PhD Thesis:

Ways Of Thinking About The Apparent Contradictions Between Science And Religion

My research presents a typology of approaches to science-religion dilemmas and describes the wide range of approaches taken by experts in the area and laypeople. The primary instrument for data collection was a semi-structured interview which used direct personal questions and questions about science-religion dilemmas. Pilot studies explored the views held by tertiary level students, science postgraduates and adults at later stages of life. The two main studies looked at the views held by tertiary level students.

Within the typology, there are several strategies that are not described in the formal academic literature, including believing both versions while also believing that they conflict. A five-fold typology was devised which included these strategies.

A dimension of developmental levels was identified in the transcripts, based on each individual’s ability to identify and reflect on the apparent contradictions and on students’ self-descriptions of their past approaches. The findings were used to devise a conceptual sequence to describe the cognitive development that takes place in this kind of thinking.

When devising the conceptual links between the steps in the sequence, attention was paid to the published responses of philosophers, theologians and scientists to these kinds of science-religion dilemmas. These responses made by experts in their fields were studied with a view to discovering the characteristics of the thinking of individuals at the most advanced stage within the conceptual sequence.

A method of analysis was devised which inferred information about students’ views of science and religion from the apparent contradictions that they identified. The scheme was original in that it was based on semi-structured interviews about dilemma situations in the area, and it was accompanied by a relatively precise scheme of analysis.

The conceptual sequences could become the foundation of a developmental sequence, showing how students might advance in their thinking about science-religion dilemmas from novice to expert.