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PubMed2002

Science and ministry: confusion and reality.

The professional pastoral care community generates a great deal of heat but precious little light during its debate about the use of scientific process in the practice of ministry. This result is due in large part to confusion about the basic tasks and processes of science and its role in both organized religion and the current health care environment. Clergy have often not understood that science and faith are different enterprises, that science and art are overlapping processes, and that both science and ministry are means and not ends in themselves. In the current health care environment, the ability to use scientific processes and speak its language are not only essential to the survival of professional pastoral care but are necessary to promote the goals of pastoral care and enhance our ministry.

Chaplaincy Service, Hospital↗
PubMed2002

Ministry for the good of the whole.

Clinical pastoral education and professional chaplaincy have long struggled with their relationships to various scientific worlds. With others, I affirm that the Emmanuel Movement, which produced unprecedented collaboration between clergy and physicians, died because its leaders failed to grow, to continue collaboration, and to train other physicians. I describe various indicators that suggest an increasing rapport between pastoral care and the sciences.

Chaplaincy Service, Hospital↗
PubMed2000

Antievolutionism in the Antipodes: from protesting evolution to promoting creationism in New Zealand.

Like other English-speaking peoples around the world, New Zealanders began debating Darwinism in the early 1860s, shortly after the publication of Charles Darwin's Origin of Species. Despite the opposition of some religious and political leaders - and even the odd scientist - biological evolution made deep inroads in a culture that increasingly identified itself as secular. The introduction of pro-evolution curricula and radio broadcasts provoked occasional antievolution outbursts, but creationism remained more an object of ridicule than a threat until the last decades of the twentieth century, when first American and then Australian creationists began fomenting antievolutionism among New Zealanders. Although Stephen Jay Gould assured them in 1986 that they had little to fear from so-called scientific creationism, because it was a 'peculiarly American' phenomenon, scientific creationism by the mid-1990s had captured the allegiance of an estimated five per cent of the country and proved especially attractive to Maori and Pacific Islanders. In 1992 New Zealand creationists formed their own antievolution society, Creation Science (NZ).

Australia↗
PubMed2006

Why we think it is important to discuss intelligent design.

Belief in God and belief in the science of evolution are not mutually exclusive concepts. Thousands of scientists who believe in God are able to separately study and teach evolution. As scientists and parents, we owe it to our children to ensure that public school science curricula teach the science of evolution and not promote a particular religious faith or belief system.

Biological Evolution↗
PubMed1995

The science literacy crisis, philosophical issues, and the origin sciences.

Since 1983, when the National Commission on Excellence in Education released its much-awaited report, A Nation at Risk, the United States has perceived itself to be in the midst of a serious education crisis. While nearly everyone is in agreement that most areas of the educational enterprise are in need of some revision and revitalization, problems related to science education have clearly received the lion's share of reform-minded attention. The present essay reviews the various symptoms of the so-called science literacy (education) crisis; speculates on the unique role that the philosophical underpinnings of the "cosmic" (Weisskopf, 1994) or origin sciences may play in these problems; and offers some suggestions as to how academic research scientists interested in these areas might more readily and effectively involve themselves in efforts to improve science education at all levels of the educational system.

Biological Evolution↗
PubMed1994

Reflections on the principle of life, medical theory and ethics, and the limitations of science.

The knowledge of modern science is based on and limited to data from the material world. It does not cover all levels of reality. Its achievements have been striking. It continues to amass at an ever increasing pace information about the physical basis of "life" in respect of its essential structures and their functions. Nonetheless there are questions which it cannot answer. The idea of the "vital spirit", according to Greek and Medieval philosophers and theologians the principle that imbues mortal flesh with life, transcends the limits of its empirical thinking, as do questions about traditional values and ethical issues, like the topical problems in medicine brought to the fore by recent and ongoing developments in molecular genetics. Their resolution will require vision wider than the empiric and knowledge broader than the exclusively scientific.

Biological Science Disciplines↗
PubMed2006

Creationism and evolution: it's the American way.

The recent ruling in the Kitzmiller v. Dover court case that intelligent design is a form of religion and cannot be taught alongside evolution in science classes in US public schools garnered worldwide attention. But why is the antievolution movement so powerful in the United States?

Biological Evolution↗
PubMed2001

[Between sancticity and value of human life: in perspective of human cloning].

The more we know, the more duties and greater responsibility we have. The dynamic development of biology carries a lot of hope for the freeing of mankind from genetic diseases. But the introduction of scientific thought necessarily has to be bound with the development of technology. It is wrong when technology dictates science a direction of development; when technique comes before ethics; and when technology does not respect the essence of a human being. The uncritical introduction of eugenics, especially cloning of people and rejecting all moral arguments, recalls inglorious acts of science when the ideology of progress determined the range of problems that researchers focused on. The same ideology of progress, although originating from other sources, pushes science toward a second extreme, into utilitarianism. In the article the author wishes to substantiate the necessity for researchers to respect ethical norms. Recognition of natural laws alone does not provide science with full development if the rights of conscience are violated.

Bioethics↗