This is an introduction to the Symposium on “Evolution, Original Sin, and the Fall,” which has been designed as a thematic section for Zygon: Journal of Religion and Science. The Symposium investigates the enduring question of whether hamartiology (the theological study of sin) is compatible with evolutionary theory. We trace the origins of this question to the debate between Modernists and Traditionalists at the turn of the previous century. Our contributors make headway in these discussions by delving into details, namely (...) by asking whether the hamartiological views of particular theologians, such as Augustine or Aquinas, can be reconciled with specific aspects of evolutionary theory. They also extend hamartiology in novel directions through the application of critical race theory and literary science to shed new light on the origin and transmission of original sin. (shrink)

In their major work, The Grand Design, Stephen Hawking and Leonard Mlodinow expressed the opinion of presumably many working physicists, philosophers of physics and even educated laymen when they said, "philosophy is dead. Philosophy has not kept up with modern developments in science, particularly physics. Scientists have become the bearers of the torch of discovery in our quest for knowledge." Their examples of the fields that have been conquered by physicists include most of the perennial philosophical questions: "what is the (...) nature of the world", "how can we understand the world," "where did we come from," "how did the universe come into existence."Due to numerous disruptions that shocked the... (shrink)

Griffiths and Russell D. Gray (1994, 1997, 2001) have argued that the fundamental unit of analysis in developmental systems theory should be a process – the life cycle – and not a set of developmental resources and interactions between those resources. The key concepts of developmental systems theory, epigenesis and developmental dynamics, both also suggest a process view of the units of development. This chapter explores in more depth the features of developmental systems theory that favour treating processes as fundamental (...) in biology and examines the continuity between developmental systems theory and ideas about process in the work of several major figures in early 20th century biology, most notable C.H Waddington. (shrink)

Until recently the British zoologist Lancelot Hogben has usually appeared as a campaigning socialist, an anti-eugenicist or a popularizer of science in the literature. The focus has mainly been on Hogben after he became a professor of social biology at the London School of Economics in 1930. This paper focuses on Hogben’s life in the 1920s. Early in the decade, while based in London, he focused on cytology, but in 1922, after moving to Edinburgh, he turned his focus on experimental (...) zoology, first concentrating on vertebrate endocrinology and later moving over to the comparative physiology of invertebrate muscle. In the early 1920s Hogben played an active role in the development of experimental zoology in Britain. As such he was a fearless critic of evolutionary and metaphysical speculations. But in this period Hogben’s career prospects were seriously hampered by his confrontational nature and serious depression. As a result he was forced to leave Britain in 1925. He first accepted a position in Canada and in the period 1927–1930 he was a professor of zoology in South Africa. This paper will also add crucial new material to James Tabery’s recent discussion of the history behind Hogben’s ideas about the interaction of heredity and environment in individual development. In addition a previously unknown Lamarckian controversy will be discussed. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

The on-going debate over religious eduction in schools takes a new turn, with Brenda Watson arguing that atheism is just as much a ‘faith position’ as theism.

A crucial question for a process view of life is how to identify a process and how to follow it through time. The genidentity view can contribute decisively to this project. It says that the identity through time of an entity X is given by a well-identified series of continuous states of affairs. Genidentity helps address the problem of diachronic identity in the living world. This chapter describes the centrality of the concept of genidentity for David Hull and proposes an (...) extension of Hull’s view to the ubiquitous phenomenon of symbiosis. Finally, using immunology as a key example, it shows that the genidentity view suggests that the main interest of a process approach is epistemological rather than ontological and that its principal claim is one of priority, namely that processes precede and define things, and not vice versa. (shrink)

This paper argues that that political context of British science popularization in the inter-war period was intimately tied to contemporary debates about religion and science. A leading science popularizer, the Quaker astronomer A.S. Eddington, and one of his opponents, the materialist Chapman Cohen, are examined in detail to show the intertwined nature of science, philosophy, religion, and politics.

