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The Higgs Boson, The God Particle, and the Correlation Between Scientific and Religious Narratives

100%
Stahlberg L.-O.
Open Theology
|
2014
|
vol. 1
|
issue 1
EN
The Higgs mechanism – as part of the Standard Model of Elementary Particle Physics – is mostly considered to be a real physical process that brings about the mass of every elementary particle. Recent discussions show that there are alternative interpretations of it, differing from the common one in the spectrum and the features of some specific physical objects. This, in turn, shows that the problem of reference remains unsolved for physical theories: It is not obvious what kind of objects theoretical terms exactly refer to. Given the fact that the reference to the object level is ambiguous even in the natural sciences, what correlations can be established between scientific terms and religious expressions at all? Do ontic ambiguities make the dialogue between science and religion easier or more complicated? This article reflects on these questions by examining the possible significations (and interrelations) of scientific and religious signs in general as well as from the perspective of the individual. I suggest that religious storytelling and ritual practices can establish specific associations between scientific and religious worldviews under certain conditions – without confusing the different world-views conceptually.
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Measurement issues of the social class in social psychology of education: Is it a category mistake?

100%
Sinha C.
Polish Psychological Bulletin
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2017
|
issue 4
481-488
EN
The present article discusses the measurement of social class in the social psychology of education research. It was evident that social class experiences are conflated with the socioeconomic status (SES) indicators and the subjective measure of the class context was underrepresented. However, this was discussed in Rubin et al (2014) about the intersectional nature of social class taking into account both objective and subjective indicators. The derivation of the social class experience from the objective and subjective measures were critically discussed. An effort was made to understand whether these translations are category mistake or not. Three trajectories will be utilized to address the category mistake, that is, 1) subjectivity and objectivity debate in the measurement of social class in social psychology of education, 2) debates encircling around the position of social psychology and its underutilized concept such as social class as scientifically objective facets in social sciences and 3) operationalism of social class and category mistake.
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