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Imagining the World: The Significance of Religious Worldviews for Science Education

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Science, Worldviews and Education

Abstract

This article begins by examining whether ‘science’ and ‘religion’ can better be seen as distinct or related worldviews, focusing particularly on scientific and religious understandings of biodiversity. I then explore how people can see the natural world, depending on their worldview, by looking at two contrasting treatments of penguin behaviour, namely that provided in the film March of the Penguins and in the children’s book And Tango Makes Three. I end by drawing some initial conclusions as to what might and what might not be included about religion in school science lessons. Science educators and teachers need to take account of religious worldviews if some students are better to understand the compass of scientific thinking and some of science’s key conclusions. It is perfectly possible for a science teacher to be respectful of the worldviews that students occupy, even if these are scientifically limited, while clearly and non-apologetically helping them to understand the scientific worldview on a particular issue.

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Authors and Affiliations

  1. Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK

    Michael J. Reiss

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  1. Michael J. Reiss
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Correspondence to Michael J. Reiss .

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  1. Faculty of Arts & Social Sciences, University of New South Wales, Morven Brown Building G1, 2052, Sydney, NSW, Australia

    Michael R. Matthews

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Reiss, M.J. (2007). Imagining the World: The Significance of Religious Worldviews for Science Education. In: Matthews, M.R. (eds) Science, Worldviews and Education. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2779-5_7

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