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Enregistrement W2806917890 · doi:10.1063/pt.3.3937

Readers’ thoughts on science and religion

2018· article· en· W2806917890 sur OpenAlex

Pourquoi ce travail est dans la base

Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.

affAu moins un auteur déclare une institution canadienne dans l'instantané OpenAlex épinglé.

Notice bibliographique

RevuePhysics Today · 2018
Typearticle
Langueen
DomaineArts and Humanities
ThématiqueEvolution and Science Education
Établissements canadiensUniversité du Québec à Montréal
Organismes subventionnairesnon disponible
Mots-clésArgument (complex analysis)ConfusionNorm (philosophy)EpistemologyReading (process)InstitutionSociologySocial sciencePolitical scienceLawPhilosophyPsychologyChemistryPsychoanalysis

Résumé

récupéré en direct d'OpenAlex

As a physicist who is also trained in history and sociology of science and who has been regularly reading Physics Today for more than 30 years, I cannot let Tom McLeish’s Commentary on science and religion go unanswered.Far from “thinking differently,” McLeish rehashes the usual confused discourse on the topic. For example, he never defines the term “religion.” As a consequence, the author mixes religion as a social institution with the personal beliefs and convictions of scientists. All natural philosophers from the 17th century to late in the 19th century had a personal belief in a kind of god, creator of the universe. But that is a different matter from the social conflicts that have emerged at different times as religious institutions worked hard to impose what they considered the proper understanding of nature. Those conflicts were many; they involved first astronomy, then geology and biology, and, later, history of religious texts and of the origins of humans.The second confusion at the root of McLeish’s argument is between what is and what should be—that is, between fact and norm. That there should not be conflict between science and religion is what we all may want, but such conflicts have existed in various societies and times, and there is no reason to believe they won’t continue. The basic logical and philosophical distinctions between what is and what ought to be have been known at least since John Locke and David Hume, but McLeish still writes that “it is, sadly, possible to invent conflict where none needs to be.” It should not have happened that—among many—Nicolaus Copernicus, Johannes Kepler, Galileo Galilei, Bernard de Fontenelle, Francesco Algarotti, and even the priests Henry de Dorlodot, John Zahm, and Dalmace Leroy saw their work censured or put in the Catholic Church’s index of prohibited books. And it should not have happened that Alexander Winchell lost his job at Vanderbilt University because of his talks on evolution. But those things did happen.11. For more about books censured by the Catholic Church between the 17th and 20th centuries and other limits on scientific thought, see Y. Gingras, Science and Religion: An Impossible Dialogue, P. Keating, trans., Polity Press (2017).Instead of suggesting that such historical conflicts are “hurting science,” we must examine why those events occurred. And to understand them, we must talk about religions as social institutions that have varying amounts of power to limit scientific freedom. Some readers may well agree with McLeish that the literal reading of texts such as Genesis is an “aberration away from orthodox Christianity,” but such believers do exist, and they do their best to limit scientific research: Recall President George W. Bush’s 2001 decision to limit federally funded research on stem cells.The best way to think differently about science and religion is first to realize that the personal beliefs and religious convictions of scientists have never been the root cause of those historical conflicts. The conflicts were—and still are—the result of a clash over the social authority of two important institutions: organized religions that want to control the behavior of citizens in the name of a creator and science as a collective organization that pursues the empirical and naturalistic explanation of nature. Negating a reality that one dislikes is not the best way to change it for a better one.ReferenceSection:ChooseTop of pageReference <<CITING ARTICLES1. For more about books censured by the Catholic Church between the 17th and 20th centuries and other limits on scientific thought, see Y. Gingras, Science and Religion: An Impossible Dialogue, P. Keating, trans., Polity Press (2017). Google Scholar© 2018 American Institute of Physics.

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Théorique ou conceptuel · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: aucune
Score de désaccord entre enseignants0,743
Score d'incertitude au seuil0,478

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0010,001
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,058
Tête enseignante GPT0,283
Écart entre enseignants0,225 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle