Religion and the Sciences

Religion and the Sciences RELG 340-001 McGill University, Faculty of Religioius Studies Instructor: Dr. Jim Kanaris E-mail: jim.kanaris@gmail.com When we consider what religion is for mankind, and what science is, it is no exaggeration to say that the future course of history depends upon the decision of this generation as to the relations between them. A.N. Whitehead, Science and the Modern World (1925) The dialogue between science and religion is likely to continue. There will be a humane future only if we can integrate the two. Holmes Rolston III, Science, Religion and the Future (1996) Course Description This course is an odyssey into the relationship between religion and science in the West since the 17th century. The religious traditions featured in this course are the Abrahamic (i.e., Judaism and Christianity), which predominate in the discussion today for various historical and philosophical reasons. In the first part of the course we investigate how science gained its autonomy over the Judeo-Christian tradition and for what reasons. In the second part we examine key methodological and epistemological issues such as objectivity and involvement. Then, through discourse on topics such as the new physics and evolutionary biology, we look at typologies and theological approaches intended to keep religion and science separate. We also look to proposals that hope for open dialogue between religion and science and even for their possible integration. On whatever side of the debate students find themselves, by the end of the course they will have gained a comprehensive grasp of the issues, helping them to draw their own, informed conclusions. (3 credits) Evaluation 1) Three learning cells (Times New Roman, 12 point font, double-spaced) (70%): Maximum three pages each with brief explanations to three questions, which will be provided. All cells will be submitted for marking by the instructor/ta at the end of cell-discussion period. Although meant to incite class discussion, learning cells are not a group project. Students are to provide their own thoughts on questions, even if in preparation questions are discussed with fellow students. University policy on plagiarism applies (see important note at the end of this section). Due dates are noted below (Tentative Class Schedule and Readings). Students are

expected to be present at cell discussions. Late cells will be accepted ONLY upon presentation of medical and/or other professional documentation. 2) Final take-home assignment (Times New Roman, 12 point font, double-spaced) (30%): The assignment will consist of short essay questions related to lecture material and course readings. The page length should not exceed 6 pages. As with learning cells, the assignment is an individual, not a group, project. Again, University policy on plagiarism applies (see note below). The exam tests students comprehensive knowledge of course material. Due date: TBA. 3) Attendance (5% BONUS): Students are evaluated largely on the basis of the completion and quality of their written work. While regular attendance is expected and contributes to the successful completion of the course, it is not assigned a statistical weight as such. For this reason an honorary system is in place, according to which students with near-perfect attendance are awarded an extra 5%. This is gauged through an attendance sheet distributed daily after the Add/Drop Period. Although not a huge amount, a 5% increase for something students usually do or are expected to do can contribute significantly to one s overall grade: a low or high C+ (60-64%) to a low or high B- (65-69%), a low or high B (70-74%) to a low or high B+ (75-79%), etc. However, more than two absences, whatever the valid medical or personal reason, results in the automatic forfeiture of this percentile; the purpose of the bonus is to reward actual attendance/performance, not good intentions thwarted by unforeseen events. NB: Resolution passed by the McGill Senate, 29 January 2003: McGill University values academic integrity. Therefore all students must understand the meaning and consequences of cheating, plagiarism, and other academic offences under the Code of Student Conduct and Disciplinary Procedures (see www.mcgill.ca/integrity for more information). Required Reading Religion and the Sciences. Course Pack. Compiled by Jim Kanaris. Eastman Systems. Available at McGill Bookstore Recommended Reading Barbour, Ian G. 1997. Religion and Science: Historical and Contemporary Issues. New York: HarperCollins. On reserve (McLennan-Redpath) Huchingson, James E, ed. Religion and the Natural Science: The Range of Engagement. [Henceforth: R&W.] New York: Harcourt Brace College Publications, 1993. On reserve (McLennan-Redpath) Richardson, W. Mark and W. J. Wildman, eds. Religion and Science: History, Method, Dialogue. New York: Routledge, 1996. On reserve (McLennan-Redpath) 2 of 6

