Periodicals; Mormons; Religious thought; Philosophy and religion
Independent national quarterly established to express Mormon culture and examine the relevance of religion to secular life. It is edited by Mormons who wish to bring their faith into dialogue with human experience as a whole and to foster artistic and scholarly achievement based on their cultural heritage. The journal encourages a variety of viewpoints; although every effort is made to insure accurate scholarship and responsible judgment, the views expressed are those of the individual authors and are not necessarily those of the Mormon Church or of the editors.
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Rees, Robert A.
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DIALOGUES ON SCIENCE AND RELIGION CLYDE A. PARKER WITH THE ASSISTANCE OF BRENT MILLER In the late 1960s I was invited to prepare a chapter on the religious development of college students for a commissioned handbook of research on religious development edited by M. P. Strommen (Research on Religious Development: A Comprehensive Handbook, 1971). My research confirmed what popular opinion held: the general effect of college on students' religious beliefs was to make them more liberal and, therefore, less fundamentalistic or orthodox. The research also revealed some major weaknesses in methodology: the lack of carefully controlled studies and the lack of a rationale regarding what should happen to religious beliefs during the college experience, particularly concerning the effects of the academic experience on individual students. Since that time the work of William Perry (Intellectual and Ethical Development in the College Years, 1970) has become available. Perry's work with a group of students at Harvard showed a systematic change from a dualistic framework (ideas are either right, good, and mine or wrong, bad and yours), through several stages of relativism, to a recognition of the need to make commitments and finally to making commitments as to the worth and truth of ideas. This framework provided a possible way to examine the development of religious beliefs of college students and led us to ask whether Perry's general intellectual development model fit religious data in particular. 109