Christian Communication: Models of Communication

Models of communication

a. Meaning of communication models

Models of communication are conceptual models used to explain the human communication process. The first major model for communication came in 1949 and was conceived by Claude Elwood Sh

annon and Warren Weaver for Bell Laboratories. Following the basic concept, communication is the process of sending and receiving messages or transferring information from one part (sender) to another (receiver).

 b. Types of Communication models

       I.          Stimulus response model

This model is the most basic model in communication. This is show communication as an action - reaction process. This model think that verbal words, inverbal signs, pictures, and actions will stimulate other people to give the response in some ways. You can also say that this process is a moving information or ideas. This process could be interactive and have a lot of effect. Every single effect could change another act of communication in the next level. This model ignore that communication is a process. In other words, communication is considered as a static thing.

    II.          The Shannon-Weaver Mathematical model

In 1948, Shannon was an American mathematician, Electronic engineer and Weaver was an American scientist both of them join together to write an article in “Bell System Technical Journal” called “A Mathematical Theory of Communication” and also called as “Shannon-Weaver model of communication”

 This model is specially designed to develop the effective communication between sender and receiver. Also they find factors which affecting the communication process called “Noise”. At first the model was developed to improve the Technical communication. Later it’s widely applied in the field of Communication.

 The model deals with various concepts like Information source, transmitter, Noise, channel, message, receiver, channel, information destination, encode and decode.

  III.          Schramm’s interactive model

It is a Circular Model, so that communication is something circular in nature

Encoder – Who does encoding or Sends the message (message originates)

Decoder – Who receives the message

Interpreter – Person trying to understand (analyses, perceive) or interpret

Note: From the message starting to ending, there is an interpretation goes on. Based on this interpretation only the message is received.

 This model breaks the sender and receiver model it seems communication in a practical way. It is not a traditional model.

 It can happen within our self or two people; each person acts as both sender and receiver and hence use interpretation. It is simultaneously take place e.g. encoding, interpret and decoding.

Semantic noise is a concept introduced here it occurs when sender and receiver apply different meaning to the same message. It happens mostly because of words and phrases for e.g. Technical Language, So certain words and phrases will cause you to deviate from the actual meaning of the communication.

Note: When semantic noise takes place decoding and interpretation becomes difficult and people get deviated from the actual message.

 IV.          Berlo’s SMCR Model

 S – Source

The source in other words also called the sender is the one from whom the thought originates. He is the one who transfers the information to the receiver after carefully putting his thoughts into words.

 How does the source or the sender transfer his information to the recipient ?

It is done with the help of communication skills, Attitude, Knowledge, Social System and Culture.

 Communication Skills

An individual must possess excellent communication skills to make his communication effective and create an impact among the listeners. The speaker must know where to take pauses, where to repeat the sentences, how to speak a particular sentence, how to pronounce a word and so on. The speaker must not go on and on. He should also make a point to cross check with the recipients and listen to their queries as well. An individual must take care of his accent while communicating. A bad accent leads to a boring conversation.

 Attitude

It is rightly said that if one has the right attitude, the whole world is at his feet. There is actually no stopping for the person if he has the right attitude. A person might be a very good speaker but if he doesn’t have the right attitude, he would never emerge as a winner. The sender must have the right attitude to create a long lasting impression on the listeners. An individual must be an MBA from a reputed institute, but he would be lost in the crowd without the right attitude.

 Knowledge

Here knowledge is not related to the educational qualification of the speaker or the number of degrees he has in his portfolio. Knowledge is actually the clarity of the information which the speaker wants to convey to the second party. One must be thorough in what he is speaking with complete in-depth knowledge of the subject. Remember questions can pop up anytime and you have to be ready with your answers. You need to be totally familiar with what you are speaking. Before delivering any speech, read as much you can and prepare the subject completely without ignoring even the smallest detail.

 Social System

Imagine a politician delivering a speech where he proposes to construct a temple in a Muslim dominated area. What would be the reaction of the listeners ? They would obviously be not interested. Was there any problem in the communication skills of the leader or he didn’t have the right attitude ? The displeasure of the listeners was simply because the speaker ignored the social set up of the place where he was communicating. He forgot the sentiments, cultural beliefs, religious feelings of the second party. Had it been a Hindu dominated society, his speech would have been very impressive.

 Culture

Culture refers to the cultural background of the community or the listeners where the speaker is communicating or delivering his speech.

 M – Message

When an individual converts his thoughts into words, a message is created. The process is also called as Encoding.

 Any message further comprises of the following elements:

 Content

One cannot show his grey matter to others to let him know what he is thinking. A thought has to be put into words and content has to be prepared. Content is actually the matter or the script of the conversation. It is in simpler words, the backbone of any communication.

 Element

It has been observed that speech alone cannot bring a difference in the communication. Keep on constantly speaking and the listeners will definitely lose interest after some time. The speech must be coupled with lots of hand movements, gestures, postures, facial expressions, body movements to capture the attention of the listeners and make the speech impressive. Hand movements, gestures, postures, facial expressions, body movements, gestures all come under the elements of the message.

 Treatment

Treatment is actually the way one treats his message and is conveys to the listeners. One must understand the importance of the message and must know how to handle it. If a boss wants to fire any of his employees, he has to be authoritative and can’t express his message in a casual way. This is referred to as the treatment of the message. One must understand how to present his message so that the message is conveyed in the most accurate form.

