Reiss, MJ; (2017) Science education and ethics education in faith-based schools. In: Khalili, S and Watts, F and Wiseman, H, (eds.) A 21st Century Debate on Science and Religion. (pp. 192-207). Cambridge Scholars Publishing: Newcastle upon Tyne, UK.

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Abstract

The key issue for a faith-based school is the extent to which, if at all, its aims, ethos, curriculum, pedagogy and assessment should differ from other schools and the impact this has for its students on their learning, attitudes and dispositions. This paper explores these issues with specific reference to the teaching of science and the teaching of ethics. I conclude that the role of religion is different in science education and in ethics education. In science education, a teacher needs to be sensitive to religious considerations for two reasons: first, out of respect for students; secondly, because not to be sensitive is to make learning in science less likely for some students. However, it is not the case that a science teacher should alter the science that is taught because of the religious views of students or anyone else. In ethics education, though, religious views, while they should not have the power that some religious believers would like, nevertheless can, indeed often should, have a place in decision making. This is principally because ethics lacks the degree of objectivity of scientific knowledge.

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