About LASAR

Introduction

LASAR (Learning about Science and Religion) is a project in collaboration with the Faraday Institute for Science and Religion (based at St. Edmund’s College, Cambridge).
 
 
The LASAR Project was motivated by a concern that there is a strong public perception (reinforced by some popular media) that science and religion are in some sense opposites, that is that science is an atheistic activity. In particular, we were concerned that school pupils may come to accept this as a normative standard: something that is both incorrect, and which could deter students who hold religious faith form considering science as a suitable basis of future study and career. Such an effect would not only be unfortunate when there is widespread concern about the limited numbers of young people seriously considering science careers, but in principle could set up a self-fulfilling prophecy. If people of faith are significantly deterred from science, then science could over time become dominated by atheists!

 

This project

LASAR is looking at this issue from two complementary directions. We are planning research which will help us find out more about exactly what secondary age students do think about science and religion, something of the factors which they feel influence their views, and how their ideas shift over time. We intend to report our findings widely, and when we have results available we will use this newsletter to direct readers to these reports. We are also looking to develop curriculum materials and approaches which can support teachers in engaging secondary age pupils with something of the broad range of opinions and scholarship in the area of science and religion. In this way we hope to make sure that there are sufficient accessible and balanced presentations to help pupils to recognise that this is a nuanced area where there are no simple answers (so scientists hold a wide range of faith positions and views on religious matters), and offer them interesting resources to stimulate their own thinking in this area.

Team

  • Dr Berry Billingsley (Institute of Education, University of Reading)
  • Dr Keith S Taber (Faculty of Education, University of Cambridge)
  • Fran Riga (Faculty of Education, University of Cambridge)
  • Helen Newdick (Institute of Education, University of Reading)

Advisors

  • Marianne Cutler, Executive Director, Professional and Curriculum Innovation at The Association for Science Education;

  • Michael Poole, Visiting Research Fellow in Science and Religion at King's College, London; 
     
  • Prof. Michael Reiss, Assistant Director and Professor of science education at the Institute of Education, University of London and a Priest in the Church of England;
     
  • Prof. Mary James, Associate Director of Research at the Faculty of Education, Cambridge University. Professor James trained as a teacher of RE and taught for 10 years in schools before moving into educational research; 
     
  • Dr John Taylor, Director of Critical Skills at Rugby School and the Chief Examiner for Edexcel’s ‘The Extended Project’, in which candidates explore science and philosophy.
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