Religious Beliefs: Their Dynamics in Two Groups of Life Scientists

Autor/in	Falcao, Eliane Brigida Morais
Titel	Religious Beliefs: Their Dynamics in Two Groups of Life Scientists
Quelle	In: International Journal of Science Education, 30 (2008) 9, S.1249-1264 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Foreign Countries; Scientists; Religious Factors; Religion; Interviews; Science Education; Correlation; Beliefs; Cultural Differences; Educational Attainment; College Faculty; Graduate Students; Brazil; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Scientist; Wissenschaftler; Interviewing; Interviewtechnik; Naturwissenschaftliche Bildung; Korrelation; Belief; Glaube; Kultureller Unterschied; Bildungsabschluss; Bildungsgut; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Brasilien; Großbritannien
Abstract	The assumption that scientific knowledge would bring an end to religious belief has challenged many scholars, particularly since such a belief persists even among those devoted to scientific activities. In this paper the occurrence and nature of religious belief in groups of life scientists working in the UK and Brazil is discussed in the context of their degree of training. Data obtained through one-to-one interviews went beyond mere yes/no answers to questions on belonging to a religion or believing in God. Categories were created to assess how open these scientists were with regard to the possibility of the supernatural. The results suggest that scientific training affected their religious belief and reduced the number of believers. Nevertheless there were scientists in both groups whose beliefs persisted. (Contains 2 tables and 9 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10