After a bibliographic introduction highlighting various research trends in science and religion, Joshua Moritz explores how the current academic and conceptual landscape of theology and science has been shaped by the history of science, even as theology has informed the philosophical foundations of science. The first part assesses the historical interactions of science and the Christian faith (looking at the cases of human dissection in the Middle Ages and the Galileo affair) in order to challenge the common notion that science and religion have always been at war. Part two investigates the nature of the interaction between science and Christian theology by exploring the role that metaphysical presuppositions and theological concepts have played—and continue to play—within the scientific process.

History and Philosophy of Science and Technology is a component of Encyclopedia of Physical Sciences, Engineering and Technology Resources in the global Encyclopedia of Life Support Systems (EOLSS), which is an integrated compendium of twenty one Encyclopedias. The Theme on History and Philosophy of Science and Technology in four volumes covers several topics such as: Introduction to the Philosophy of Science; The Nature and Structure of Scientific Theories Natural Science; A Short History of Molecular Biology; The Structure of the Darwinian Argument In The Origin of Species; History of Measurement Theory; Episodes of XX Century Cosmology: A Historical Approach; Philosophy of Economics; Social Sciences: Historical And Philosophical Overview of Methods And Goals; Introduction to Ethics of Science and Technology; The Ethics of Science and Technology; The Control of Nature and the Origins of The Dichotomy Between Fact And Value; Science and Empires: The Geo-Epistemic Location of Knowledge; Science and Religion; Scientific Knowledge and Religious Knowledge - Significant Epistemological Reference Points; Thing Called Philosophy of Technology; Transitions from Function-Oriented To Effect-Oriented Technologies. Some Thought on the Nature of Modern Technology; Technical Agency and Sources of Technological Pessimism These four volumes are aimed at a broad spectrum of audiences: University and College Students, Educators and Research Personnel.

To commemorate the 50th anniversary of his passing (in 2014), this special book features studies on Alexandre Koyré (1892–1964), one of the most influential historians of science of the 20th century, who re-evaluated prevalent thinking on the history and philosophy of science. In particular, it explores Koyré’s intellectual matrix and heritage within interdisciplinary fields of historical, epistemological and philosophical scientific thought. Koyré is rightly noted as both a versatile historian on the birth and development of modern science and for his interest in philosophical questions on the nature of scientific knowledge. In the 1940s and 1950s his activities in the United States established a crucial bridge between the European historical tradition of science studies and the American academic environments, and an entire generation of historians of science grew up under his direct influence. The book brings together contributions from leading experts in the field, and offers much-needed insights into the subject from historical, nature of science, and philosophical perspectives. It provides an absorbing and revealing read for historians, philosophers and scientists alike.

Integrated History and Philosophy of Science (iHPS) is commonly understood as the study of science from a combined historical and philosophical perspective. Yet, since its gradual formation as a research field, the question of how to suitably integrate both perspectives remains open. This volume presents cutting edge research from junior iHPS scholars, and in doing so provides a snapshot of current developments within the field, explores the connection between iHPS and other academic disciplines, and demonstrates some of the topics that are attracting the attention of scholars who will help define the future of iHPS.

The Journal of Biblical and Theological Studies (JBTS) is an academic journal focused on the fields of Bible and Theology from an inter-denominational point of view. The journal is comprised of an editorial board of scholars that represent several academic institutions throughout the world. JBTS is concerned with presenting high-level original scholarship in an approachable way. Academic journals are often written by scholars for other scholars. They are technical in nature, assuming a robust knowledge of the field. There are fewer journals that seek to introduce biblical and theological scholarship that is also accessible to students. JBTS seeks to provide high-level scholarship and research to both scholars and students, which results in original scholarship that is readable and accessible. As an inter-denominational journal JBTS is broadly evangelical. We accept contributions in all theological disciplines from any evangelical perspective. In particular, we encourage articles and book reviews within the fields of Old Testament, New Testament, Biblical Theology, Church History, Systematic Theology, Practical Theology, Philosophical Theology, Philosophy, and Ethics.

This book has its origins in a special issue of the journal Science & Education (Volume 18 Numbers 6–7, 2009). The essay by Costas Skordoulis – ‘Science and Worldviews in the Marxist Tradition’ – did not appear in that special issue due to a mistake in production scheduling. It was published in an earlier issue of the journal (Volume 17 Number 6, 2008), but has been included in this book version of the special issue. As explained in the Introduction, the catalyst for the journal special issue was the essay on ‘Science, Worldviews and Education’ submitted to the journal by Hugh G. Gauch Jr. This was circulated to the other contributors who were asked to write their own contribution in the light of the arguments and literature contained in the paper. Hugh made brief ‘Responses and Clari?cations’ after the papers were written. However the Tanis Edis article on Islam and my own article on Priestley were processed too late to bene?t from Hugh’s appraisal. The journal is associated with the International History, Philosophy, and Science Teaching Group which was formed in 1987. The group stages biennial international conferences and occasional regional conferences (details can be found at www. ihpst. org). The group, though the journal, conferences, and its electronic newsletter (at www. ihpst.

Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. Outlining the history of liberal approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education.

A ground-breaking volume of innovative conversations between science and religion which move beyond hackneyed positions of either conflict or dialogue.

This book sets out a new agenda for science-theology interactions and offers examples of what that agenda might look like when implemented. It explores, in innovative ways, what follows for science-theology discussions from recent developments in the history of science. The contributions take seriously the historically conditioned nature of the categories ‘science’ and ‘religion’ and consider the ways in which these categories are reinforced in the public sphere. Reflecting on the balance of power between theology and the sciences, the authors demonstrate a commitment to moving beyond traditional models of one-sided dialogue and seek to give theology a more active role in determining the interdisciplinary agenda.

William Whewell, the famous master of Trinity College in Cambridge, was a central figure in nineteenth-century British scientific culture and one of the last great polymaths. His influential work ranged from history and philosophy of science, education, architecture, mineralogy, and political economy to mathematics, engineering, natural theology, metaphysics, and moral philosophy. Among his many gifts to science was his role as cofounder and president of the British Association for the Advancement of Science and his wordsmithing; he coined the terms scientist, physicist, linguistics, and electrode. While he was himself an opponent of evolution through natural selection, Whewell’s most famous works, including his Bridgewater Treatise (1833) and Philosophy of the Inductive Sciences (1840), played a formative role in Charles Darwin’s creation of the theory of evolution. William Whewell: Victorian Polymath reexamines the whole of Whewell’s oeuvre, as well as the wide range and internal unity of his many polymathic endeavors, placing him within the early Victorian intellectual landscape and highlighting his exchanges with other important figures of the period, such as John Herschel, Charles Lyell, and Robert Peel. Bringing together a group of eminent and emergent scholars, the volume explores all major aspects of Whewell’s reform project and its legacy, both in the sciences and the humanities, in the Victorian era and beyond.