This book is an introduction to the interface of science and religion. It includes a wide range of subjects related to science and religion, such as, scientific explanations of the universe; scientific discoveries in the nineteenth and twentieth centuries; theories on the origin of the universe; philosophy and sociology of science with the highlights on the contributions of some of the philosophers and sociologists of science. It also covers areas like historical survey of the relationship between science and religion and models of science-religion relations; the ethical issues in genetic sciences and also the negative impacts of modern scientific developments; social studies of science with special reference to feminist critiques of science and postcolonical studies of science. At the end, it presents the whole crux of the topic with a discussion on the theological responses to science and religion dialogue. - Jacket flap.

From the heliocentric controversy and evolution, to debates onbiotechnology and the environment, this book offers a balancedintroduction to the key issues in science and religion. A balanced, introductory textbook which fully spans theinterface between science and religion, and includes illustrationsof scientific concepts throughout Explores key historical issues, including the heliocentriccontroversy, and evolution, but also topics of current importance,such as biotechnology and environmental issues Appendices include a wide range of biblical readings; excerptsfrom early philosophers, theologians and scientists, includingAristotle, Aquinas, Hume, Kant, Galileo, Newton, and Darwin; andshort works from twentieth and twenty-first century scientists andtheologians Accessibly structured in to sections covering cosmology,evolution, and ethics in a scientific age Provides significant coverage of scientific information andbalanced explanations of the key debates for introductorystudents

World-renowned Jesus scholar Marcus J. Borg shows how we can live passionately as Christians in today's world by practicing the vital elements of Christian faith. For the millions of people who have turned away from many traditional beliefs about God, Jesus, and the Bible, but still long for a relevant, nourishing faith, Borg shows why the Christian life can remain a transforming relationship with God. Emphasizing the critical role of daily practice in living the Christian life, he explores how prayer, worship, Sabbath, pilgrimage, and more can be experienced as authentically life-giving practices. Borg reclaims terms and ideas once thought to be the sole province of evangelicals and fundamentalists: he shows that terms such as "born again" have real meaning for all Christians; that the "Kingdom of God" is not a bulwark against secularism but is a means of transforming society into a world that values justice and love; and that the Christian life is essentially about opening one's heart to God and to others.

The historical interface between science and religion was depicted as an unbridgeable conflict in the last quarter of the nineteenth century. Starting in the 1970s, such a conception was too simplistic and not at all accurate when considering the totality of that relationship. This volume evaluates the utility of the “complexity principle” in past, present, and future scholarship. First put forward by historian John Brooke over twenty-five years ago, the complexity principle rejects the idea of a single thesis of conflict or harmony, or integration or separation, between science and religion. Rethinking History, Science, and Religion brings together an interdisciplinary group of scholars at the forefront of their fields to consider whether new approaches to the study of science and culture—such as recent developments in research on science and the history of publishing, the global history of science, the geographical examination of space and place, and science and media—have cast doubt on the complexity thesis, or if it remains a serviceable historiographical model.

The present collection examines the many different ways in which religions appeal to the authority of science. The result is a wide-ranging and uniquely compelling study of how religions adapt their message to the challenges of the contemporary world.

A stellar cast of leading theologians and scientists debating science and religion in the public arena. The Boyle lectures are a prestigious lecture series held annually in the City of London. Engaging themes at the cutting-edge of contemporary science and religion debates, from evolution and emergence to the psychology of religious beliefs.

The authors of Making Sense of Science and Religion believe that addressing interactions between science and religion is part of all science educators' collective job-- and that this is the book that will help you facilitate discussion when the topic of religion comes up. Designed for teachers at all grade levels, the book will help you anticipate and respond to students' questions-- and help students reconcile their religious beliefs even as you delve into topics such as evolution, geochronology, genetics, the origin of the universe, and climate change. The book is divided into three parts: 1.Historical and cultural context, plus a framework for addressing science-religion issues in a legal, constitutional manner. 2.Guidance on teaching specific scientific concepts at every grade level: elementary, middle, and high school science, as well as college and informal science settings. 3.Advice for engaging families, administrators, school boards, legislators and policy makers, and faith communities. The book' s authors are all personally and professionally invested in the subject. They are a mix of K- 12 teachers, college professors, and experts from organizations such as the American Association for the Advancement of Science and the Smithsonian National Museum of Natural History. They know that teaching about the interaction between science and religion is not easy. But they also know that educators have an ethical obligation to minimize the perceived conflict between science and religion. As the authors write, " When students hear a consistent message during science instruction-- that they can learn science while maintaining their religious beliefs-- they are much more willing to learn regardless of messages to the contrary that they might hear outside of your classroom."