Titlebook: Issues in Science and Theology: What is Life?; Dirk Evers,Michael Fuller,Knut-Willy S?ther Book 2015 The Editor(s) (if applicable) and The

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Respect for Life in the Age of ScienceThis has made it difficult to find a rational basis for apprehending the objects of moral reasoning, like humans or other organisms in general, as more than the sum of their elementary parts. But the previous world view, here labeled substantialism, cannot be recreated against the evidence of modern

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Life and Consciousness: Is There a Biological Foundation for Consciousness?their definitions of life do not refer to the issue of consciousness. Therefore, it would be interesting to analyze consciousness with regard to life. We will attempt to find out if consciousness can exist without life. It seems, however, that the answer to this question will require a redefinition

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Signs, Science, and Religion: A Biosemiotic Mediations with all such triads, no single part ‘has’ ontological status – each is a process that exists only as a function of the other parts. And so, . represents the ‘reading’ that generates a mental map; ., checking such a ‘map’ against itself for functionality, consistency of signage, etc.; and ., check

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Life Beyond Critical Realism: Developing van Huyssteen’s Transversal Approach to the Science/Theologd with them the thorny question of whether and how theology can contribute to scientific thinking. This paper argues that a development of J. Wentzel van Huyssteen’s transversal space dialogical model provides a possible way of addressing this issue. After outlining the model’s philosophical roots a

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Peter P. Kirschenmannerprinzip, die epochale Gliederung des Hauptunterrichts, eine stabile, heterogene Klassengemeinschaft über 12 Jahre, Berichtszeugnisse, die bildenden und musischen Künste sowie der handwerklich-praktische Unterricht als besondere Profilmerkmale. In der Vielzahl von Waldorfschulen auf den verschieden

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