Abstract. A historical perspective allows for a different view on the compatibility of theistic views with a crucial foundation of modern scientific practice: the uniformity of nature, which states that the laws of nature are unbroken through time and space. Uniformity is generally understood to be part of a worldview called “scientific naturalism,” in which there is no room for divine forces or a spiritual realm. This association comes from the Victorian era, but a historical examination of scientists from that (...) period shows that uniformity was an important part of both theistic and naturalistic worldviews. Victorian efforts to maintain the viability of miracles and divine action within a universe ruled by natural laws receives special attention. The methodological practices of theistic and naturalistic scientists in the nineteenth century were effectively indistinguishable despite each group's argument that uniformity was closely dependent on their worldview. This similarity is used to reexamine both the reasons for the decline of the role of religion within the scientific community and claims made by the intelligent design movement about the relationship of science and religion. (shrink)

Iceland has not been known as a contributor to the history of science. This small nation in the North-Atlantic has only in recent decades made its mark on international science. But the Icelandic naturalist Thorvaldur Thoroddsen (1855-1921) is an exception to this generalisation, for he was well known at the turn of the 20th century in Europe and America for his research on the geography and geology of Iceland. Though Thoroddsen's contribution to these sciences is of great interest there is (...) another very interesting side to his career. This is his transformation from "mechanist" to "vitalist," which is the main focus of this paper. Thoroddsen, who began his career as a follower of Darwinism and Haeckelian monism, started to express his worries about materialism in society in 1902 culminating in a full-fledged denial of materialism in politics and science in 1910. Thoroddsen's transformation is in its nature a very complex process, but overall it can be traced to his view that materialism was destroying the Danish and Icelandic societies. In the years before 1902 Thoroddsen was a monistic atheist, relatively liberal in his politics, a firm believer in the power of the natural sciences, and considered the laws of physics the key to human progress. His views were strikingly similar to the ones Haeckel expounded in "The Riddle of the Universe" (1899), whose reception in Germany is explored in this paper in order to contextualise Thoroddsen's transformation. Between 1902 and 1910, however, Thoroddsen rejected this worldview in favour of conservative politics and ontological dualism, becoming a staunch believer in a higher, godly, authority. The theories of Darwin and Haeckel were now obsolete and needed to be replaced by the idea of purpose, direction and the final goal of life (Teleology). In order to understand Thoroddsen's transformation, I focus on the interaction of scientific knowledge, politics and other cultural issues in his writings. This is done by looking at Thoroddsen's views on biology, on the natural sciences in general, and on politics as published in Icelandic articles, manuscripts and letters in the period 1872 to 1910. I show that the transformation was due to influences from the German holistic movement, Thoroddsen's engagement with the Royal elite in Denmark and its political concerns, new developments in physics, and from personal traumas and professional disappointments. I also show that Thoroddsen's transformation seems to be a good example of the social shaping of scientific knowledge. (shrink)

The article sums up a number of points made by the author concerning the response to Darwinism in the late nineteenth and early twentieth centuries, and repeats the claim that a proper understanding of the theory's impact must take account of the extent to which what are now regarded as the key aspects of Darwin's thinking were evaded by his immediate followers. Potential challenges to this position are described and responded to.

This chapter discusses and appraises the contributions to science education practice and theory made by the Englishman Frederick William Westaway (1864–1946). After several teaching appointments as a science teacher and headmaster, Westaway was one of His Majesty’s Inspectors of Schools (Science) from 1895 until his retirement in 1929. An influential science educator, Westaway wrote several books on the history and philosophy of science teaching. His prolific writings raised questions about the techniques and functions of science education that still challenge us (...) today. (shrink)

Abstract. The purpose of this essay is to introduce a collection of five papers, originally presented at the 2009 summer conference of the International Society for Science and Religion, which explore the reception of Darwin's science in different religious traditions. Comparisons are drawn between Jewish, Christian, Islamic, and Indian responses to biological evolution, with particular reference to the problem of suffering and to the exegetical and hermeneutic issues involved.

Historically, crises have spawned deliberate, widespread efforts to change a culture's worldviews. Anthropologists have characterized such efforts as “revitalization movements” and speculated that many of the world's religions, including Christianity, arose through revitalization. Some responses to the planet's environmental crisis share the characteristics of both a revitalization movement and an incipient religion. They call for a science‐based cosmology and an encompassing reverence for nature, and thus differ from responses to environmental decline offered by traditional religions. As environmental problems deepen, historical (...) precedent suggests that religious shifts in affected cultures may follow. (shrink)