Sentences with phrase «century knowledge of science»

Mau searches for the meaning behind his people's gods, while Daphne applies her nineteenth - century knowledge of science and history to the many puzzles she discovers in this unfamiliar place.

Not exact matches

Christians in Science website AND BEYOND • A book published by Noah J. Efron last year, entitled Judaism and Science, traces the history of the relationship between Judaism and science or «natural knowledge» from the time of the Israelites to the twentieth cScience website AND BEYOND • A book published by Noah J. Efron last year, entitled Judaism and Science, traces the history of the relationship between Judaism and science or «natural knowledge» from the time of the Israelites to the twentieth cScience, traces the history of the relationship between Judaism and science or «natural knowledge» from the time of the Israelites to the twentieth cscience or «natural knowledge» from the time of the Israelites to the twentieth century.

Moltmann's thoughts on the dangers of using the power of scientific knowledge without pondering beauty - and in particular on the dangers of the «economisation» of science in this century, in which scientific thought may only be valued generally in terms of its economic power - would be shared by many researchers in the UK.

In the eighteenth century, the founder of my own denomination, John Wesley, continued the teaching that natural science provided a second way to the knowledge of God alongside the Bible.

He therefore has an intimate knowledge of how modern science has operated both in its early centuries and lately.

Just as we do not practice medicine as it was practiced in the first few centuries A.D., we have to practice Christianity in the context of modern knowledge and science.

The Holy Quran is all about giving simplified examples for the brains of that time, and addressed to illiterate Nomadic Beduins of the dry Arabian desert to understand and they have managed to do understand it and achieved miraculously for centuries in creating a multinational Islamic communities that has contributed so much to today's knowledge and science.

Because Troeltsch, at the beginning of this century, was keenly aware of many trends that became apparent to most observers only at its end: the collapse of Eurocentrism; the perceived relativity of all historical events and knowledge (including scientific knowledge); an awareness that Christianity is relative to its Western, largely European history and environment; the emergence of a profound global pluralism; the central role of practice in theology; the growing impact of the social sciences on our view of the world and of ourselves; and dramatic changes in the role of religious institutions and religious thought.

We can very accurately know what happened centuries and geological ages ago from our current knowledge of phyisics, chemistry, paleoclimatology, paleogeology and many other science fields, the amount of evidence is definitely feasible.

For like Whitehead and Dewey, Kadushin understood that the concept of organic thinking offered an approach to logic and the foundations of knowledge that was an alternative to the perversions of the sort of blind faith in natural science that had come to dominate the intellectual cultures of the late nineteenth and early twentieth centuries; an alternative that did not attempt to devalue science or replace it with a nonrational mysticism, but which did attempt to place scientific thought into a broader cultural context in which other forms of cultural expression such as religious and legal reasoning could play important and non-subservient roles.

The Bible is not a textbook on science, for it was written many centuries before the modern scientific method and the vast accumulation of facts we call scientific knowledge had been dreamed of.

As was suggested earlier, those born near the turn of the century have seen within it amazing advances — not only in science, technology, and increased knowledge, but in the conquest of disease with the prolongation of life, an increase in the recognition of race and sex equality with accompanying legal steps; manifold ministries of welfare to the poor, the young, and the elderly; a growing concern for civil rights in many of its facets.

With our knowledge of 21st century empirical science, we can dismiss the empirical errors and focus on the metaphysical principles which underlie material beings from a most general perception of reality.

The spectacular development of early science gave rise to the eighteenth - century optimism that increase of knowledge would lead inevitably to happiness and virtue.

There was no problem in contrasting science as a method of finding out about things with the dominant model of knowledge at the time of the renaissance of science in the sixteenth century.

Furthermore, the pre-modern science concept of «the nature» has been slipping out of our culture's world - view for centuries, given the force of new knowledge about formality.

It is difficult for this proclamation of the fusion of two theories of the world which are considered «out of date» to awaken the expectation of an important gain in knowledge, and it is difficult to read the indication of required «modifications» as the promise of an appropriate consideration of our century's theoretical development in the natural sciences.

