The current project attempts to construct a modest version of natural theology with the aid of Confucian axiology and American Pragmatism. Its main thrust is to map out several levels of integrative valuation moving from nature and society into the innermost part of the human core. It envisions a Confucian axiological cosmos where values are scattered ubiquitously in the universe and its myriad presences. The pragmatic theories of Charles S. Peirce and William James are employed to construct methodological mechanisms by which natural values are to be recognized, semioticized, transferred and integrated into the human equilibrium as valutional core. Nature, society and the human valutional core are envisioned as three major value hubs that are intricately intertwined and mutually reciprocal. The levels of integrative valuation consist of a series of evaluative steps spread along the history of Confucianism. Beginning with an objective observation of Investigation of Things, it reaches the semiotic stage of Rectifying the Name, which followed by physical participation in the Unity of Knowledge and Action, and eventually arrives at the grand stage of Ritual Appropriateness. The Protestant churches with Chinese cultural background are considered as the communal basis of this project. The rival coexistence of both naturalistic and anti-naturalistic tendencies makes them an apt sample for this axiological project of reconfiguring a natural theology. If accomplished successfully, this project will establish an axiological type of natural theology by means of integrating resources from Confucianism, American Pragmatism and Christian Theology. It will demonstrate a way of engaging nature alternative to those of logical positivist, materialistic or even ecological approaches. This project may help conservative Protestant Christians redress their obsession concerning special, direct, salvific grace by redirecting them towards natural values that are profoundly rich and nourishing by reconciling the cultural and religious dimensions of their lives.

Livros de divulgação nos permitem olhar de modo peculiar para a ciência de um período, e a percepção de padrões nessas obras pode dar indícios de como certa área de pesquisa era apresentada ao público não especializado. Nesta pesquisa investigamos textos introdutórios à química publicados na Inglaterra durante a primeira metade do século XIX, que para muitos autores representa o período de maior popularidade já experimentado por esta ciência. Sob a luz da contemporânea historiografia da ciência, valorizamos o acesso a registros originais e a reconstrução de contextos, buscando critérios contemporâneos que nos permitam analisar: Qual contexto motivava a produção e o consumo desses livros de divulgação? Quais obras tiveram maior relevância no período? Qual era a visão da química comunicada pela divulgação? No âmbito do ensino, buscamos viabilizar material historiográfico que explicite o caráter dinâmico da química, além dos seus vínculos com questões sociais, econômicas, políticas e religiosas, pontuando reflexões sobre aspectos da natureza da ciência com foco na formação de professores. Nossos resultados revelam um amplo contexto de valorização das ciências naturais como ferramentas do progresso social. Dentre as obras de destaque, resenhas e críticas dos periódicos locais apontam para The Chemical Catechism, de Samuel Parkes, e Conversations on Chemistry, de Jane Marcet. Ambas foram publicadas originalmente no ano de 1806 e receberam várias reedições e traduções, sendo também adaptadas e plagiadas por outros autores. Embora apresentem estilos bem diferentes, esses textos sugerem uma visão comum da química, tratada como uma ciência: de caráter utilitário e que se aplica diretamente na resolução de problemas de interesse econômico e social; que fundamenta a construção do seu entendimento sobre a matéria nos processos de síntese e decomposição; que desperta o interesse comum pelo forte apelo sensorial dos seus experimentos; e que desvela a sabedoria divina escondida nas leis que regem os fenômenos naturais. Esta última característica revela o convívio entre os discursos da ciência e da religião nos textos de divulgação do período. Esta tese busca um diálogo com a formação de professores de química na atualidade, pontuando como um olhar histórico sobre a ciência pode propiciar reflexões de interesse no âmbito do ensino. / Popularization books provide a particular way of accessing science within specific historical contexts by allowing one to glimpse how a certain field of knowledge was addressed to the lay public. The present research focus on early nineteenth-century introductory books on chemistry published in England as objects of study. For many authors, chemistry experienced its greatest popularity period at that time. Methodological framework was based on current historiography of science, taking into account a careful consideration of the historical context and the search for primary sources. Research questions included: What context motivated the production and the consumption of popular chemistry books? Which amongst these books achieved the greatest relevance? What was the image of chemistry communicated by popularization initiatives? Seeking a contribution for science teaching, this thesis provides historiographical material that makes explicit the dynamic character of chemistry as a science that deals with social, economic, political and religious issues. Such influences are highlighted in order to encourage reflections on aspects of the nature of science with a focus on teachers training. Results reveal a broader context connecting the development of natural philosophy with social progress. Contemporary periodical reviews point to the books entitled The Chemical Catechism, by Samuel Parkes, and Conversations on Chemistry, by Jane Marcet, among the most successful in their genre. Both were first published in 1806 with several further editions and reprints, also being translated into several languages and even plagiarized by other authors. Despite their very different styles, both texts suggest a common image of chemistry, which included: a practical appeal by its direct application in solving problems of economic and social interest; the processes of synthesis and decomposition as means for understanding matter in general; a strong sensory appeal provided by experiments; and the capacity to unveil divine wisdom hidden in the laws governing natural phenomena. This last feature reveals the interaction between the discourses of science and religion in popularization texts of the period. This thesis also proposes a dialogue with current training of chemistry teachers, by suggesting how a historical look at science may give rise to useful reflections for chemistry educators.

