21 March 2018 (5pm-6:30pm) – The Revd Dr Jeremy Law (Dean of Chapel CCCU)
Who are We? Human Evolution, Science and Faith (Og32 Lecture Theatre)
The scientific method has proved itself to be an extraordinarily powerful tool in addressing certain questions. But it has integral limits and gaps which mean that its results inherently point beyond the framework of their construction. The latest scientific account of human origins will be examined as a test case. What does it mean, for example, that the emergence of symbolic thinking, essential to human rationality, is linked to the arrival of a clear religious sensibility?
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28 March 2018 (5pm-6:30pm) – Professor Andrew Peterson (Civic and Moral Education – CCCU)
Epistemic Insight: The role of character (Og32 Lecture Theatre)
In exploring what epistemic insight is and could be, I will examine certain intellectual virtues central to and for engaging in deliberation today. The focus of the seminar will be on what might be termed ‘other regarding’ intellectual virtues, namely open-mindedness, integrity and humility. It will be argued that these virtues are necessary for any meaningful engagements with big questions, particularly when such engagements occurs through deliberation with others. Central to the argument offered is the core idea that engaging with big questions does not simply require particular ways of thinking, but particular ways of being.
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18 April 2018(5pm-6:30pm) – Professor Richard Norman (Emeritus Professor of Moral Philosophy – University of Kent)
Science, Religion and Identity – a Humanist Perspective (Ng07)
In this talk I’ll aim to distinguish between different kinds of ‘Big Questions’, in an attempt to clarify the distinctive roles of scientific and religious understanding and other forms of insight.
25 April 2018 (5pm-6:30pm) – Lama Jampa Thaye (Dr David Stott)
A Space for Buddhism? (Og32 Lecture Theatre)
Lama Jampa Thaye will outline the central themes of his recent book, Wisdom in Exile: Buddhism and Modern Times (Ganesha Press, 2017) In this he explores the space that exists for Buddhism in the contemporary world, a space that has opened up due to the failure of our dominant systems of thought. However, the book also discusses factors that could complicate the transmission of Buddhism to the West.
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2 May 2018 (5pm-7:30pm) – His Eminence the Third Dupseng Rinpoche
Tibetan Medicine: The Buddhist science of Healing (Sowa Rigpa) (Og46 Lecture Theatre)
Venerable Dupseng Rinpoche is an eminent Tulku (reincarnated master) of Karma Kagyu lineage of Tibetan Buddhism residing in Nepal. Rinpoche received both traditional and western education and holds an MA in Theology from Cambridge (2007). At present H.E. has the major responsibility as a retreat master at the retreat center Karma Ngedon Palbar Ling, and he is also responsible for directing Jangchub Choeling monastery in Pokhara and Drubgyu Choeling monastery in Lumbini, with 130 monks, as well as the nunnery Tharpa Choeling in Muktinath, with 48 nuns; and for the Kagyu Institute of Buddhist studies and Buddhist institute Vikramashila.
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9 May 2018 (5pm-6:30pm) – Professor Trevor Cooling (NICER – CCCU)
Epistemic Insight: reflections on a professional life in science and religious education (Og32 Lecture Theatre)
In this seminar Trevor Cooling reflects on his changing epistemological understanding of the science and religion relationship from his early experience as a natural sciences undergraduate to his current work as a professor of Christian education. In particular he will address his experience of continuity of Christian faith in the midst of epistemological change.
16 May 2018 (5pm-6:30pm) – Professor Berry Billingsley (Science Education, Project lead LASAR – CCCU)
Look mum no hands: Ethics and the driverless car (Og32 Lecture Theatre)
For years passing your driving test has been an initiation into adulthood, a passport to freedom and new experiences. But for the generations to come the advent of driverless cars might consign this to history. As with all emerging technology we must as thinkers, develop a new language of ethics to cope with the conundrums that these innovations present. Just as young people in the past had to be inducted into the responsibility of driving a car, we will have to assist in developing in young people a new set of tools and skills for working with an automated world. Young people are interacting with devices which can listen, speak and maybe even “think” – or so it appears. They are living, learning, playing and working in the engineered world that our generation has initially created – and they will become the engineers, scientists, teachers and parents of the next generation. In this session, we will showcase for feedback ways that engineering education, teacher education and schools can help young people to build their self-understanding and epistemic insight (understanding of how knowledge works) that they will need to make sense of the decisions, their actions, responsibilities and opportunities they encounter to contribute to these systems.
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