Keith Chappell – författare

Combining ethnographic research with theological analysis, this book explores how the Catholic Charismatic Renewal (CCR), one of the largest new movements within the global Catholic Church, has developed in contemporary Britain and Northern Ireland. Drawing on extensive fieldwork, this study analyses the beliefs, behaviour, and worldviews of CCR members and considers how these relate to key theological themes in the movement’s unique encounter between Pentecostalism and Catholicism. The author explores the extent to which the CCR has been integrated into the mainstream of the Catholic Church, and how the movement’s members have adapted their theology over time. Painting a picture of a diverse community, this book enriches understanding of the CCR and contemporary Christianity in Britain.

Combining ethnographic research with theological analysis, this book explores how the Catholic Charismatic Renewal (CCR), one of the largest new movements within the global Catholic Church, has developed in contemporary Britain and Northern Ireland. Drawing on extensive fieldwork, this study analyses the beliefs, behaviour, and worldviews of CCR members and considers how these relate to key theological themes in the movement’s unique encounter between Pentecostalism and Catholicism. The author explores the extent to which the CCR has been integrated into the mainstream of the Catholic Church, and how the movement’s members have adapted their theology over time. Painting a picture of a diverse community, this book enriches understanding of the CCR and contemporary Christianity in Britain.

A Teacher’s Guide to Science and Religion in the Classroom provides practical guidance on how to help children access positive ways of thinking about the relationship between science and religion. Written for teachers of children from diverse-faith and non-faith backgrounds, it explores key concepts, identifies gaps and common misconceptions in children’s knowledge, and offers advice on how to help them form a deeper understanding of both science and religion.

Drawing on the latest research as well as the designs of successful workshops for teachers and for children, there are activities in each chapter that have been shown to help children understand why science and religion do not necessarily conflict. The book highlights children’s interest in the so-called "Big Questions" that bridge science and religion and responds to the research finding that most children are missing ideas that are key to an explanation of why science and religion can be harmonious.

The book explores key concepts and ideas including:

A Teacher’s Guide to Science and Religion is an essential companion for preservice and practising teachers, providing session plans and pedagogic strategies, together with a cohesive framework, that will support teachers in fostering children’s curiosity and enthusiasm for learning.

A Teacher’s Guide to Science and Religion in the Classroom provides practical guidance on how to help children access positive ways of thinking about the relationship between science and religion. Written for teachers of children from diverse-faith and non-faith backgrounds, it explores key concepts, identifies gaps and common misconceptions in children’s knowledge, and offers advice on how to help them form a deeper understanding of both science and religion.

Drawing on the latest research as well as the designs of successful workshops for teachers and for children, there are activities in each chapter that have been shown to help children understand why science and religion do not necessarily conflict. The book highlights children’s interest in the so-called "Big Questions" that bridge science and religion and responds to the research finding that most children are missing ideas that are key to an explanation of why science and religion can be harmonious.

The book explores key concepts and ideas including:

A Teacher’s Guide to Science and Religion is an essential companion for preservice and practising teachers, providing session plans and pedagogic strategies, together with a cohesive framework, that will support teachers in fostering children’s curiosity and enthusiasm for learning.

This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers in the fields of education, science, religious education and the growing specialist field of science and religion.

Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice.

- Vaille Dawson, Professor of Science Education, University of Western Australia

Science and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship(s), or their representation within the curriculum.

- Professor Keith Taber, University of Cambridge

Science education and religious education are uncomfortable bedfellows. This book, written in part as a response to the – perhaps too clear – accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people ‘receive’ an education in both science and religion: hearing their voices is refreshing in such a serious academic account.

-Julian Stern, Professor of Education and Religion, York St John University

- William F. McComas, Distinguished Professor of Science Education, University of Arkansas

Equal parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour’s taxonomy, you will want to read this book. If you havenot, I implore you to read this book.

- Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University