«Building on a well - established knowledge base more than half a century in the making, recent advances in the science of early childhood development and its underlying biology provide a deeper understanding that can inform and improve existing policy and practice, as well as help generate new ways of thinking about solutions.

Instead of fighting science cuts directly, he has been coaching assiduously and relentlessly about what the rest of the world knows but Australia seemed to have forgotten: that 21st century prosperity requires organised growth of a knowledge economy.

By ensuring that teachers have 21st century knowledge, providing science and math curriculum in elementary school, having school districts identify gaps in availability of high quality math and science courses, and providing those courses to all students, we will be able to improve the outcomes of our students in the critical areas of math, science, technology and engineering.

By Science's centennial, a quarter - century ago, many gaps still remained in knowledge of the cosmos; some of them have since been filled, while others linger.

The case for action rests on the realization that for the first time since the beginning of the Enlightenment era in the mid-17th century, the very idea of science as a way to establish a common book of knowledge about the world is being broadly called into question by heavily financed public relations campaigns.

Understanding the need for invention, the knowledge that invention helps to create and the dual and complementary roles of invention and innovation for 21st century public problem solving is critical — every aspect of our problem solving requirements must be considered and acted upon including talent creation; the skill - set, aspirations and inspiration from our inventors; science, technology, engineering, and mathematics (STEM) basic research; and the innovation ecosystem.

The report, titled «Knowledge, Networks and Nations: Global Scientific Collaboration in the 21st Century,» analyzes peer - reviewed science papers with abstracts in English to assess which countries were claiming slices of an expanding research pie.

The School of Engineering's mission is to educate engineers committed to the innovative and ethical application of science and technology in addressing the most pressing societal needs, to develop and nurture twenty - first century leadership qualities in its students, faculty, and alumni, and to create and disseminate transformational new knowledge and technologies that further the well - being and sustainability of society in such cross-cutting areas as human health, environmental sustainability, alternative energy, and the human - technology interface.

The forthcoming Forum - focusing on «Knowledge and Future» - will not only mark the tenth anniversary of the first World Conference on Science, but will also look forward and give us a strategic vision of the future of science in the global society of the 21st cScience, but will also look forward and give us a strategic vision of the future of science in the global society of the 21st cscience in the global society of the 21st century.

The growth of realistic knowledge about science, geology, astronomy and evolution in the 18th and 19th centuries showed that there was no need for religious and orthodox explanation of the various phenomenons and process of Nature.

The fourth century each new generation of Europeans and Americans is brought up on «a crucial role of science and mentality incognition of «a natural order», on «need of distribution of knowledge and culture» and on a number other common truths of the Age of Enlightenment.

We have added the need for knowledge of science, technology, and the arts to our understanding of a basic education, along with the need for the 21st century skills of collaboration and creativity.

Albert Camus» 1947 novel The Plague describes the strategies deployed by those trapped in a plague - ridden town to avoid facing up to the truth, and the courage of the few who do.The phenomenon of climate denial suggests that three centuries ago the forces of Enlightenment science had entered into a contingent alliance only with the commitment to a rational social order, and that the «subjectivity» that allowed us to extract Nature's secrets also gave us the self - certainty to ignore the knowledge if it proved too discomforting.

«From its earliest days, science has been associated with institutions — the Accademia del Lincei, founded in 1609, the Royal Society of Britian, founded in 1660, the Académie des Sciences in France, founded in 1666 — because scholars (savants and natural philosophers as they were variously called before the 19th century invention of the word «scientist») understood that to create new knowledge they needed a means to test each other's claims.

* Promote education and training for 21st - century digital preservation (domain - specific skills, curatorial best practices, core competencies in relevant science, technology, engineering, and mathematics knowledge) * Raise awareness of the urgency to take timely preservation actions

Building on a well - established knowledge base more than half a century in the making, recent advances in the science of early childhood development and its underlying biology provide a deeper understanding that can inform and improve existing policy and practice, as well as help generate new ways of thinking about solutions.

Geophysics and soil science, carbon dating, knowledge of cultural artefacts, stories and other evidence provided from ancient documents and carvings, pollen analysis, human DNA from local populations, etc. — each had evolved in independently of one - another, but would now be combined to deepen any 21st century archaeology's approach to understanding the pot.