Viewing archives for Science & Religion

This presentation aims to help Key Stage 3 students investigate the ideas of atheism and agnosticism in Humanism.

These materials and links were provided for RE:ONLINE with the kind assistance of the University of Lancaster ‘s Department of Politics, Philosophy and Religion

Wednesday, 13 February 2013

Duration: 21:14

GCSE

AQA – Religious Studies A: Unit 2; Religious Studies B: Unit 2

Edexcel – Religious Studies Units 1-7

OCR – Religious Studies A: B604; Religious Studies B: B603

WJEC – Religious Studies A: Units 1, 3, 6-8; Religious Studies B: Unit 2

A Level

AQA – Religious Studies: AS Unit C, A2 Unit 3A

Edexcel – Religious Studies: Units 1-4

OCR – Religious Studies: Unit G572

WJEC – Religious Studies: RS 1/2 CS

This is a Faith debate featuring Abdul Majid Katme, David Albert Jones, Gerard Hughes, John Harris and Linda Woodhead. It focuses on stem cell research and abortion.

The poll carried out prior to the debate shows that an increasing majority of people in the UK are in support of abortion:

Students could be given the same questions as used in this poll and others which can be found in the pdf (see below) and asked to vote on them prior to watching the debate, revisiting them later to see if any of the views expressed had caused them to change their minds.

All the people polled were 18+ so it could be worth comparing both the initial and final views of students with the YouGov results to see if there are any indications that young people, possibly more ‘modern’ in their outlook, give very different answers to the questions.

This programme is suitable for use with A level and GCSE students studying ethics, medical ethics, religion and science and sexual ethics.

The debate is suitable for high-performing GCSE students though may need explanation.

A projected summary and conclusion of the statistics produced is:

• There are essentially two groups

–       Pro-life anti-abortionists

• Bare life

–       Pro-life pro-abortionists

• Fulfilled life
• Not a religious / secular issue, but between two competing understandings of ‘life’

The debate focuses mainly on the question of when life begins. The distinction drawn here is between a human being and a human person. It is argued that the foetus becomes a human being and is recognisable as such but does not become a human person until it is able to function as a person with related senses etc. There is some discussion of ensoulment from a Muslim viewpoint. Questions are also raised about abortion following rape, a pregnancy which can harm the mother and also a foetus which is known to have severe disabilities or other conditions which may seriously limit its quality of life.

The law on stem cell research is also discussed and to what extent it could or should be changed.

After watching the discussion, it is worth returning to the students’ views to find out if and how their personal opinions have been influenced or changed by what they have heard. For extension work students might consider how these ideas might affect different Christian denominations e.g. Roman Catholics, Jehovah’s Witnesses and the Religious Society of Friends (Quakers).

For 6th formers it might well be possible to watch the discussion straight through, however, for younger students it might be advisable to watch each segment at a time (there are clear breaks between each part). After discussion, it would then be worth watching the two-minute summary below to clarify and crystalize the thoughts and views expressed.

Additional content is available at http://faithdebates.org.uk/debates/2013-debates/religion-and-personal-life/abortion-soul-of-the-embryo/

These materials and links were provided for RE:ONLINE with the kind assistance of the University of Lancaster ‘s Department of Politics, Philosophy and Religion

Wednesday, 7 November 2012

Duration: 23:07

GCSE

AQA – Religious Studies B: Unit 2

Edexcel – Religious Studies Units 1-7

OCR – Religious Studies B: B601, B602

WJEC – Religious Studies A: Unit 5; Religious Studies B: Unit 1

A Level

AQA – Religious Studies: AS Unit C

Edexcel – Religious Studies: Units 1-4

OCR – Religious Studies: Unit G571

WJEC – Religious Studies: RS 1/2 CS

This is a Faith Interview featuring John Sulston, Charles Clarke, Andrew Brown and Linda Woodhead. It focuses on John Shulston’s reasons for being a humanist as well as the relationship between science and religion.

Professor John Sulston is Chair of the Institute for Science, Ethics and Innovation at the University of Manchester. He was awarded the Nobel Prize for Physiology or Medicine in 2002 jointly with Sydney Brenner and Bob Horvitz, for the work they had done in understanding the development of the nematode (worm) Caenorhabditis elegans. He was among 21 Nobel Laureate signatories of the 2003 document “Humanism and Its Aspirations”. John Sulston was the Founder Director of the Wellcome Trust Sanger Centre from 1992 to 2000, where one third of the task to sequence the human genome was completed. He has campaigned to defend the findings of genome research against private patenting. He chaired the Royal Society Working Group which produced the report “People and the Planet” in 2012.

He is the son of an Anglican priest. However, he began to question his faith and at university ‘came out’ as a humanist.

This programme is suitable for use with A level and GCSE students studying personal belief, religion and science and religion and society.

In order to get the most out of the programme it would be worth brainstorming students beforehand on questions such as:

• What is the relationship between religion and science?
• Should religion and science be kept separate?
• What can religion contribute to science and vice versa?
• Why do we have religions?
• Is religion a danger to the flourishing of human society?

All of these issues are addressed in the discussion and the Question and Answer section.

Shulston argues that it is in human nature to create religions. He says that humans are social animals and also pack animals. Religion unites people. However, for him, there is nothing of importance in religious teaching except for the ‘Golden Rule’ which is found in almost every religion. He believes that there is no need for belief in a ‘Higher Power’. Indeed, he argues that such a power essentially removes responsibility from humans who can always blame or attribute something which happens to that power. In this way he considers that the presence of religion stunts human development and leads to people making decisions which are not necessarily the best for society or not taking the necessary steps to improve society. He says that human beings are transcendent in their own right and that they do not need dogma, myth and story to live fulfilled lives.

It is worth noting that, although it may be a slip, at one stage he seems to be implying that Christianity necessarily requires a belief in creationism.

As always, after watching the discussion, it is worth returning to the students’ views and find out if and how their personal opinions have been influenced or changed by what they have heard.

For 6th formers it might well be possible to watch the discussion straight through, however, for younger students it might be advisable to watch each segment at a time (there are clear breaks between each part). After discussion, it would then be worth watching the two-minute summary below to clarify and crystallize the thoughts and views expressed.

Additional content is available at http://faithdebates.org.uk/debates/2012-debates/faith-interviews/john-sulston-andrew-brown/