Engaging the Religion-Science Dialog: Formation of the “Whole” Student in an Undergraduate Liberal Arts University

Abstract

Liberal Arts curricula in US Catholic Universities exhibit an un-integrated approach to philosophy, theology and science. Theology curricula do not integrate a spiritual experience or include a student’s cultural experience of religion. Students often select from three epistemological approaches to numerous complex problems for two reasons: 1. the nature of the curricular silo, or 2. by opinion. Because the silo problem is usually generated at the faculty level, this has direct repercussions amongst students and reinforces a silo mindset. We intend to address 1. academic core silos, and 2. development of a pseudo-epistemological hierarchies based on silo identity and opinion. Our proposed resolutions include 1. formation of academic communities, and 2. facultystudent and student-student mentoring.