title: Scientists’ habits of mind as evidenced by the interaction between their science training and religious beliefs

authors: Coll, Richard K.

subjects: science training

abstract: The science education literature suggests that the public and students often hold narrow stereotypical views of scientists and science. Here we argue that it is important that students and the public understand the basis on which scientists make scientific claims. The inquiry sought to develop an understanding of the scientific mind, explored through Gauld’s (2005) notion of ‘habits of mind’. The vehicle used to explore these ideas consisted of an inquiry into how scientists rationalise conflicts between scientific theories and religious beliefs which are not in agreement with consensually‐accepted scientific theories. Twenty scientists from different scientific disciplines and levels of seniority were interviewed using as a basis an instrument containing a series of religious‐based item statements that a panel of scientific and religious experts considered were in agreement with a variety of religious doctrines yet in disagreement with current scientific thinking, or for which there is at present no supporting evidence from a variety of scientific disciplines. These statements acted as an interview protocol and formed the basis for interactive discourse, which was audio‐taped, transcribed verbatim and participant‐validated. These data provide a window into scientific thinking as practiced by modern scientists, and helps develop a picture of these scientists’ ‘habits of mind’. The findings suggest that these scientists, unlike their stereotype, hold idiosyncratic views of what constitutes good scientific evidence and sound, credible testimony.

text: Scientists’ habits of mind as evidenced by the interaction between their science training and religious beliefs The science education literature suggests that the public and students often hold narrow stereotypical views of scientists and science. Here we argue that it is important that students and the public understand the basis on which scientists make scientific claims. The inquiry sought to develop an understanding of the scientific mind, explored through Gauld’s (2005) notion of ‘habits of mind’. The vehicle used to explore these ideas consisted of an inquiry into how scientists rationalise conflicts between scientific theories and religious beliefs which are not in agreement with consensually‐accepted scientific theories. Twenty scientists from different scientific disciplines and levels of seniority were interviewed using as a basis an instrument containing a series of religious‐based item statements that a panel of scientific and religious experts considered were in agreement with a variety of religious doctrines yet in disagreement with current scientific thinking, or for which there is at present no supporting evidence from a variety of scientific disciplines. These statements acted as an interview protocol and formed the basis for interactive discourse, which was audio‐taped, transcribed verbatim and participant‐validated. These data provide a window into scientific thinking as practiced by modern scientists, and helps develop a picture of these scientists’ ‘habits of mind’. The findings suggest that these scientists, unlike their stereotype, hold idiosyncratic views of what constitutes good scientific evidence and sound, credible testimony.

year: 2009

title: Generating power: gender, ethnicity and empowerment in India's Narmada Valley

authors: Kurian, Priya A.

subjects: gender

abstract: Current analyses of issues relating to ethnicity and empowerment are silent about the significance of the environment in shaping and being shaped by human relations. For its part, environmental policy research, with few exceptions, has also ignored the dynamics of identity construction and cultural values that inform human relationships with the environment and thus affect environmental sustainability. I address this gap in the scholarship through an analysis of the Sardar Sarovar Project [SSP] in India. I explore the interweaving of the constructions of gender, ethnicity and empowerment and their implications for a new politics of the environment - the politics of environmental justice. I argue that discourses of modernization underpin the arguments of all those who discuss the SSP, whether in favour or against.

text: Generating power: gender, ethnicity and empowerment in India's Narmada Valley Current analyses of issues relating to ethnicity and empowerment are silent about the significance of the environment in shaping and being shaped by human relations. For its part, environmental policy research, with few exceptions, has also ignored the dynamics of identity construction and cultural values that inform human relationships with the environment and thus affect environmental sustainability. I address this gap in the scholarship through an analysis of the Sardar Sarovar Project [SSP] in India. I explore the interweaving of the constructions of gender, ethnicity and empowerment and their implications for a new politics of the environment - the politics of environmental justice. I argue that discourses of modernization underpin the arguments of all those who discuss the SSP, whether in favour or against.

year: 2000

title: Hangaia te mātāpuna o te mōhio: learning foundations for Māori adults

authors: May, Stephen

subjects: Māori

abstract: Hangaia te mātāpuna o te mōhio can mean to build the precious gift of knowledge or to build the well-spring of learning. It symbolises the experience of Māori adults as they re-enter education to develop their literacy, language and numeracy. 
This report summarises three research projects that explore how success for Māori adults in the learning foundations of literacy, language and numeracy can be built on the foundations of Māori culture and identity.

text: Hangaia te mātāpuna o te mōhio: learning foundations for Māori adults Hangaia te mātāpuna o te mōhio can mean to build the precious gift of knowledge or to build the well-spring of learning. It symbolises the experience of Māori adults as they re-enter education to develop their literacy, language and numeracy. 
This report summarises three research projects that explore how success for Māori adults in the learning foundations of literacy, language and numeracy can be built on the foundations of Māori culture and identity.

year: 2009-08