E. Koster

From prejudice to reasonable judgement: integrating (moral) value discussions in university courses

The central question addressed in this article is how (moral) values discussions in university courses can be integrated in a systematic way. Discussion of (moral) values is fundamental to the Dublin descriptor about judgement formation in use in European universities. To integrate this descriptor and its (moral) values aspects in university courses, we developed a tool for evaluating academic judgement learning: the Dilemma-Oriented Learning Model. We introduce this model and discuss the way it has been implemented and evaluated in some university courses. We aim for students to develop critical, balanced and responsible judgements. The learning outcomes are used as the basis for the improvement of teaching. We found that our approach can be helpful in integrating the descriptor. However, the (moral) values dimension requires more attention. We intend to go on developing and implementing our approach as a means of integrating reflection on moral values into disciplinary courses.

Taking Religion Seriously? Wentzel van Huyssteen on Rationality in Science and Theology

Abstract In this discussion note I will critically analyze the work of J. Wentzel van Huyssteen and review the volume The Evolution of Rationality, published in his honor. This volume shows the great value and wide influence of the contributions of Van Huyssteen to the fields of ‘Science and Theology’ and ‘Science and Religion’ in general, and his postfoundational concept of rationality in particular. However, I will demonstrate that, in his work religion – unlike science – is not taken seriously. Although Van Huyssteen reflects on the specific nature of religion, he does not sufficiently incorporate the results of these reflections into his works. The same fallacy can be found in others who have written on ‘Science and Religion’ and ‘Science and Theology’.