
Science vs. Religion: What Scientists Really Think
Elaine Howard Ecklund
Oxford University Press, USA, 2010
240 pp., $22.87
Amy Reynolds and Catherine H. Crouch
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Modest progress on science-and-religion."After four years of research, at least one thing became clear: Much of what we believe about the faith lives of elite scientists is wrong." So Elaine Howard Ecklund begins the summary of her findings in Science vs. Religion: What Scientists Really Think. Reporting the results of a carefully designed study, she provides a fascinating look into how scientists approach religion and spirituality, significantly improving on the state of knowledge in the field. Through research conducted at élite institutions, she corrects the myth that all scientists are opposed to religious people and ideas, and that science and religion are fundamentally irreconcilable. In doing so, she hopes to bring forward the voices of those scientists more open to respectful dialogue with people of faith.
Ecklund's work aims to support "the cause of translating science to a broader public audience, especially a religious audience." Her research documents three important matters: the religious demographics of élite scientists, the noteworthy lack of knowledge of many élite scientists about religious traditions, and their opinions about the proper role (if any) of religion on campus. Given that she perceives the conflict to exist primarily between religious non-scientists and non-religious scientists, she makes recommendations to both communities for how to pursue more constructive dialogue—as well as identifying the important role of "boundary pioneers," religious scientists who declare their faith publicly.
While her findings offer a rich trove of data on this understudied topic, Ecklund covers such broad ground in her interviews and surveys that her analysis blurs many important distinctions. As a result, some of the most challenging issues at the intersection of science and religion are neglected. For example, as a Christian natural scientist, I (Catherine) see the public conflict over the teaching of evolution in K-12 schools as calling for a very different, and in many ...


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