California State University, Chico Department of Religious Studies RELS 241/ PHIL 204 - SCIENCE AND RELIGION Instructor: Greg Cootsona Office location: Trinity 208 Telephone: Email: Office hours: Class days/time: 530-592- 5062 Classroom: Langdon Hall 303 Prerequisites: Use the email service in Blackboard Learn or if you wish you may email me directly at gcootsona@csuchico.edu and include the course number RELS 241 in the subject Wednesday 11- noon and by appointment Tuesdays and Thursdays, 12:30 PM 1:45 PM None FALL 2014 Course Usage of Blackboard Learn Copies of the course syllabus and assignments may be found on Blackboard Learn. You are responsible for regularly checking the online resources, which is accessed through the portal at http://portal.csuchico.edu. Course announcements will be sent on Learn. Course Description and Goals The relationship between science and religion has been long, complicated, and fascinating. From a contemporary standpoint, it is easy to believe that science and religion have always been in conflict. One need only consider the present conflict between those believing in the literal interpretation of the Biblical creation story and the commitment of biologists to the theory of evolution. At various points, however, in the history of ideas, science and religion were not only seen as compatible, but engaged in much the same kind of endeavor, namely the search for values that were compatible with the true nature of the Fall 2014 page 1 of 11
world. Scientific developments have often affected the nature of religion, and technology has been deployed to service religion in many cases. In this course we will investigate the relationship between science and religion by examining how theologians, philosophers, and scientists have argued but also worked together over time. This is an approved General Education course and is part of the Science, Technology and Values Pathway. This course also counts towards the major and minor in Religious Studies (39 and 21 units respectively; see http://www.csuchico.edu/rs/). Student Learning Objectives 1) Learn historically influential views about the ultimate nature of reality (the universe) arising from advances in science and different religious traditions. 2) Learn how and why the pursuit of science and technology has been advanced or retarded by religious traditions around the world and over time. 3) Recognize the complexity of the relationship between scientific and religious traditions and realize that they have often worked together. 4) Develop critical thinking skills through engagement with ideas that challenge the usual paradigm of science in constant conflict with religion. 5) Understand how value determinations can arise from the scientific or religious worldview that a person holds. 6) Grasp how science and religion have related historically and how they interact today. Science, Technologies and Values pathway goal: The main goal of the Science, Technologies, and Values pathway is to understand "the connections between science, technology and a variety of aspects of contemporary human experience." In this course, the student will be acquainted with the nature of scientific and religious reasoning, and the metaphysical assumptions that lie behind these forms of reasoning. The student will understand the way in which science, technology, religion, and beliefs about ultimate nature of reality have intertwined throughout history. This will, of course, involve an examination of some of the issues in the history of science, the history of technology, and the history of religion. The course will enable the student to develop her ability to think for herself about the nature of scientific enquiry, the nature of religious belief, and some of the ethical issues stemming from each. GE SLOs (EM 10-01): The Student Learning Objectives for GE pathways for this course include: Oral Communication and Class Discussion: This will be an on- going task that will be achieved through the daily class discussions in which the student will be expected to formulate and clearly state arguments concerning the course material. The student will not only put forward arguments, she will also be expected to defend her arguments from the objections of the instructor and other students. There will also be a formal oral presentation for each student. Written Communication: Writing assignments will develop and demonstrate the ability to "question, investigate, and draw well- reasoned conclusions and to formulate ideas" in written form. Fall 2014 page 2 of 11
Critical Thinking: This will be an on- going task that will be achieved through both the oral and written components of the course. Critical Thinking provides the method that will be used in the assessment of both scientific and religious arguments concerning the nature of the universe, God s place in that universe, the effects of science, religion, and technology on society and morality. Various scientific, religious, and philosophical arguments will be examined and evaluated in terms of their use of evidence. Personal and Social Responsibility: This course will give the student the tools necessary to better determine their own stance with regard to the relationship and the relative importance of science, technology, religion within their own lived experience. They will be made aware of the fact that, whatever their objective stance on the relationship between science, technology, and religion, certain affective and moral consequences concerning their individual and social relationships will follow from them. They will be encouraged through both written assignments and class discussions to explore the nature of these affective and moral consequences. Active Inquiry: In developing their own view regarding the interrelationship between science, technology, and religion, the student will be actively constructing a philosophical stance, responding to objections from others, and relating their views to other perspectives. Diversity: The student will become familiar with a diversity of philosophical and religious traditions (Christian, Jewish, Islamic, Hindu, Buddhist, etc.) and their perspectives on science and technology, and the effects of science and technology on society. Global Engagement: The on- going discussions of the different religious perspectives will involve the student in the process of taking up (at least in imagination) the perspectives of traditions that are likely very different from their own. It will involve understanding some of the problems (some scientific, some religious, some technological) facing global cultures and peoples, and their obligations to them. Required Texts/Readings (available at Wildcat Store) 1) Clayton, Philip. Religion and Science: The Basics. London and New York: Routledge, 2012. 