Beyond Space and across Time: Non-Finalized Dialogue about Science and Religion Discourse

Autor/in	Hsu, Pei-Ling
Titel	Beyond Space and across Time: Non-Finalized Dialogue about Science and Religion Discourse
Quelle	In: Cultural Studies of Science Education, 5 (2010) 1, S.201-212 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-009-9225-2
Schlagwörter	Stellungnahme; Constructivism (Learning); Persuasive Discourse; Databases; Religion; Sciences; Scientific Concepts; Epistemology; Learning Processes; Religious Factors; Role of Religion; World Views; Scientific Enterprise; Science Education; Science Instruction; Evolution; Controversial Issues (Course Content); Educational Environment; Discourse Analysis + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Datenbank; Science; Wissenschaft; Erkenntnistheorie; Learning process; Lernprozess; World view; Weltanschauung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Controversial issues; Kontroverse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Diskursanalyse
Abstract	This commentary dialogues with three articles that analyze the same database about science and religion discourse produced 17 years ago. Dialogues in these three articles and this commentary across space and time allow us to develop new and different understandings of the same database and situation. As part of this commentary, I discuss topics approached in the three articles including the collective nature of discourses, emotion, and constructivist view on learning. I draw on three essential concepts of "the dialogical nature of utterance", "the emotional-volitional tone" and "internally persuasive discourse" informed by Bakhtin's dialogism. In particular, I conclude that Bakhtin's dialogism not only invites us to understand science learning discourse in a more holistic way but also encourages us to open up dialogues between science and religion that often are considered to be two hostile opponents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10