TRS6902 - Science and the Sacred: Friends or Foes?

Objectives:

On successful completion of the module, students will be able to:

1. Critically evaluate the historical context(s) in which the ongoing relationship between science and religion has been appropriated, debated and explained;
2. Analyse the philosophical presuppositions that underpin the emergence of classical issues and debates in science and religion;
3. Critically engage with the validity of scientific and religious claims, as explained in the works of selected authors;
4. Compare and contrast the methodologies of theologians who have attempted to unite science and the sacred, and those who have sought to explain them as conflicting categories of interpretation;
5. Evaluate the challenges involved in appropriating theories of evolution, ‘intelligent design’ or ‘scientific creationism’—for instance, from the perspective of specific scientific theories or differing religious traditions.

Content:

This module explores the relationship of science and the sacred in various contexts. Are ‘science and religion’ necessarily opposed, or even distinguishable, in various religious cultures? We will explore in particular key movements in religious history that have both united science and the sacred, and pitted them against one another—including scholastic scientific developments in the west, alchemy and religion in the east, the Enlightenment and modernity, American fundamentalism, and other key traditions. Related themes and contents will also be explored, e.g.: the Darwinian debate, alchemy, dualistic and holistic views of reality, as well as differing interpretations of the nature and function of both science and religion.

Learning and Teaching Information:

The course will be taught in plenary sessions which will make use of a blend of teaching and learning methods. These will normally include: lecture-style presentations by the tutor; seminar-style discussion of a particular topic; informal prepared presentations by students, followed by discussion; other exercises as appropriate to material and group. Guidance on reading in preparation for each session and activity will be given; and learning will be supported where appropriate by VLE and other electronic resources. Guidance on research and essay-writing will be embedded in the learning and teaching process throughout the module; and may also be supported by tutorial guidance on essay plans and drafts if required. Learning and teaching method

Lectures / Seminars
These will normally include 20 hours of lecture and 20 hours of seminar provision, usually offered as a 1-hour lecture per week, followed by a 1-hour seminar. However, this pattern may be modified to best suit student and module needs.
Contact hours: 40
Number of Groups: 1

Assessment:

001 Essay 1500 words (End Sem 1) 30%
002 Group Presentation 20 minutes (Sem 1 or 2) 20%
003 Exam 2 hours (End of Sem 2) 50%


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