Science Evolution And Schooling In South Africa

This first research project deals with the Human Genome Project, the genetic sequencing exercise of humanity.

The Architect and the Scaffold advances the limits of public discourse to provide insight into the challenges which evolution and research into the human genome poses to education in South Africa. The failure to provide full knowledge of some of the most relevant research of our time could do irreparable damage to our children and the scientific progress of our nation. The debates outlined in this book seek to fill the gaps in public knowledge and provide a frame of reference for educationalists, theologians and spiritual leaders to better understand the facts of everyday life.

Rarely does a life event cause greater upheaval than a loved one's death. Confusion, anxiety and a huge personal void leave those still living wondering whether they will ever heal. With sensitivity and insight, Miller offers reflective text, 12 nature photos and suggestions for healing activities that can help survivors cope with the grief and begin their lives again.

This edited book provides a global view on evolution education. It describes the state of evolution education in different countries that are representative of geographical regions around the globe such as Eastern Europe, Western Europe, North Africa, South Africa, North America, South America,Middle East, Far East, South East Asia, Australia, and New Zealand.Studies in evolution education literature can be divided into three main categories: (a) understanding the interrelationships among cognitive, affective, epistemological, and religious factors that are related to peoples’ views about evolution, (b) designing, implementing, evaluating evolution education curriculum that reflects contemporary evolution understanding, and (c) reducing antievolutionary attitudes. This volume systematically summarizes the evolution education literature across these three categories for each country or geographical region. The individual chapters thus include common elements that facilitate a cross-cultural meta-analysis. Written for a primarily academic audience, this book provides a much-needed common background for future evolution education research across the globe.

Large numbers of people in Soweto & other parts of South Africa live in fear of witchcraft, presenting complex & unique problems for the government. Adam Ashforth explores the challenge of occult violence & the spiritual insecurity that it engenders to democratic rule in South Africa.

This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK

For courses in evolution, creationism or as a supplemental item in biology and/or biological anthropology courses. Darwin and the Bible helps readers to understand the nature, history and passions behind the debate over scientific and religious versions of creation and human origins. Darwin and the Bible: The Cultural Confrontation is about the history and nature of the disputes over human origins that arose with the publication of Charles Darwin’s book, Origin of Species in 1859. The readings in the text provide the, historical, theological, social and political backgrounds of the debate. Rather than trying to demonstrate the truth of Darwinian evolution, this book seeks to help the reader understand why the debate over Darwin and the Bible remains as contentious as ever. The book seeks to examine why Darwin’s theory of evolution appears threatening to some people, and, likewise, to help understand why some scientists often react with such emotion to challenges to their views. The contributors include biological scientists, social scientists, social historians, and proponents of the importance of God, faith, and religion in peoples lives.