Faith and Reason in Dialogue

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Faith and Reason in Dialogue

• Diocese of St. Petersburg K-12 Science Curriculum
  
• vis-à-vis
• Catholic Teaching

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Welcome and Opening Prayer
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DIOCESE OF ST. PETERSBURG

• SCIENCE
• CURRICULUM ROLL OUT

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History
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• The first Florida Sunshine State Standards
  (S.S.S.) were published in 1996.

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• In the fall of 1999, the Diocese produced the
  first set of Standards and Benchmarks (S B)
  based on the S.S.S. and incorporated the Catholic
  ideals of our ministry.

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• The S B were a good starting point but
  weaknesses in curriculum and instruction became
  apparent.

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• Some of the limitations included
• too broad a scope (three grades at a time)
• lack of consistency of instruction
• no grade level expectations
• no scope or sequence to the program
• reliance on the textbook which caused the
  textbook to become the curriculum.

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Process
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• In 2007 the state began to
• review and revise the Science
• programs.

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• Soon after, the Diocese created a committee to
  review and revise the S B with the goal of
  creating a stronger set of standards that
  included grade level expectations based on
  national and state standards.

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• Input was solicited from all of our schools (45
  teachers from various grade levels participated).
  

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Old vs New
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• Grade Level Expectations
• The previous S B placed a great responsibility
  on the last teacher in each grouping to be the
  catch all for any content not covered in the
  previous two years.

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• There was also a large disconnect for students
  who transferred from other schools, to include
  other Catholic schools.

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• The new S B were written with specific grade
  level expectations and place greater
  accountability on the individual teacher.

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• Textbook as the Curriculum
• Because of the vagueness and open-ended S B,
  most teachers had to rely on the textbook to fill
  gaps and create a flow to the course.

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• The new S B have a guide to use the textbook
  as a tool.
• There is concept correlation NOT textbook
  correlation.
• It is possible that Chapter 12 may come after
  chapter 1 now.

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How to use the Document
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• This is a user-friendly document that allows
  for teachers to make notes for themselves as well
  as notes for the receiving teacher for the next
  school year.

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• At the end of each grade level there is an area
  that allows for you to make notes on pacing as
  well as notes on the class and their level of
  comprehension.

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• In the Science curriculum there are also specific
  places to document chapter correlation.

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• It is recommended that conversations between
  grade levels take place on a regular basis to
  review expectations for both sending and
  receiving teachers.

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• Topics of discussion such as common themes and
  the infusion of Catholic identity within lessons
  are paramount to the success of the document.

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Notes to Teachers
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• It should be noted this document was not
  produced to tell a teacher how to teach rather,
  it is to ensure that there are absolute concepts
  that must be taught.

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• The revised Florida Sunshine State Standards
  have received both national and international
  acclaim for both content and best practices.

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• The document is not tied to any standardized
  test (F-CAT) or ITBS. Our adoption of these
  standards is an acknowledgement that we teach
  within the State of Florida and that we place
  great emphasis in providing the best education to
  our students by aligning with national and state
  standards.

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The Catholic ContextVery Rev. Robert Morris,
Vicar General

• The Catholic Faith, Science and all human
  learning and inquiry are not in opposition to one
  another. In fact, the modern perspective
  verbalized by Pope John Paul II and Pope Benedict
  XVI emphasize the interrelationship of faith and
  science and the opportunity that each has to
  illumine the perspective of the other for the
  benefit of humankind.

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Application and ImplementationBrian Lemoi,
Director of Faith Formation

• Kudos to Chris Wiand and the Committee members!
• Application of Fr. Bobs introductory comments to
  particular elements of the curriculum
• Citations from the Catechism of the Catholic
  Church (CCC) that may be helpful
• Foundational teachings as the context within
  which we teach

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Fides et RatioFaith and ReasonJPII

• Faith asks that its object be understood with the
  help of reason and at the summit of its
  searching reason acknowledges that it cannot do
  without what faith presents.
• This is why I make this strong and insistent
  appealnot, I trust, untimelythat faith and
  philosophy recover the profound unity which
  allows them to stand in harmony with their nature
  without compromising their mutual autonomy. The
  parrhesia (boldness) of faith must be matched by
  the boldness of reason.

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Fides et RatioFaith and ReasonJPII

• A threat to be reckoned with is scientism. This
  is the philosophical notion which refuses to
  admit the validity of forms of knowledge other
  than those of the positive sciences and it
  relegates religious, theological, ethical and
  aesthetic knowledge to the realm of mere fantasy.

