recent years have seen an upsurge in both academic and
policy interest in his work, including the new concern he expressed
for knowledge in his 2007 book Bringing Knowledge Back In. The book
concludes with an appreciation and a response to the authors from
Michael Young and a Coda from Charmian Cannon, who was on the
Institute of Education panel that appointed Michael to his post in
1967. This timely book is a unique critique and celebration,
written by experts whose own careers have been affected by Michael,
and will appeal to all those with an interest in the work of
Michael Young.
Science education, particularly school science education, has long
had an uneasy relationship with ethics, being unsure whether to
embrace ethics or leave it to others. In this book, the authors
argue that while the methods of science and of ethics are very
different, ethics plays a key role in how science is undertaken and
used. And so, ethics has a central place in science education,
whether we are talking of school science education, for students of
all ages, or the informal science education that takes place in
through internet, books, magazines, TV and radio, or in places such
as hospitals and zoos. Written for science educators based in
schools and elsewhere, the authors make no assumptions that the
reader has any knowledge of ethics beyond the background
understandings of morality that virtually all of us have. Empowered
with the knowledge shared in this book, readers will feel confident
about the place that ethics has in science education. The authors
provide a rich array of examples as to how science education, both
in school and out of school, and for all ages, can be enhanced
through including teaching about ethics.
This book brings together the latest research in education in
relation to science and religion. Leading international scholars
and practitioners provide vital insights into the underlying
debates and present a range of practical approaches for teaching.
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. These are explored in a range of
international contexts. 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. 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
research findings and insights presented by these international
scholars offer new dimensions on contemporary practice. - Vaille
Dawson, Professor of Science Education, University of Western
Australia 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. 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. -
Professor Keith Taber, University of Cambridge Science education
and religious education are uncomfortable bedfellows. 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. 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. - Julian Stern, Professor of Education and
Religion, York St John University Humans have long endeavored to
make sense of the world often using science and religion. Yet,
these two great traditions are frequently seen as incompatible.
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. -
William F. McComas, Distinguished Professor of Science Education,
University of Arkansas Equal 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. If you have been thinking it is
time we looked beyond Barbour's taxonomy, you will want to read
this book. If you have not, I implore you to read this book. -
Jason Wiles, Associate Professor of Biology and Science Education,
Syracuse University
This book reports on a study on physics problem solving in real
classrooms situations. Problem solving plays a pivotal role in the
physics curriculum at all levels. However, physics students'
performance in problem solving all too often remains limited to
basic routine problems, with evidence of poor performance in
solving problems that go beyond equation retrieval and
substitution. Adopting an action research methodology, the study
bridges the `research-practical divide by explicitly teaching
physics problem-solving strategies through collaborative group
problem-solving sessions embedded within the curriculum. Data were
collected using external assessments and video recordings of
individual and collaborative group problem-solving sessions by
16-18 year-olds. The analysis revealed a positive shift in the
students' problem-solving patterns, both at group and individual
level. Students demonstrated a deliberate, well-planned deployment
of the taught strategies. The marked positive shifts in
collaborative competences, cognitive competences, metacognitive
processing and increased self-efficacy are positively correlated
with attainment in problem solving in physics. However, this shift
proved to be due to different mechanisms triggered in the different
students.
This salient text presents a culturally aware public health
approach to the HIV epidemic in Malaysia, a country emblematic of
the Muslim world's response to the crisis. It explores complex
interactions of religion with health as a source of coping as well
as stigma and denial, particularly as Islam plays a central role in
Malaysian culture, politics, and policy. At the heart of the book,
a groundbreaking study analyzes attitudes and behaviors toward
prevention among diverse people living with HIV, faith leaders, and
government health officials. From these findings, readers gain
insight into how health professionals, policymakers, and
organizations can create appropriate prevention programs in
Malaysia, with implications for other Muslim countries. This timely
volume: Situates Malaysia and the Asian Pacific region in the
context of the HIV epidemic. Analyzes ways Islamic beliefs can
shape perceptions of HIV and prevention policy. Reviews a unique
study of stakeholder opinions and practices regarding HIV.
Discusses the consequences of Islamic rulings on sex outside
marriage. Offers recommendations for effective HIV prevention
practice and policy. Islam and Health Policies Related to HIV
Prevention in Malaysia is of immediate relevance to researchers
studying HIV prevention, social aspects of religion, sexuality, and
sex education. Policymakers in health promotion and health
education as well as graduate students in sex education, sociology,
psychology, and cultural studies should also find it useful.