2) McGrath, Alister. 2010. Science and Religion: A New Introduction. Second Edition. Sussex: Wiley- Blackwell Publishers. 3) Polkinghorne, John. 2011. Science and Religion in Quest of Truth. New Haven: Yale University Press. Other items will be posted, or available, online and sometimes even handed out. Library Liaison George Thompson, ghthompson@csuchico.edu, 898-6603, MLIB 305 Fall 2014 page 3 of 11
Classroom Protocol Lecture and discussion. You will be asked to express and support your own views in class discussions. In addition: 1. Keep up with all reading assignments (even the ones that you do not understand). 2. Complete and save all homework assignments to disk or on a server. 3. Keep detailed lecture notes. 4. Correct all homework assignments from your notes. 5. Read through your lecture notes. 6. Be certain that you could explain all the points made in the lectures if asked. 7. Be able to relate the lectures back to the readings. 8. Even if not asked directly, make sure you can answer every question asked by the instructor in class. 9. Ask questions in class on anything you do not understand, or see the instructor at his office hours. 10. Do not miss class, even if it means walking in late (even the people who are in class will not understand everything, if you are not here, you will be lost). 11. Get someone s telephone number in case you miss a class and need to get an assignment or notes. 12. While in class, please put away your cell phone. There will almost always be a break in the middle of class, and you can check it then. Or after class 13. In addition, I will allow computers in the classroom for notetaking and for viewing the online readings. Please do not use computers or ipads (and the like) to check your Facebook, post to Instagram, send a tweet, watch Netflix, etc., or I will have to change this policy. 14. Please stay present to the live discussion we are having in class and participate! Dropping and Adding You are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. found http://www.csuchico.edu/catalog/. You should be aware of the new deadlines and penalties for adding and dropping classes. Assignments and Grading Policy 15% Attendance and Participation (including pop quizzes) 10% Discussions in class and one oral presentation: each student will present a 5-10 minute summary of the readings for one class. There will be a sign up form to choose when you want to present. Fall 2014 page 4 of 11
5% Essay 1: Due September 4 10% Essay 2: Due October 30 10% Essay 3: Due December 4 10% Test 1: September 30 10% Test 2: November 6 25% Final Exam or Final Paper: Tuesday December 16 or final paper with a 15 minute summary presentation to the class 5% Cultural Events: Each student will attend two events outside the class connected in some way to the course material. This may include talks or presentations, events related to the religions we are studying, and many other possibilities. A more complete list can be found online. You should post a 150- word report on each event online. All three reports must be posted by December 11. I will grade these on a 1000- point scale. So, for example, the first essay will be 50 points. 90% or above earns an A. 80% or above a B, and 70% or above a C. Late papers may be penalized for each day they are late unless prior permission has been granted. You are required to keep a back- up copy of each essay you submit, either in a computer disk or in hard- copy, to be printed out or emailed and thus resubmitted upon my request. Any paper not resubmitted on request will be considered as not having been completed. Academic integrity University Policies and Campus Resources Students are expected to be familiar with the University s Academic Integrity Policy. Your own commitment to learning, as evidenced by your enrollment at California State University, Chico, and the University s Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Student Judicial Affairs. The policy on academic integrity and other resources related to student conduct can be found at: http://www.csuchico.edu/sjd/integrity.shtml The policy of the Department of Religious Studies is that anyone found to have blatantly cheated or plagiarized on an assignment will automatically fail the course and be referred to student judicial affairs for further disciplinary action. Campus Resources Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Students with Fall 2014 page 5 of 11