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Fides et RatioFaith and ReasonJPII

• Finally, I cannot fail to address a word to
  scientists, whose research offers an ever greater
  knowledge of the universe as a whole and of the
  incredibly rich array of its component parts,
  animate and inanimate, with their complex atomic
  and molecular structures. So far has science
  come, especially in this century, that its
  achievements never cease to amaze us. In
  expressing my admiration and in offering
  encouragement to these brave pioneers of
  scientific research, to whom humanity owes so
  much of its current development, I would urge
  them to continue their efforts without ever
  abandoning the sapiential horizon within which
  scientific and technological achievements are
  wedded to the philosophical and ethical values
  which are the distinctive and indelible mark of
  the human person. Scientists are well aware that
  the search for truth, even when it concerns a
  finite reality of the world or of man, is
  never-ending, but always points beyond to
  something higher than the immediate object of
  study, to the questions which give access to
  Mystery. (131)

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Application and ImplementationPrimary Sources

• CCC 35- Faith and Knowledge as a Reciprocal
  and Interdependent Relationship
• Man's faculties make him capable of coming to a
  knowledge of the existence of a personal God. But
  for man to be able to enter into real intimacy
  with him, God willed both to reveal himself to
  man and to give him the grace of being able to
  welcome this revelation in faith. The proofs of
  God's existence, however, can predispose one to
  faith and help one to see that faith is not
  opposed to reason.

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Application and ImplementationPrimary Sources

• CCC 153-165 Faith and Understanding
• 154 Trusting in God and cleaving to the truths
  he has revealed are contrary neither to human
  freedom nor to human reason.
• 159 Faith and science there can never be any
  real discrepancy between faith and reason. Since
  the same God who reveals mysteries and infuses
  faith has bestowed the light of reason on the
  human mind, God cannot deny himself nor can truth
  ever contradict truth. Consequently, methodical
  research in all branches of knowledge, provided
  it is carried out in a truly scientific manner
  and does not override moral laws, can never
  conflict with the faith, because the things of
  the world and the things of faith derive from the
  same God. The humble and persevering investigator
  of the secrets of nature is being led, as it
  were, by the hand of God in spite of himself, for
  it is God, the conserver of all things, who made
  them what they are."

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Application and ImplementationPrimary Sources

• CCC 282-289 Creation Origins
• 283 The question about the origins of the world
  and of man has been the object of many scientific
  studies which have splendidly enriched our
  knowledge of the age and dimensions of the
  cosmos, the development of life-forms and the
  appearance of man. These discoveries invite us to
  even greater admiration for the greatness of the
  Creator, prompting us to give him thanks for all
  his works and for the understanding and wisdom he
  gives to scholars and researchers.

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Application and ImplementationPrimary Sources

• CCC 282-289 Creation Origins
• 284 The great interest accorded to these studies
  is strongly stimulated by a question of another
  order, which goes beyond the proper domain of the
  natural sciences. It is not only a question of
  knowing when and how the universe arose
  physically, or when man appeared, but rather of
  discovering the meaning of such an origin

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Application and ImplementationPrimary Sources

• CCC 2292-2296 Respect for Scientific Research
• 2293 Basic scientific research, as well as
  applied research, is a significant expression of
  man's dominion over creation. Science and
  technology are precious resources when placed at
  the service of man and promote his integral
  development for the benefit of all. By themselves
  however they cannot disclose the meaning of
  existence and of human progress. Science and
  technology are ordered to man, from whom they
  take their origin and development hence they
  find in the person and in his moral values both
  evidence of their purpose and awareness of their
  limits.

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Application and ImplementationPrimary Sources

• CCC 2292-2296 Respect for Scientific Research
• 2294 It is an illusion to claim moral neutrality
  in scientific research and its applications. On
  the other hand, guiding principles cannot be
  inferred from simple technical efficiency, or
  from the usefulness accruing to some at the
  expense of others or, even worse, from prevailing
  ideologies. Science and technology by their very
  nature require unconditional respect for
  fundamental moral criteria. They must be at the
  service of the human person, of his inalienable
  rights, of his true and integral good, in
  conformity with the plan and the will of God.

