BRIDGING SCIENCE AND FAITH

EDUCATIONAL STRATEGIES FOR TEACHING EVOLUTION WITHOUT CONFLICT

Abstract

The teaching of biological evolution has historically faced challenges due to tensions between science and religion, often leading to the perception of a false dilemma between the two. This article explores pedagogical strategies aimed at promoting the acceptance of evolutionary theory without necessitating the rejection of religious faith. By adopting an approach that respects different cultural and theological perspectives, the study seeks to reduce cognitive dissonance among students with strong religious convictions. Through a qualitative analysis of student cases, effective methodologies are identified to address evolution without direct confrontation with religious beliefs, focusing on three key aspects: the origin of the universe, the origin of life, and the emergence of consciousness. The discussion explores how these topics can be pedagogically framed to foster critical thinking and dialogue while avoiding the false dichotomy between belief and scientific knowledge. Furthermore, the article highlights the importance of culturally competent teacher training and educational approaches that move beyond polarized narratives. The conclusion emphasizes that an educational mediation based on understanding and mutual respect can create a more inclusive learning environment where science and faith coexist without compromising the integrity of scientific education.