disabilities requesting accommodations must register with the DSS Office (Disability Support Services) to establish a record of their disability. Special accommodations for exams require ample notice to the testing office and must be submitted to the instructor well in advance of the exam date. Student Computing Computer labs for student use are available http://www.csuchico.edu/stcp located on the 1 st floor of the Merriam Library Rm. 116 and 450, Tehama Hall Rm. 131 and the BMU Rm. 301. Additional labs that may be available to students in your department/college. Student Services Student services are designed to assist students in the development of their full academic potential and to motivate them to become self- directed learners. Students can find support for services such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. Student services information can be found at: http://www.csuchico.edu/5.- studentservices.html. University Writing Center The CSU, Chico writing center is staffed by professional instructors and upper- division or graduate- level writing specialists from each of the University Writing Center. Our writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The Writing Center information can be found online at http://www.csuchico.edu/uwc. Student Learning Center The mission of the Student Learning Center (SLC) is to provide services that will assist CSU, Chico students to become independent learners. The SLC prepares and supports students in their college course work by offering a variety of programs and resources to meet student needs. The SLC facilitates the academic transition and retention of students from high schools and community colleges by providing study strategy information, content subject tutoring, and supplemental instruction. The SLC is online at http://www.csuchico.edu/slc/. Fall 2014 page 6 of 11
RELS 241/ PHIL 204 Course Schedule (Note: Subject to change with reasonable notice.) Week Date Topics, Readings, Assignments, Deadlines 1 Aug 26 Aug 28 2 Sept 2 Sept 4 3 Sept 9 Sept 11 Introduction: The Relationship Between Science and Religion What is Religion, What is Science? McGrath, chapter 1: Introducing the Dialogue between Science and Religion McGrath, chapter 6: Models of Interaction Between Science and Religion Polkinghorne, chapter 1: Truth and Understanding Gould Non- Overlapping Magisteria [online] History of the Interaction of Science and Religion McGrath, chapters 2-5, Why Study History? Copernicus, Galileo, and the Solar System, Newton, the Mechanical Universe, Darwin and the Biological Origins of Humanity ONE- PAGE PAPER DUE: How I see the relationship between science and religion. Case studies in McGrath: chapter 28, Ian G. Barbour, chapter 31 John Polkinghorne, chapter 33, Alister McGrath, chapter 34, Philip Clayton Clayton, chapter 1, The basic question: science or religion, or science and religion? Explanation in Science and Religion McGrath, chapters 7-8, Science, Religion, and the Explanation of Things, Science, Religion, and the Proofs for God s Existence Lipton, Inference to the Best Explanation [online] Proofs for God and Verification and Falsification McGrath, chapters 9, Verification and Falsification in Science and
Week Date Topics, Readings, Assignments, Deadlines Religion Thomas Aquinas, The Five Ways [online] 4 Sept 16 Sept 18 5 Sept 23 Sept 25 6 Sept 30 Oct 2 7 Oct 7 Realism in Science and Religion and Models McGrath, chapter 10 Realism and its Alternatives in Science and Religion, chapter 13, The Use of Models in Science and Religion Development of Theory in Science and Religion and Models McGrath, chapters 15-16: Theoretical Anomalies in Science and Religion, and The Development of Theory in Science and Religion Roots of Contemporary Science McGrath Chapters 11, The Doctrine of Creation and the Natural Sciences Whitehead, Science and the Modern World, ch. 1 [online] Guest Lecture: Dr. Brian Oppy Chair, Department of Psychology, Chico State Methods in Science TEST #1 Divine Action McGrath chapter 12, How Does God Act in the World? Natural Theology McGrath chapter 14: Natural Science and Natural Theology Oct 9 Science and Non- western religions McGrath Chapter 17 The Interaction of Science and Religion in Other Faiths 8 Oct 14 Science and Non- western religions
Week Date Topics, Readings, Assignments, Deadlines Oct 16 Philip Clayton, chapter 3, Science and the World s Religions Readings on creation from the Qur an [online] Atheism McGrath, chapters 18, Richard Dawkins and Scientific Atheism: Does Science Deny God? Rubenstein: Cosmic Singularities [online] Dawkins, TED talk [watch online] http://www.ted.com/talks/richard_dawkins_on_militant_atheism# 9 Oct 21 Oct 23 10 Oct 28 Oct 30 Cosmology McGrath, chapter 19, Cosmology: Does the Anthropic Principle Mean Anything? Clayton, chapter 4, Physics Science and Scripture on Creation Genesis chapters 1-3; Psalms 19, 104 [online for example, www.biblegatway.com] Philo on Allegory [online] http://www.earlychristianwritings.com/yonge/book2.html Quantum Theory McGrath, chapter 20, Quantum Theory: Complementarity in Science and Religion Polkinghorne, chapter 4, Theology and Science in Interactive Context PAPER TWO DUE: Analysis of a Contemporary Story on Science and Religion 11 Nov 4 Evolutionary Biology, Intelligent Design McGrath, chapter 21, Evolutionary Biology: Can One Speak of Design in Nature? Clayton, chapter 2, The two most famous foes: Intelligent Design
Week Date Topics, Readings, Assignments, Deadlines Nov 6 versus the New Atheists, and chapter 5, The biological sciences Paley: The Watchmaker Argument [online] TEST TWO 12 Nov 11 Nov 13 13 Nov 18 Nov 20 14 Dec 2 No Class: School Holiday Evolutionary Psychology, Psychology of Religion McGrath, chapters 22-23, Evolutionary Psychology: The Origins of Religious Belief, and The Psychology of Religion: Exploring Religious Experience Clayton, chapter 6, The neurosciences Cognitive Science of Religion McGrath, chapter 24, The Cognitive Science of Religion: Is Religion Natural? Guest Presentation: TBD Internet, Transhumanism, and the future of Religion Clayton, chapter 8, Science, technology and ethics: applications Longest & Smith on Young Adults Religion Science 2011 [online] Kurzweil, The Accelerating Power of Technology, TED talk [watch online: https://www.ted.com/talks/ray_kurzweil_on_how_technology_will _transform_us] Dec 4 15 Dec 9 Dec 11 The Future of Science and Religion Clayton, chapter 9, The future of science and religion PAPER THREE DUE, Where is this interaction headed? Final Project Presentations Final Project Presentations 16 Dec 16 Final Exam in Classroom