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Application and ImplementationGeneral Principles

• General Principles to Keep in Mind
• However it is that all that is, has been
  accomplished, and whatever science can prove as
  to the how-Faith provides the why, and Gods
  will/desire for it to be so is the reason
• The how and the why are not at odds
• The Sanctity of Human Life and the Dignity of the
  Human Person is an inviolable Boundary

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Application and ImplementationGeneral Principles

• Every human effort must be respectful of the
  moral and ethical implications of every
  innovation and development
• Individuals must be empowered to act morally and
  ethically within their professions
• We owe our students cutting edge science
  knowledge and skills, but also consistent and
  accurate Catholic Teaching so that they can
  developed the well formed conscience that is
  necessary for all to live a moral life

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A Few Examples of Curriculum Concepts Taught in
Congruence with Catholic Teaching

• BIG IDEA 14 Organization and Development of
  Living Organisms (Grade 5)
• A. All plants and animals, including humans, are
  alike in some ways and different in others.
• B. All plants and animals, including humans,
  have internal parts and external structures that
  function to keep them alive and help them grow
  and reproduce.
• Religious Education Curriculum Citations
• Explains the churchs teachings about life and
  procreation.
• An understanding that sexuality is a treasured
  gift for which they are responsible and is part
  of Gods plan for new life.
• An understanding that life at any stage is sacred
  and should be cared for.

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A Few Examples of Curriculum Concepts Taught in
Congruence with Catholic Teaching

• BIG IDEA 6 Earth Structures (Grade 6)
• Humans continue to explore the composition and
  structure of the surface of Earth. External
  sources of energy have continuously altered the
  feature of Earth by means of both constructive
  and destructive forces. All life, including
  human civilization, is dependent on Earths water
  and natural resources.
• Religious Education Curriculum Citation
• RC.2.66.a Examines responsibility for the world
  and the things in it through conservation of
  resources.
• RC.2.129.a Defines stewardship

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A Few Examples of Curriculum Concepts Taught in
Congruence with Catholic Teaching

• BIG IDEA 4 Science and Society (Grade 8)
• As tomorrows citizens, students should be able to
  identify issues about which society could provide
  input, formulate scientifically investigable
  questions about those issues, construct
  investigations of their questions, collect and
  evaluate data from their investigations, and
  develop scientific recommendations based upon
  their findings.
• Religious Education Curriculum Citations
• Examines responsibility for the world and the
  things in it through conservation of resources

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A Few Examples of Curriculum Concepts Taught in
Congruence with Catholic Teaching

• Standard 5 Earth in Space and Time (9-12)
• The origin and eventual fate of the Universe
  still remains one of the greatest questions in
  science. Gravity and energy influence the
  development and life cycles of galaxies,
  including our own Milky Way Galaxy, stars, the
  planetary systems, Earth, and residual material
  left from the formation of the Solar System.
  Humankinds need to explore continues to lead the
  development of knowledge and understanding of the
  nature of the Universe.
• CCC,54,279-282 The creation of the World and our
  first parents.
• CCC,283-289 Genesis 1-11Genesis 1-11 conveys
  religious truth rather than science. The book
  reveals truth about which science and history can
  only speculate.

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A Few Examples of Curriculum Concepts Taught in
Congruence with Catholic Teaching

• Standard 16 Heredity and Reproduction (9-12)
• DNA stores and transmits genetic information.
  Genes are sets of instructions encoded in the
  structure of DNA.
• Genetic information is passed from generation to
  generation by DNA in all organisms and accounts
  for similarities in related individuals.
• Manipulation of DNA in organisms has led to
  commercial production of biological molecules on
  a large scale and genetically modified organisms.
• Reproduction is characteristic of living things
  and is essential for the survival of the species.
  

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A Few Examples of Curriculum Concepts Taught in
Congruence with Catholic Teaching

• CCC, 2258-2262 Respect human life in all its
  stages and situations.
• CCC, 2292-2301 Principles regarding health,
  science, bodily integrity.
• CCC, 364, 2268-2283, 2290-2291 Sins against the
  Fifth Commandment murder suicide abortion
  euthanasia embryonic stem cell research abuse
  of alcohol, drugs, food, or tobacco abuse of
  the body.
• SE.2.1.b An appreciation of the spiritual and
  moral dimensions of human sexuality.
• SE.2.1.c Awareness that human sexuality is a
  gift from God.
• SE.2.1.d. An attitude of respect that
  acknowledges the worth of every human being.
• SE.2.1.e Understanding that our bodies are
  sacred and temples of the Holy Spirit.

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Some Suggestions for Practical Application

• Share the Science and Religion Curriculum
  information with all faculty members in all
  curriculum areas
• Consider integrated/cross-curricular units for
  aligned teaching in various classes during the
  same time frame
• Provide creative and critical thinking
  assignments asking students to reflect on both
  the scientific application of learned concepts
  but also asking for the moral and ethical
  implications to be kept in mind.

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1. Questions Answers

• 2. Instructions and Small Group Discussion Session