Modeling the Cosmos: Transformative Pedagogy in Science and Religion
Hickman, Louise (2018) Modeling the Cosmos: Transformative Pedagogy in Science and Religion. Zygon, 53 (3). pp. 881-886. ISSN 1467-9744
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Abstract
This article reflects on the classroom pedagogy promoted by Christopher Southgate and its implications for the science-theology conversation. It highlights several important aspects of Southgate’s pedagogy. The use of models of God, humanity and cosmos emphasize relationality while encouraging the synthesizing of ideas. The promotion of holism in theological reflection is vital for nurturing students to become theologians themselves through the active re-evaluation of key doctrines and ideas. An emphasis on ethical considerations reinforces synthesis between theology, science and ethics, and is vital for perspective transformation. These aspects of Southgate’s teaching should be recognized as vital for promoting intellectual independence, partnership and theological transformation, all of which are essential to good science and theology pedagogy.
| Item Type: | Article |
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| Additional Information: | This is the peer reviewed version of the following article: Hickman, Louise (2018), Modeling the Cosmos: Transformative Pedagogy in Science and Religion, 1467-9744. Zygon, 53,3: 881-886, which has been published in final form at https://doi.org/10.1111/zygo.12423. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. |
| Divisions: | Faculty of of Arts, Society and Professional Studies > Department of Art and Humanities |
| Depositing User: | Ms Hazel Barham |
| Date Deposited: | 04 Jun 2018 14:58 |
| Last Modified: | 25 Sep 2020 05:10 |
| URI: | https://newman.repository.guildhe.ac.uk/id/eprint/17229 |
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