Livros de divulgação nos permitem olhar de modo peculiar para a ciência de um período, e a percepção de padrões nessas obras pode dar indícios de como certa área de pesquisa era apresentada ao público não especializado. Nesta pesquisa investigamos textos introdutórios à química publicados na Inglaterra durante a primeira metade do século XIX, que para muitos autores representa o período de maior popularidade já experimentado por esta ciência. Sob a luz da contemporânea historiografia da ciência, valorizamos o acesso a registros originais e a reconstrução de contextos, buscando critérios contemporâneos que nos permitam analisar: Qual contexto motivava a produção e o consumo desses livros de divulgação? Quais obras tiveram maior relevância no período? Qual era a visão da química comunicada pela divulgação? No âmbito do ensino, buscamos viabilizar material historiográfico que explicite o caráter dinâmico da química, além dos seus vínculos com questões sociais, econômicas, políticas e religiosas, pontuando reflexões sobre aspectos da natureza da ciência com foco na formação de professores. Nossos resultados revelam um amplo contexto de valorização das ciências naturais como ferramentas do progresso social. Dentre as obras de destaque, resenhas e críticas dos periódicos locais apontam para The Chemical Catechism, de Samuel Parkes, e Conversations on Chemistry, de Jane Marcet. Ambas foram publicadas originalmente no ano de 1806 e receberam várias reedições e traduções, sendo também adaptadas e plagiadas por outros autores. Embora apresentem estilos bem diferentes, esses textos sugerem uma visão comum da química, tratada como uma ciência: de caráter utilitário e que se aplica diretamente na resolução de problemas de interesse econômico e social; que fundamenta a construção do seu entendimento sobre a matéria nos processos de síntese e decomposição; que desperta o interesse comum pelo forte apelo sensorial dos seus experimentos; e que desvela a sabedoria divina escondida nas leis que regem os fenômenos naturais. Esta última característica revela o convívio entre os discursos da ciência e da religião nos textos de divulgação do período. Esta tese busca um diálogo com a formação de professores de química na atualidade, pontuando como um olhar histórico sobre a ciência pode propiciar reflexões de interesse no âmbito do ensino. / Popularization books provide a particular way of accessing science within specific historical contexts by allowing one to glimpse how a certain field of knowledge was addressed to the lay public. The present research focus on early nineteenth-century introductory books on chemistry published in England as objects of study. For many authors, chemistry experienced its greatest popularity period at that time. Methodological framework was based on current historiography of science, taking into account a careful consideration of the historical context and the search for primary sources. Research questions included: What context motivated the production and the consumption of popular chemistry books? Which amongst these books achieved the greatest relevance? What was the image of chemistry communicated by popularization initiatives? Seeking a contribution for science teaching, this thesis provides historiographical material that makes explicit the dynamic character of chemistry as a science that deals with social, economic, political and religious issues. Such influences are highlighted in order to encourage reflections on aspects of the nature of science with a focus on teachers training. Results reveal a broader context connecting the development of natural philosophy with social progress. Contemporary periodical reviews point to the books entitled The Chemical Catechism, by Samuel Parkes, and Conversations on Chemistry, by Jane Marcet, among the most successful in their genre. Both were first published in 1806 with several further editions and reprints, also being translated into several languages and even plagiarized by other authors. Despite their very different styles, both texts suggest a common image of chemistry, which included: a practical appeal by its direct application in solving problems of economic and social interest; the processes of synthesis and decomposition as means for understanding matter in general; a strong sensory appeal provided by experiments; and the capacity to unveil divine wisdom hidden in the laws governing natural phenomena. This last feature reveals the interaction between the discourses of science and religion in popularization texts of the period. This thesis also proposes a dialogue with current training of chemistry teachers, by suggesting how a historical look at science may give rise to useful reflections for chemistry educators.

