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Arsip:

religion and science

Analisis Wacana Kritis: Ilmu Sosial Kuantum?

Perspective Monday, 21 August 2023

Analisis Wacana Kritis: Ilmu Sosial Kuantum?

Rezza Prasetyo Setiawan – 21 Agustus 2023

“Saya itu tidak ada—yang ada hanya wacana.”

Ujaran itu diulang hampir setiap minggu oleh Prof. Frans Wijsen, dosen pengampu mata kuliah Discursive Study of Religion (Studi Diskursif tentang Agama). Namun, yang justru kerap terlintas dalam pikiran saya malah Prinsip Ketidakpastian Heisenberg, salah satu prinsip yang populer dan berpengaruh dalam diskursus fisika kuantum. 

Kesannya memang tidak nyambung. Akan tetapi, tidak sedikit akademisi yang sudah membangun jembatan pengetahuan antara fisika kuantum dan ilmu-ilmu sosial (social sciences). Karen Barad dalam bukunya, Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning (2007), menggunakan prinsip-prinsip fisika kuantum seperti difraksi dan keterikatan kuantum (quantum entanglement) untuk melawan esensialisme dalam pola pikir modern. Dalam artikel lain, Ben Klemens (2020) menyoroti keterbatasan ilmu sosial dalam mengukur aspek-aspek yang harus diperhatikan sehingga model-model penelitian tidak akan pernah sepenuhnya tepat. Dari sini, senyampang prinsip ketidakpastian dalam fisika kuantum menemukan kesejajarannya dengan ranah keilmuan sosial.

Can “Religion and Science” Be Postcolonial?

HeadlineNewsWednesday Forum News Wednesday, 26 April 2017


Abstract
In the late-15th to mid-16th century, Europe experienced three revolutions: a geographical revolution (“voyages of discovery” and colonial expansion); a religious revolution (the Protestant Reformation) and a Scientific Revolution. Within the religion and science discourse, the relationship between two of these revolutions—the Protestant Reformation and the Scientific Revolution—has been much studied, while the third revolution has been ignored. As a result, the ghosts of colonialism still haunt us. This presentation will explore the ways considerations of the third revolution—and postcolonial perspectives—broaden out understanding and expand the discourse, with special attention to the contributions of postcolonial Science Fictions.
Speaker
Lisa Stenmark is author of Religion, Science and Democracy: A Disputational Friendship, and co-editor (with Whitney Bauman) of Religion, Science and Queer Theory, part of a series Religion and Science as a Critical Discourse. She teaches at San Jose University and, in her spare time, she practices Aikido (in which she has a Black Belt) and other martial arts, trains triathlons and is an avid Science Fiction fan.
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Since the end of 19th century, the Catholic Church Since the end of 19th century, the Catholic Church has conducted missionary activities among the Javanese in Muntilan, Indonesia, establishing it as the first Catholic mission site in Java. The missionary work not only impacted the Javanese but also the Chinese descendants in Muntilan. The conversion of the Chinese to Catholicism in sparked debates among the Chinese community, who perceived it as a contributing factor to the abandonment of Chinese characteristics. This contest leads to the dynamic and diverse identities of Chinese Catholics within the community, as Chinese characteristics and Catholic faith mutually influence each other.

Come and join the #wednesdayforum discussion with @astridsyifa at the UGM Graduate School building, 3rd floor. We provide snacks and drinks, don't forget to brong your tumbler. This event is free and open to public
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#studentexchange #religiousstudies #kaburajadulu
Setiap bahasa punya pendekatan dan penyebutan berb Setiap bahasa punya pendekatan dan penyebutan berbeda untuk menamai "pendidikan". Bahasa Arab membedakan antara tarbiyah, ta'lim, tadris, dan ta'dib ketika berbicara tentang "pendidikan". Sementara itu, bahasa Inggris memaknai "pendidikan" sebagai educare (latin) yang berarti 'membawa ke depan'. Jawa memaknai pendidikan sebagai panggulawênthah, 'sebuah upaya mengolah', dan upaya untuk mencari pendidikan itu disebut sebagai "ngelmu", bukan sekadar mencari melainkan juga mengalami. Apa pun pemaknaannya, hampir semua peradaban sepakat bahwa pendidikan adalah kunci untuk memanusiakan manusia.
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