For Teachers
A common argument against religion is that “it” has created conflict and wars. If we use the same logic, we could argue that science has created Hiroshima and Nagasaki. Apologists for science would argue that it is not science but the misuse of it by unscrupulous practitioners. So why is religion so often judged guilty, horse drawn and quartered and excluded from the same argument? In this course of study we explore the “mutually exclusive” domains of science and religion and inquire into what is inclusive to them. They are often seen as opposites in conflict with each other. Science's authority is based on understanding through evidence, while religion's authority is based on understanding that emerges from metaphysical phenomena, divine revelation and sacred texts. What is incontrovertibly true to them both is the scientist's and believer's subjective experience of life; they cannot jump out of their own skin and claim that knowledge is somehow out there, exclusively independent and objective of who they are, where they are, and how they live, experience and observe those 'facts'. Their eyes are in their heads and any perceptual experience occurs precisely there making any experience intimately subjective. Understanding that our experience of the world around and in us is fundamentally complex is to come to an understanding and respect of how knowledge, religious belief and faith emerge in all their diversity.
Drawing upon Year 10 Science in the Australian Curriculum and VCE Religion and Society 2011-16 we have created an integrated curricula online resource that explores the relationship between evolution by natural selection and religious belief. Integrating two apparently mutually exclusive subjects such as science and religion and their respective standards into shared activities demands sensitive planning and "necessitates pedagogical knowledge for developing students’ understandings and skills in both subject areas, usually simultaneously" (Hudson. P., 2012, p. 2). There is evidence to suggest that integrating key learning areas goes beyond the mere sum of their parts and presents students with a more holistic perspective of education (Lake, 1994). Linking and integrating subject content in various and innovative ways makes education more relevant, interesting and engaging to students. By integrating science with religion students are able to engage with real-life learning. It provides scope for teachers to engage students' learning styles more effectively by virtue that learning becomes more inclusive and less about the study of a stand-alone subject that "owns" its unique territory of knowledge.
Given 'Religion' is not a subject in the Australian Curriculum we have had to adapt readings from the Victorian Certificate of Education (VCE) and make them relevant to Year 10 standards. The VCE 'Study Design' of Religion and Society, Unit 4, Area of Study 1, explores historical challenges to religious traditions, concepts and beliefs.
Click here to view the VCE 'Study Design' of Religion and Society
In the 'Science Content Description' for Year 10 of the Australian Curriculum we focus on the biological sciences:
The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)
Click here to view 'Science Content Description' for Year 10 in the Australian Curriculum
Science has always challenged religious traditions and exploring this conflict in an integrated approach can open up a very powerful dialectic for both teacher and students in the learning process. An integrated curriculum does present its uncertainties. There is the unknown of how to determine what standards to integrate, how to assess two or more standards together, and if the integrity of each subject is being undermined (Hudson, 2012). In our effort to integrate science and religion we have discovered that curriculum, instruction and assessment become more dynamic and create openings for the entrance of the cross-curriculum priorities and general capabilities of the Australian Curriculum. There are ICT opportunities to engage students' learning styles in diverse activities of an integrated curriculum. Furthermore, ethical understanding in relation to indigenous creation myths impresses upon students that science's apparent authority is not without deference to ethical considerations.
Click here to view 'General Capabilities' overview of the Australian Curriculum
Click here to view the 'Cross-curriculum priorities' overview of the Australian Curriculum
Drawing upon Year 10 Science in the Australian Curriculum and VCE Religion and Society 2011-16 we have created an integrated curricula online resource that explores the relationship between evolution by natural selection and religious belief. Integrating two apparently mutually exclusive subjects such as science and religion and their respective standards into shared activities demands sensitive planning and "necessitates pedagogical knowledge for developing students’ understandings and skills in both subject areas, usually simultaneously" (Hudson. P., 2012, p. 2). There is evidence to suggest that integrating key learning areas goes beyond the mere sum of their parts and presents students with a more holistic perspective of education (Lake, 1994). Linking and integrating subject content in various and innovative ways makes education more relevant, interesting and engaging to students. By integrating science with religion students are able to engage with real-life learning. It provides scope for teachers to engage students' learning styles more effectively by virtue that learning becomes more inclusive and less about the study of a stand-alone subject that "owns" its unique territory of knowledge.
Given 'Religion' is not a subject in the Australian Curriculum we have had to adapt readings from the Victorian Certificate of Education (VCE) and make them relevant to Year 10 standards. The VCE 'Study Design' of Religion and Society, Unit 4, Area of Study 1, explores historical challenges to religious traditions, concepts and beliefs.
Click here to view the VCE 'Study Design' of Religion and Society
In the 'Science Content Description' for Year 10 of the Australian Curriculum we focus on the biological sciences:
The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)
Click here to view 'Science Content Description' for Year 10 in the Australian Curriculum
Science has always challenged religious traditions and exploring this conflict in an integrated approach can open up a very powerful dialectic for both teacher and students in the learning process. An integrated curriculum does present its uncertainties. There is the unknown of how to determine what standards to integrate, how to assess two or more standards together, and if the integrity of each subject is being undermined (Hudson, 2012). In our effort to integrate science and religion we have discovered that curriculum, instruction and assessment become more dynamic and create openings for the entrance of the cross-curriculum priorities and general capabilities of the Australian Curriculum. There are ICT opportunities to engage students' learning styles in diverse activities of an integrated curriculum. Furthermore, ethical understanding in relation to indigenous creation myths impresses upon students that science's apparent authority is not without deference to ethical considerations.
Click here to view 'General Capabilities' overview of the Australian Curriculum
Click here to view the 'Cross-curriculum priorities' overview of the Australian Curriculum