ABSTRACT
This chapter explores how teachers might encourage pupils to consider a range of possible answers to any question, allowing theological answers to sit along-side other "ways of knowing" the world. It shows how the variety of "ways of knowing" offered by different disciplines can relate to one another within the concept of "emergence". The chapter focuses on how teachers' framing of questions and answers implicitly shapes children's thinking and their views of the cosmos. It suggests that children are introduced to wisdom when they are encouraged to explore the fullest possible range of explanatory ways of seeing the world, rather than being limited to a single intellectual domain. An ability to know the world from a variety of perspectives and from that to extrapolate a wise response will be of major benefit to our children. Scientific answers will primarily depend on mathematical or empirical modes of speaking. Various models of how to relate "science" and "religion/theology" have been proposed.