'Rethinking Biology offers many useful perspectives on a range of
topics: why neuroscience and brain imaging threaten to create a
reductive view of self and behaviour every bit as misleading as the
genetic one, why adaptationism needs taming in evolutionary
narratives ...'Public Understanding of ScienceBiologists always
need to grapple with integrating two explanatory approaches. On the
one hand, there is necessarily an effort to drill down to the
lowest possible level to explain what is happening in whatever is
being studied. That involves looking at how higher-level processes
arise from lower level ones. On the other hand, there is a need to
consider how the broader context influences bottom-up processes;
that involves looking at how the whole influences the parts.
Neither approach is satisfactory on its own. There is always a need
to integrate the consideration of how parts influence wholes with
how wholes influence parts.This book arises from a concern that in
the public dissemination of biology the need to integrate these
different perspectives is not coming across well. In
popularisations, simplistic micro explanations always seem to
arouse most interest and to capture the headlines. That risks
distorting and simplifying the complexity of biological processes,
and can mislead people. In this book we are urging a concerted
attempt to come to grips with the interactive complexity of
biology, and to find ways of conveying it to the public accessibly
and effectively.We are particularly concerned with how biology is
communicated to the public. Too often, what comes over to the
public is a crude, out-of-date, simplistic, mono-causal,
reductionist biology. Why so? Why is biology so misrepresented? Who
is responsible? It is partly the media, of course, but we suggest
that biologists themselves are often partly responsible. When it
comes to communication with the public, they tend to over-simplify
in a way that distorts.Related Link(s)
'Rethinking Biology offers many useful perspectives on a range of
topics: why neuroscience and brain imaging threaten to create a
reductive view of self and behaviour every bit as misleading as the
genetic one, why adaptationism needs taming in evolutionary
narratives ...'Public Understanding of ScienceBiologists always
need to grapple with integrating two explanatory approaches. On the
one hand, there is necessarily an effort to drill down to the
lowest possible level to explain what is happening in whatever is
being studied. That involves looking at how higher-level processes
arise from lower level ones. On the other hand, there is a need to
consider how the broader context influences bottom-up processes;
that involves looking at how the whole influences the parts.
Neither approach is satisfactory on its own. There is always a need
to integrate the consideration of how parts influence wholes with
how wholes influence parts.This book arises from a concern that in
the public dissemination of biology the need to integrate these
different perspectives is not coming across well. In
popularisations, simplistic micro explanations always seem to
arouse most interest and to capture the headlines. That risks
distorting and simplifying the complexity of biological processes,
and can mislead people. In this book we are urging a concerted
attempt to come to grips with the interactive complexity of
biology, and to find ways of conveying it to the public accessibly
and effectively.We are particularly concerned with how biology is
communicated to the public. Too often, what comes over to the
public is a crude, out-of-date, simplistic, mono-causal,
reductionist biology. Why so? Why is biology so misrepresented? Who
is responsible? It is partly the media, of course, but we suggest
that biologists themselves are often partly responsible. When it
comes to communication with the public, they tend to over-simplify
in a way that distorts.Related Link(s)
This book brings together the latest research in education in
relation to science and religion. Leading international scholars
and practitioners provide vital insights into the underlying
debates and present a range of practical approaches for teaching.
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. These are explored in a range of
international contexts. 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. 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
research findings and insights presented by these international
scholars offer new dimensions on contemporary practice. - Vaille
Dawson, Professor of Science Education, University of Western
Australia 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. 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. -
Professor Keith Taber, University of Cambridge Science education
and religious education are uncomfortable bedfellows. 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. 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. - Julian Stern, Professor of Education and
Religion, York St John University Humans have long endeavored to
make sense of the world often using science and religion. Yet,
these two great traditions are frequently seen as incompatible.
