BETWEEN KNOWING AND BEING: REFLECTIONS ON BEING TAUGHT SCIENCE AND RELIGION BY PROFESSOR CHRISTOPHER SOUTHGATE: with Timothy Gibson, "Between Knowing and Being: Reflections on Being Taught Science and Religion by Professor Christopher Southgate"; Louise Hickman, "Modeling the Cosmos: Transformative Pedagogy in Science and Religion"; Willem B. Drees, "God, Humanity and the Cosmos: Challenging a Challenging Textbook"; and Christopher Corbally and Margaret Boone Rappaport, "Teaching Science and Religion in the Twenty‐First Century: The Many Pedagogical Roles of Christopher Southgate.". Issue 3 (29th August 2018)

• Record Type: Journal Article
• Authors: Gibson, Timothy
• Is Part Of: Zygon. Volume 53:Issue 3(2018)
• Page Start: 876
• Page End: 880
• Publication Date: 2018-08-29
• Subjects: Aristotle -- episteme -- formation and learning -- pedagogy -- phronesis -- science and religion -- Christopher Southgate -- techne; Religion and science -- Periodicals; Electronic journals; 200
• DOI: 10.1111/zygo.12434
• Languages: English
• ISSNs: 0591-2385

Abstract

Abstract: It is a joy to be asked to contribute to this commemorative edition of Zygon, in honor of my friend Christopher Southgate. But a narrowly academic article seems not to fit the brief of writing a reflection on Southgate's teaching of science and religion, as one who has witnessed it, gladly, as both student and colleague. What follows, then, is deliberately reflective in tone, with little in the way of academic references apart from occasional links to Southgate's own work—though, I hope, enough of a strand of argument to justify inclusion in these pages. My argument is simply put: Southgate teaches by not teaching, but by drawing out knowledge from students and thereby empowering their growth. He is an exemplar, a kind man committed to the unfolding of understanding, interested too in forming dispositions in his students that will lead to their flourishing as thinkers and as people.