Southgate, Christopher et al., eds. 1999. God, Humanity and the Cosmos: A Textbook in Science and Religion. Harrisburg, PA: Trinity Press International. On reserve (McLennan-Redpath) Supplementary Reading Barbour, Ian G. 2000. When Science Meets Religion. New York: HarperCollins.. 1990. Religion in an Age of Science: The Gifford Lectures 1989 1991, Volume 1. New York: HarperCollins.. 1966. Issues in Science and Religion. New York: Harper & Row, 1966. - On reserve (McLennan-Redpath). Davies, Paul. 1983. God and the New Physics. New York: A Touchstone Book. Haught, John F. 2000. God After Darwin: A Theology of Evolution. Boulder, CO: Westview Press. Hawking, Stephen. 1988. A Brief History of Time: From the Big Bang to Black Holes. New York: Bantam Books. McGrath, Alister E. 1999. Science and Religion: An Introduction. Malden, MA: Blackwell Publishers Inc.. 1998. The Foundations of Dialogue in Science and Religion. Malden, MA: Blackwell Publishers Inc. Peters, Ted, ed. 1998. Science and Theology: The New Consonance. Boulder, CO: Westview Press. Polkinghorne, John. 1991. Reason and Reality: The Relationship between Science and Theology. Philadelphia: Trinity Press International. Web Resources Course site: WebCT <www.mcgill.ca/webct/>: WebCT (Web Course Tools) is an on-line course management system. It allows instructors to create and manage Web-based or Web-enhanced courses. Via WebCT students may access important course information, read recent announcements for their course, have real-time discussions with other class participants, keep track of their grades, and submit their assignments electronically. All McGill students are entitled to use WebCT and have, in fact, been assigned a Global UserID based on their official McGill records. Related sites: Metanexus <www.metanexus.net/index.html> The Center for Theology and the Natural Sciences <www.ctns.org> 3 of 6

Dialogue on Science, Ethics, & Religion <www.aaas.org/spp/dser/> Zygon Center for Religion and Science <zygoncenter.org/> The Talk.Origins Archive: Exploring the Creation/Evolution Controversy <www.talkorigins.org/> Disclaimer: By providing this list of Web sites my support of them should not be seen as unqualified. They are listed here simply for their usefulness as electronic resources for the religion and science interface. They are particularly useful for their discussion boards and links to other, sometimes more specialized sites and articles. Needless to say, rules regarding plagiarism apply here as well. Tentative Class Schedule and Readings Part I: Historical Development Introduction Dates: Sept. 1 Orientation;17th Century Course Pack:(a) relevant sections in Historical Development: General Overviews ; (b) Barbour reading (17th Century) in Historical Development: Focused Treatments Recommended: R&W 1-4, 7-10 Dates: Sept. 3, 8, 10, 13 Important Dates: Sept. 6: Labour Day (no class) 18th Century Course Pack: (a) relevant sections in Historical Development: General Overviews ; (b) Brooke reading (18th Century) in Historical Development: Focused Treatments Recommended: Barbour 1997, chapter 2 or Barbour 1966, chapter 3 Dates: Sept. 15, 17, 20 4 of 6

19th Century Course Pack: (a) relevant sections in Historical Development: General Overviews ; (b) Welch reading (19th Century) in Historical Development: Focused Treatments Recommended: Barbour 1997, chapter 3 or Barbour 1966, chapter 4 Dates: Sept. 22, 24, 27, 29, Oct. 1 Sept. 27: Questions announced for Learning Cell #1 Part II: Methodological Issues Typologies and Various Methods Course Pack: Southgate excerpt (Methodological Issues: Science and the Philosophy of Religion): chapter 1, Section A Recommended: Huchingson 6-34 Dates: Oct. 4 (cell discussion), 6, 8 Oct. 4: Learning Cell #1 due Truth and Reason: Theological and Scientific Responses to Positivism Course Pack: Southgate excerpt (Methodological Issues: Science and the Philosophy of Religion):chapter 2, Section A Recommended: Huchingson 40-66, 148-51; R&W 95-104 Dates: Oct. 13, 15, 15, 18 Oct. 11: Thanksgiving Day (no class) Truth and Reason: Philosophical Responses to Scientific Positivism Course Pack: Southgate excerpt (Religion and the Philosophy of 5 of 6

Science): chapter 2, Sections Band C Recommended: Huchingson 142-6; R&W 105-42 Dates: Oct. 20, 22, 25, 27, 29 (cell discussion), Nov. 1 Oct. 22: Questions announced for Learning Cell #2 Oct. 29: Learning Cell #2 due Part III: Issues in the Physical and Life Sciences Religion and the New Physics Course Pack: Barbour, Davies, and Russell readings (Issues in the Physical and Life Sciences: The New Physics) Recommended: Southgate 95-135; R&W 255-70; Huchingson 190-248 Dates: Nov. 3, 5, 8,10, 12, 15, 17 Nov. 17: Questions announced for Learning Cell #3 Religion and Evolutionary Biology Course Pack: Southgate, Gould, Dawkins, Puddefoot, Peakcocke, Gruning readings (Issues in the Physical and Life Sciences: Evolutionary Biology) Recommended: Huchingson 256-335 Dates: Nov. 19, 22, 24 (cell discussion), 26, 29; Dec. 1, 3 Nov. 24: Learning Cell #3 due Dec. 3: Take-Home distributed (due: TBA) Goodbye! 6 of 6