Science and Religion are two different “ways of knowing” that historically encompassed much (or most) of the knowledge of world civilization. In the West, however, over the past 200 years these categories have been framed increasingly in opposition. The natural explanations of science appear to be in conflict with the claims of religious belief. As a result, today the “science-religion divide” runs sharply through American politics and culture. It tests our legal and educational systems, and extends into many other realms of life. This Strand has the “Big Question” goal of helping students understand the different perspectives that inform this highly charged discursive arena.
The honor of being a Biology Scholar offers you one-on-one advising with a Biology faculty member to help chart your coursework, to advise you on research and internship opportunities, and to help plan your future after graduation. It also guarantees your enrollment in the following courses:
• Fall 2013: Chem 121 and Math*
• Winter 2014: Chem 122 and Math*
• Spring 2014: Chem 123 and Biol 204
• Fall 2014: Biol 205
• Winter 2015: Biol 206
*Fall 2013 and Winter 2014: Depending upon your Math Placement Test and/or AP calculus scores, you will have a seat in the appropriate Math class.
This strand will provide a year-long and cohesive sequence that develops the foundations of an epistemologically and methodologically diverse understanding of human-environment interactions. To start, ENVS 202 will introduce students to both the range of challenges we face in achieving a sustainable human-environment and the nature of the interdisciplinary inquiry and action required for effective environmental problem solving. Next, ENVS 203 will develop students’ understanding of the Earth’s natural processes, particularly as they relate to human experience of the environment. Finally, building upon the content of the previous two courses, ENVS 204 will situate population distribution, diverse cultural identities, and the uneven development of political and economic systems within the context of changing human-environment interaction over time. Taken together, this sequence of courses will offer an excellent introduction to the study of human-environment interactions and should prove to be an attractive way for students to complete some of the general education requirements.