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. -
William F. McComas, Distinguished Professor of Science Education,
University of Arkansas Equal 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. If you have been thinking it is
time we looked beyond Barbour's taxonomy, you will want to read
this book. If you have not, I implore you to read this book. -
Jason Wiles, Associate Professor of Biology and Science Education,
Syracuse University
Science education, particularly school science education, has long
had an uneasy relationship with ethics, being unsure whether to
embrace ethics or leave it to others. In this book, the authors
argue that while the methods of science and of ethics are very
different, ethics plays a key role in how science is undertaken and
used. And so, ethics has a central place in science education,
whether we are talking of school science education, for students of
all ages, or the informal science education that takes place in
through internet, books, magazines, TV and radio, or in places such
as hospitals and zoos. Written for science educators based in
schools and elsewhere, the authors make no assumptions that the
reader has any knowledge of ethics beyond the background
understandings of morality that virtually all of us have. Empowered
with the knowledge shared in this book, readers will feel confident
about the place that ethics has in science education. The authors
provide a rich array of examples as to how science education, both
in school and out of school, and for all ages, can be enhanced
through including teaching about ethics.
'A careful and thoughtful provocation' (Justin Welby, Archbishop of
Canterbury) Ambitiously placed at the intersection of scientific
insights and spiritual wisdom, Human Flourishing prompts us to
reflect on what constitutes a good life and the choices that can
help achieve it. For thousands of years, humans have asked 'Why we
are here?' and 'What makes for a good life?' At different times,
different answers have held sway. Nowadays, there are more answers
proposed than ever. Much of humanity still finds the ultimate
answers to such questions in religion. But in countries across the
globe, secular views are widely held. In any event, whether
religious or secular, individuals, communities and governments
still have to make decisions about what people get from life. This
book therefore examines what is meant by human flourishing and see
what it has to offer for those seeking after truth, meaning and
purpose. This is a book written for anyone who wants a future for
themselves, their children, and their fellow humans - a future that
enables flourishing, pays due consideration to issues of truth and
helps us find meaning and purpose in our lives. At a time when most
of us are bombarded with messages about what we should or should
not do to live healthily, attain a work-life balance and find
meaning, a careful consideration of the contributions of both
scientific insight and spiritual wisdom provides a new angle. This
is therefore a book that not only helps readers clarify their views
and see things afresh but also help them improve their own
well-being in an age of AI and other new technologies.
The technique of allometry investigates the effects of size on such
variables as food intake, energy requirements, growth rates and age
at first reproduction. This book, now available in paperback,
brings together much of what is known about the consequences of
size and provides a new and mathematically rigorous framework
within which many quantitative predictions are made and tested
using published and unpublished data. New explanations are proposed
for many previously unexplained phenomena such as why in some
species females are thousands of times heavier than males, whereas
in no species are males more than about eight times heavier than
females. The models presented afford a new synthesis of the effects
of size and open up more pathways for further theoretical
investigation and experimental testing. Care has been taken to give
verbal presentations of all the mathematical conclusions to ensure
that the text is widely intelligible.
The technique of allometry investigates the effects of size on such
variables as food intake, energy requirements, growth rates and age
at first reproduction. This book, now available in paperback,
brings together much of what is known about the consequences of
size and provides a new and mathematically rigorous framework
within which many quantitative predictions are made and tested
using published and unpublished data. New explanations are proposed
for many previously unexplained phenomena such as why in some
species females are thousands of times heavier than males, whereas
in no species are males more than about eight times heavier than
females. The models presented afford a new synthesis of the effects
of size and open up more pathways for further theoretical
investigation and experimental testing. Care has been taken to give
verbal presentations of all the mathematical conclusions to ensure
that the text is widely intelligible.
Little more than a decade ago the term "genetic engineering" was hardly known outside research laboratories. Today it regularly makes headlines. Those in favor of genetic engineering--and those against it--tell us that it has the potential to change our lives perhaps more than any other scientific or technological advance. But what are the likely consequences of genetic engineering? Is it ethically acceptable? Should we be trying to improve on nature? In Improving Nature?, the authors, a biologist and a moral philosopher, examine the implications of genetic engineering in every aspect of our lives. The underlying science is clearly explained and the moral and ethical considerations are fully disussed, resulting in a wide-ranging, balanced overview of a controversial subject. Michael Jonathan Reiss, a biologist, is Professor of Science Education and Head of Science & Technology, University of London Institute of Education. He is the author of Understanding Science Lessons (Open University Press, 2000). Roger Straughan is Reader in Education at the University of Reading. He is the author of Beliefs, Behaviour and Education (Cassell Academic, 1989). Previous paperback edition (1996) 0-521-63754-6
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