This thesis defends two arguments. First, it is argued that new atheism and Protestant fundamentalism in Britain and America share a common historical root in the English Reformation and its aftermath. This common historical root gave rise to two presuppositions instrumental in their genesis: a literal, univocal, and perspicuous understanding of Scripture, and a disruptive and substitutionary conception of divine activity in nature. Second, it is argued that these two presuppositions continue to structure both forms of thought, and support a range of shared biblical, hermeneutical, and theological beliefs. In advancing these arguments, a number of substantive conclusions regarding atheism, Protestant fundamentalism, and the lineage of Protestant thought in Britain and America are reached. First, it is argued that, while lacking detail, popular comparisons between new atheism and Protestant fundamentalism are cogent. Second, it is argued that atheism in Britain and America grew out of intellectual and social problems within Protestantism. Third, it is argued that Protestant fundamentalism was itself a response to the same train of problems that gave rise to atheism. Fourth, it is argued that new atheism is not an areligious movement but an atheological one, which finds it necessary to engage in the task of theology in order to reject the existence of God and the truth of the Christian faith. Fifth, this study casts doubt on the self-understanding of both Protestant fundamentalism and new atheism, showing that Protestant fundamentalism is not truly biblical, nor new atheism scientific, but that both are indebted to presuppositions that neither can properly justify, and which render both self-contradictory.

The presence of metaphorical language in Charles Darwin's On the Origin of Species has been the source of much debate, particularly in the interaction between Darwin's theory and the Christian faith. The metaphorical language used to describe "nature," "evolution," "natural theology," and "natural selection" is examined?within Christianity prior to Darwin, in Darwin's writing of the Origin, and in the responses of three Victorian Christian critics of science. "Natural selection" and "evolution" had metaphorical meanings prior to Darwin's use of these terms. "Nature" was a highly metaphysical concept, described by the metaphor of natural theology. "Evolution" was associated with epic understandings of human progress. The metaphor of natural theology was particularly important to the faith of Western Christians by the time of Darwin. In order to better understand the role of natural theology, the theories of metaphor developed by Kenneth Burke in "Four Master Tropes" and by George Lakoff and Mark Johnson in Metaphors We Live By are compared. This comparison results in the development of an expansion of Lakoff and Johnson's metaphor theory, a model termed experienced metaphor. This model is used to explain Victorian Christians' emotional adherence to natural theology. Many of the interpreters of Darwin's work, both secular and Christian, saw natural selection as a rival to natural theology. The works of three prominent Victorians who attempted to defend natural theology against the apparent onslaughts of science are evaluated for additional metaphorical language regarding nature and evolution. Philip Gosse, G. K. Chesterton, and Charles Spurgeon each produced counter-metaphors to defend natural theology?metaphors of awe/wonder and of sin/destruction. The rhetorical effects of these counter-metaphors promote the rejection of Darwin's theory of evolution. The counter-metaphors identified are still in circulation within the debate over Darwin and Christianity today. The presence of metaphor in this debate deserves greater attention, in order to understand how metaphor affects the thinking of both Christian and secular audiences regarding Darwinian evolution.

Thesis (M.A.)--Wheaton College Graduate School, 2002. / Includes bibliographical references (leaves 141-152).

Thesis (Ph.D.) -- Flinders University, Dept of Theology. / Typescript (bound). Includes bibliographical references (leaves 357-386). Also available online.

Thesis (Ph.D.)--Western Institute for Social Research, 2004. / Includes bibliographical references (p. 261-268).

Thesis (M.A.)--Wheaton College Graduate School, 2002. / Abstract. Includes bibliographical references (leaves 99-100).

Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2000. / Abstract. Includes bibliographical references (leaves 99-100).