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PubMedDate not supplied

Bioethics and the challenges of the 21st century.

Bioethics is both a field of academic research and practical activity. It is understood as a body of scholarship directed to a better understanding of moral problems associated with health care and the biomedical sciences. As Romanian Orthodox experience the transformation of their culture through importing Western science and technology, they must critically assess the moral presuppositions that come attached to these forces. An authentic Orthodox Christian approach to health care and the biomedical sciences, as well as to bioethics, must develop a critical maturity. The challenge of Orthodox Christians in Romania is to join with Orthodox elsewhere in articulating an authentically Orthodox Christian bioethics.

Bioethics↗
PubMedDate not supplied

Comparative longevity in a college cohort of Christian Scientists.

The cumulative death rate of Christian Scientists who received an undergraduate college education at Principia College in Elsah, III, a liberal arts college for Christian Scientists, was compared with that of a control population that received an undergraduate college education in the College of Liberal Arts and Sciences at the University of Kansas in Lawrence. In this study, the cumulative death rate is expressed as the percentage of the graduating class known to have died as of June 1987. The study included the graduating classes from 1934 to 1983. The graduates from Principia College had a significantly higher death rate than the control population.

Adult↗
PubMed2000

B. B. Warfield (1851-1921). A biblical inerrantist as evolutionist.

The theological doctrine of biblical inerrancy is the intellectual basis for modern creation science. Yet Benjamin Breckinridge Warfield of Princeton Theological Seminary, the theologian who more than any other defined modern biblical inerrancy, was throughout his life open to the possibility of evolution and at some points an advocate of the theory. Throughout a long career Warfield published a number of major papers on these subjects, including studies of Darwin's religious life, on the theological importance of the age of humanity (none) and the unity of the human species (much), and on Calvin's understanding of creation as proto-evolutionary. He also was an engaged reviewer of many of his era's important books by scientists, theologians, and historians who wrote on scientific research in relation to traditional Christianity. Exploration of Warfield's writing on science generally and evolution in particular retrieves for historical consideration an important defender of mediating positions in the supposed war between science and religion.

Bible↗
PubMed1979

Creation, the eschaton, and bioethics.

The Christian's role in renewing the universe is to discover the true name of God's creation and to use technology as a serious enterprise of co-creation. Guided by a bioethics based on Gospel values, the Christian healer brings the eschaton closer to realization.

Bible↗
PubMed2002

Should clinical pastoral education and professional chaplaincy become more scientific? It's a matter of salt.

I address the relationship of Clinical Pastoral Education (CPE) and professional chaplaincy to science by looking at the past in order to find meaning for the present. Specially, I explore the stories of Elwood Worcester, Anton Boisen and the beginnings of CPE. I conclude that these and other founding fathers believed that they were called to continue Christ's healing ministry and turned to science as means to do so although their relationship to science was often strained. Three issues emerge from the past that offer meaning for the present: the significance of a spiritual calling to do healing, the significance of science's "salt effect" as the means that makes a healing ministry possible, and the significance of faith as the identity around which a relationship with science is developed.

Chaplaincy Service, Hospital↗
PubMed2001

Perspective: evolution's struggle for existence in America's public schools.

The ongoing creation-evolution controversy in North America thrives on the widespread special creationist beliefs of a significant portion of the public. Creation science supports a literal interpretation of the Judeo-Christian Bible, an earth that is no more than 10.000 years old and created ex nihilo in six days by a monotheistic God, with no new kinds arising since the period of creation, and with a single flood of staggering force shaping layers of rocks and trapping the organisms fossilized within them. Despite decisions in numerous court cases that specifically exclude creationism and creation science from primary and secondary biology classes in America's public schools, creationists now work locally to minimize or remove evolution from science teaching standards. The nationally organized movement to resist the teaching of evolution has proven highly effective, influencing state and district school boards in addition to individual teachers and schools. Thus, if teaching about evolution and the nature of science is to survive in America's primary and secondary schools, scientists must likewise work with teachers and reach out to state and local school boards. In this perspective we outline the typical creationist arguments we encounter from students, teachers, school board members, and neighbors. We explain briefly how knowledge of both microevolution and macroevolution is important in medicine, agriculture, and biotechnology. We describe a science education controversy that arose within our own school district, how we responded, and what we learned from it. Finally, we argue that even modest outreach efforts to science teachers will be richly repaid.

Attitude↗