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Creationism, Scientism, Christianity and Science: a study in adolescent attitudes
Author(s) -
Fulljames Peter,
Gibson Harry M.,
Francis Leslie J.
Publication year - 1991
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192910170208
Subject(s) - scientism , christianity , creationism , curriculum , science education , perception , church attendance , sociology , psychology , spiritual development , social psychology , epistemology , social science , religious studies , religiosity , pedagogy , philosophy , spirituality , medicine , alternative medicine , pathology
Both religious educators and science educators show concern for the development of positive pupil attitudes towards their respective curriculum areas, both as an educational objective in its own right and as a key predisposition for realising other educational objectives. While growing bodies of research have charted the personal, social, environmental and curriculum correlates of the development of attitudes towards science and religion, little attention has been given to the empirical relationship between these two attitudinal areas. This is surprising given the vast theoretical debate on the relationship between science and religion. In the present study attitude towards Christianity and interest in science are measured among a sample of 729 16‐18 year olds in Scotland. The data demonstrate a significant negative correlation between attitude towards Christianity and interest in science. Path analysis is then employed to explore the antecedents of this observed relationship. After taking into account sex differences, parental socio‐economic status, parental religious example and encouragement and the pupils' personal church attendance, two key factors which help to explain this apparent negative relationship are the perception of Christianity as necessarily involving creationism and the view that science attains to absolute truth (scientism). The implications of these findings for curriculum development in science and religion are discussed.