A NEW METHODOLOGY FOR CHRISTIAN SYSTEMATIC THEOLOGY

Science and religion are the two strongest influences on the conduct of human life, yet their respective truth claims frequently clash. To facilitate better communication between scientists and theologians on these rival truth claims, the author recommends that Christian theologians use the language and current methodology of science as far as possible so as to present the content of Church teaching in an idiom that would be intelligible not only to scientists but to the educated public as well. In this way, the rival truth claims might complement rather than compete with one another. That is, clothed in the language of science, the truth claims of religion would gain in rational coherence and intelligibility. Natural scientists in turn would have conversation partners better able to deal with philosophical and ethical issues arising out of new scientific discoveries.     

JOURNEY OF THE UNIVERSE: WEAVING SCIENCE WITH THE HUMANITIES

This article discusses Journey of the Universe as a project that consists of a film, book, conversation series, online classes, and a website. It describes how the creators worked to integrate science and humanities, not privilege or elevate science. It refutes arguments made in Lisa Sideris's Consecrating Science: Wonder, Knowledge, and the Natural World that suggest that Journey overlooks religion and distorts wonder. The article observes that Journey does not dismiss religion but includes it in explicit ways. It does not dictate wonder; it evokes wonder. In short, Journey is a living or functional cosmology with implications for mutually enhancing human–Earth relations.     

WONDER OPENS THE HEART: POPE FRANCIS AND LISA SIDERIS ON NATURE,ENCOUNTER, AND WONDER

This article argues that Pope Francis's invocations of wonder can speak to and at times challenge Lisa Sideris's recent contributions to the interdisciplinary discussion of wonder, science, and religion. Although the importance of wonder to Pope Francis's 2015 environmental encyclical Laudato si’ is acknowledged, it has not been widely recognized that wonder is implicated in and forms connections between multiple concepts and postures acknowledged as defining marks of Francis's papacy: coming out of oneself, encountering others, going to the margins; aversion to doctrinal rigidity; compassion, mercy, tenderness, and humility; to name a few. These defining concepts and stances resonate strongly with certain views on wonder, ethics, and ecology recently articulated by Lisa Sideris. In Francis, however, one finds a more affirming treatment of science‐based wonder and a response to Sideris's criticism of theistic wonder.     

IN DEFENSE OF PUBLICS: PROJECTION,BIAS, AND CULTURAL NARRATIVES IN SCIENCE AND RELIGION DEBATES

John H. Evans's recent book Morals Not Knowledge is a timely argument to recognize broader social and cultural factors that might impact what U.S. religious publics think about the relationship between science and religion and their attitudes toward science and/or religion. While Evans's focus is primarily on what can be classed as moral issues, this response argues that there are other factors that sit within neither the older epistemic conflict model approach nor a moral conflict model approach that also merit further investigation. There is a significant need for further research that examines the social, psychological, (geo)political, and broader cultural factors shaping people's social identities in relation to science and religion debates. When undertaking such research, we need to be wary of creating a binary between scholarly and public space discourse. Social scientific research in this field should be led by public perceptions, attitudes, and views, not by concepts or frameworks that we project onto them.     

SCIENCE AND RELIGION IN NINETEENTH‐CENTURY EUROPE: NON‐ANGLO‐AMERICAN PERSPECTIVES

This is an introduction to the thematic section on “The Historiography of Science and Religion in Europe,” which resulted from a symposium held at the eighth Conference of the European Society for the History of Science, University College London, UK, from September 14–17, 2018. The introduction provides a brief argument for the decentering of science and religion from the Anglo‐American discourse. It concludes by previewing the contributions of the section's essays.     

Contrast effects in judgmental forecasting when assessing the implications of worst and best case scenarios

Two experiments investigated whether individuals' forecasts of the demand for products and a stock market index assuming a best or worst case scenario depend on whether they have seen a single scenario in isolation or whether they have also seen a second scenario presenting an opposing view of the future. Normatively, scenarios should be regarded as belonging to different plausible future worlds so that the judged implications of one scenario should not be affected when other scenarios are available. However, the results provided evidence of contrast effects in that the presentation of a second “opposite” scenario led to more extreme forecasts consistent with the polarity of the original scenario. In addition, people were more confident about their forecasts based on a given scenario when two opposing scenarios were available. We examine the implications of our findings for the elicitation of point forecasts and judgmental prediction intervals and the biases that are often associated with them.     

Editorial: Harmful or helpful to learning? The impact of seductive details on learning and instruction

Most previous research found negative effects on learning outcomes when interesting but irrelevant information (i.e., seductive details) is added to an instruction. To what degree such effects are bound to specific conditions is in the focus of this special issue. Specifically, 11 empirical studies are reported within this special issue. They all address the topic of seductive details in learning and instruction by focusing either on cognitive moderators (e.g., working memory capacity and current beliefs) or on noncognitive moderators (e.g., arousal and affect) of the seductive details effect. Taken together, results from the empirical studies hint towards new moderators and suggest that the negative effects of seductive details on learning outcomes may be smaller than expected based on previous research.     

Utility of the REDFLAGS Model for Supporting Community College Students’ Mental Health: Implications for Counselors

The counseling literature is lacking in research on supporting the mental health needs of the growing community college student population. A number of past investigators have demonstrated the utility of mental health literacy for supporting college students’ mental health on 4‐year universities. The present researchers examined the validity of the REDFLAGS model (a theoretical model for promoting mental health literacy) with a national stratified random sample (N = 640, stratified by age, gender, and ethnicity) of community college students. Collectively, the results of the confirmatory factor analysis, hierarchical logistic regression, and factorial analysis of variance supported the use of the model with community college students. Implications for enhancing counseling practice as well as directions for future research are provided.     

儿童青少年正念量表(CAMM)在中国青少年群体中的信效度检验

目的:检验儿童青少年正念量表(CAMM)在中国青少年群体中应用的信效度,为青少年正念研究提供科学工具。方法:选取310名中学生(样本1)进行条目分析和探索性因素分析,再选取309名中学生(样本2)进行验证性因素分析、效标效度、增量效度和信度分析。结果:中文版CAMM抽取2个因素最为合适,并具有良好的结构效度、效标效度、增量效度及较高的信度。结论:中文版CAMM具有良好的心理测量学指标,可以在中国青少年群体中使用。