Scientists' Habits of Mind as Evidenced by the Interaction Between their Science Training and Religious Beliefs

Title
Scientists' Habits of Mind as Evidenced by the Interaction Between their Science Training and Religious Beliefs
Publication Date
2009
Author(s)
Coll, Richard K
Taylor, Neil
( author )
OrcID: https://orcid.org/0000-0001-8438-319X
Email: ntaylor6@une.edu.au
UNE Id une-id:ntaylor6
Lay, Mark C
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/09500690701762621
UNE publication id
une:3537
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.
Link
Citation
International Journal of Science Education, 31(6), p. 725-755
ISSN
1464-5289
0950-0693
Start page
725
End page
755

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