The ambition of “scientific creationism” is to prove that science actually confirms religion. This is especially true in the case of Muslim creationism, which adopts a reasoning of a syllogistic type: divine revelation is truth; good science confirms truth; divine revelation is henceforth scientifically proven. Harun Yahya is a prominent Muslim “creationist” whose website hosts many texts and documentary films, among which “Evidence of the true faith in historical sources”. This is a small audiovisual production which, starting from some archeological (...) files, seeks to demonstrate that Qur’an truth precedes science but is equally proven by it. In this paper, we examine the organization of the scientific and religious argumentative repertoires and, in particular, what in each of them is taken as evidence and gets access to an authoritative status. It leads us to show how much this type of Muslim creationism constitutes a kind of scientism. (shrink)

Physics textbooks often present items of disciplinary knowledge in a sequential order of topics of the theory under instruction. Such presentation is usually univocal, that is, isolated from alternative claims and contributions regarding the subject matter in the pertinent scientific discourse. We argue that comparing and contrasting the contributions of scientists addressing similar or the same subject could not only enrich the picture of scientific enterprise, but also possess a special appealing power promoting genuine understanding of the concept considered. This (...) approach draws on the historical tradition from Plutarch in distant past and Koyré in the recent history and philosophy of science. It gains a new support in the discipline–culture structuring of the physics curriculum, seeking cultural content knowledge of the subject matter. Here, we address two prominent individuals of Italian Renaissance, Leonardo and Galileo, in their dealing with issues relevant for introductory science courses. Although both figures addressed similar subjects of scientific content, their products were essentially different. Considering this difference is educationally valuable, illustrating the meaning of what students presently learn in the content knowledge of mechanics, optics and astronomy, as well as the nature of science and scientific knowledge. (shrink)