Theistic Education of Science in the Realm of Attitude: A Solution to the Problem of Realizability of Religious Science Theories in the Field of Natural Science

This paper aims to examine the problem of the realization of religious science in the field of natural sciences (including Physics, Chemistry, Biology, and Geology). In this regard, firstly, while analyzing the problem of the realization of religious science in general, it is investigated its realization in one of the special fields, that is, the education of natural sciences, and then, as one of the solutions to the problem in the field of natural science education, the author's proposal (hypothesis) titled "Theistic Education of Science in the Realm of Attitude" is examined. This proposed solution has been analyzed analytically and has been investigated from two points of view: its compatibility with selected religious science theories (Golshani and Javadi Amoli theories) and its compatibility and internal coherency as an educational construction. The findings of this research show that in terms of the realization of the religious science theories in the field of natural science education, it is necessary to emphasize " Religious Education with a focus on Attaining the Theistic Attitude ", which is one of the requirements of this realization. On other hand, "Attaining Theistic Attitude in Science Education" is not incompatible with the criterion of consistency and internal coherency of the construction, which the compatible combination of these two constructions leads to " Theistic Education of Science in the Realm of Attitude ". Finally, it is shown that " Theistic Education of Science in the Realm of Attitude " as a consistent and coherent solution, brings the issue of the realization of the theories of religious science in the field of natural sciences to a much more effective and practical level, which is compatible with the selective theories of religious science (that is consistent and meets the minimum and common criteria of these theories), and does not conflict with standard science education and is more understandable for experts in this field.