Lecture

General Introduction: Themes and Evaluation

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In course

HUM-318: Sciences, raison et foi

Cet enseignement a pour but de revenir sur les conflits entre sciences et religions. Des conflits inévitables quand la science décida d'aborder des thèmes qui recouvrent ceux discutés dans les textes sacrés, en particulier la question de l'origine du monde ...

Description

This lecture covers the course structure for the current year, focusing on the flipped classroom approach and the evaluation criteria. It delves into topics such as the origin of the world, religious cosmogonies, the shift from geocentrism, the relationship between science and religion, and the concept of apocalypse and millenarianism. The lecture also includes details on the assessment process, which involves submitting written summaries of provided texts, preparing oral presentations, and engaging in group discussions on various topics related to the course.

Instructor

Jean-François Bert

Teaching & PhD Past EPFL PhD Students as codirector Alina Volynskaya Courses Anthropology of belief HUM-382 This course is an introduction to the question of conspiracy theories especially in the field of science Darwin, religion and science HUM-365 This course takes the long history of opponents of Darwin and Darwinism (creationists, neo-creationists, supporters of intelligent design) to try to understand their strategies and arguments. Sciences and religions I HU

Official source

Related concepts (11)

Cosmogony

Cosmogony is any model concerning the origin of the cosmos or the universe. In astronomy, cosmogony refers to the study of the origin of particular astrophysical objects or systems, and is most commonly used in reference to the origin of the universe, the Solar System, or the Earth–Moon system. The prevalent cosmological model of the early development of the universe is the Big Bang theory. Sean M.

Educational assessment

Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests.

Chaos (cosmogony)

Chaos (Kháos) is the mythological void state preceding the creation of the universe (the cosmos) in Greek creation myths. In Christian theology, the same term is used to refer to the gap or the abyss created by the separation of heaven and earth. Greek kháos (χάος) means 'emptiness, vast void, chasm, abyss', related to the verbs kháskō (χάσκω) and khaínō (χαίνω) 'gape, be wide open', from Proto-Indo-European , cognate to Old English geanian, 'to gape', whence English yawn.

Formative assessment

Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work.

Evaluation

In common usage, evaluation is a systematic determination and assessment of a subject's merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program, design, project or any other intervention or initiative to assess any aim, realisable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed.

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