 Structure

A message cannot be expressed in one go. It has to be properly structured in order to convey the message in the most desired form.

 Code

Enter a wrong code and the locks will never open. Enter a wrong password, you will not be able to open your email account. In the same way the code has to be correct in the communication. Your body movements, your language, your expressions, your gestures are actually the codes of the message and have to be accurate otherwise the message gets distorted and the recipient will never be able to decode the correct information.

 C – Channel

Channel - Channel actually refers to the medium how the information flows from the sender to the receiver.

How does one know what the other person is speaking ? - Through Hearing.

How does one know whether the pasta he has ordered is made in white sauce or not ? - Through Tasting.

How does one know that there is a diversion ahead or it’s a no parking zone? - Through Seeing.

How will an individual come to know that the food is fresh or stale ? How do we find out the fragrance of a perfume? - Through Smelling.

How will you find out whether the milk is hot or not ? - Through Touching.

All the five senses are the channels which help human beings to communicate with each other.

 R – Receiver

When the message reaches the receiver, he tries to understand what the listener actually wants to convey and then responds accordingly. This is also called as decoding.

The receiver should be on the same platform as the speaker for smooth flow of information and better understanding of the message. He should possess good communication skills to understand what the speaker is trying to convey. He should have the right attitude to understand the message in a positive way. His knowledge should also be at par with the listener and must know about the subject. He should also be from the same social and cultural background just like the speaker.

 There are several loopholes in the Berlo’s model of communication. According to the berlo’s model of communication, the speaker and the listener must be on a common ground for smooth conversion which is sometimes not practical in the real scenario.

 

   V.          Gerbner’s Model

Mr. George Gerbner is one of the pioneers in the field of communication research. His works are descriptive as well as very easy to understand any other before. He is working as a professor and head of the Annenberg School of Communications in the University of Pennsylvania.  In 1956, Gerbner attempted the general purpose of communication models. He stressed the dynamic nature of communication in his work and also the factor which affecting the reliability of communication.

 5. Barriers to communication and their solutions (Text book ah a um)

1. Mechanical

Breakdown of equipments involving communication. Defective equipments etc.

2. Environmental

When the community or environment we live do not provide us with full freedom to exercise our rights.

3. Cultural

Difference in culture and traditions

4. Linguistic

Difference in language

5. Psychological

Attitudes

 

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Communication Studies for Christian Ministry: Types of Communication

 Types of communication

 a. Intrapersonal communication

Communication within oneself – thinking, calculating, planning, imagining, recollecting and other unconscious activities. In Christian life: Personal prayer/meditation, worship, preaching.

 b. Interpersonal communication

Interpersonal communication is where it's at for building those awesome one-one connections! It's all about how we exchange information, feelings, and meaning through verbal and nonverbal messages in face-to-face interactions.

• Building and Maintaining Relationships: It's the foundation for all your close relationships! Through interpersonal communication, you share your thoughts, feelings, and experiences, which helps build intimacy, trust, and understanding with friends, family, and romantic partners. It's how you really get to know someone.
• Conflict Resolution: When disagreements pop up (and they always do!), good interpersonal communication is key to sorting things out. Being able to express your perspective calmly, actively listen to others, and find common ground helps resolve conflicts constructively instead of letting them fester.
• Personal Growth and Self-Awareness: The way you interact with others reflects back on you! Through conversations and feedback, you learn more about yourself, your communication style, and how others perceive you. This can be super helpful for personal development and becoming a more effective communicator.
• Influence and Persuasion: Whether you're trying to convince a friend to see a movie or collaborate on a project, strong interpersonal communication skills help you articulate your ideas effectively, understand others' motivations, and influence outcomes in a positive way

 c. Group communication

• Achieving Shared Goals: Groups come together to get things done, whether it's a project at work, a community initiative, or even just planning a get-together with friends. Effective communication ensures everyone is on the same page, understands their roles, and works collaboratively towards that common objective.
• Decision-Making and Problem-Solving: When multiple minds come together, you get diverse perspectives! Group communication allows for brainstorming, debating ideas, and analyzing problems from different angles, leading to more robust decisions and creative solutions than individuals might come up with alone.
• Building Cohesion and Morale: Good communication fosters a sense of belonging and camaraderie within a group. When members feel heard, respected, and involved, it boosts morale and strengthens the group's unity, making it more resilient and productive.
• Sharing Information and Knowledge: Groups are often formed to pool expertise. Communication provides the channels for members to share their knowledge, insights, and updates, which is crucial for learning, innovation, and keeping everyone informed about progress or changes.

 d. Folk communication (folk media)

Folk communication, also known as folk media, refers to traditional forms of communication deeply rooted in local culture and passed down through generations. Unlike modern mass media, folk media uses indigenous practices like dance, theater, music, storytelling, and visual arts. These forms are integral to community life, preserving cultural identity, promoting social cohesion, and carrying the wisdom of the past into present conversations.

• Folk narratives

Folk narratives are traditional stories passed down orally through generations. They often include cultural lessons, entertain listeners, and explain aspects of life, nature, or history. They typically have simple plots and teach important moral lessons. 

Types of folk narratives include:

• Fairy Tales: Stories with magical elements, enchanted beings, and often moral lessons. Examples include Cinderella, Snow White, and Rapunzel. 
• Legends: Stories about the past that are often considered factual by those who tell them, sometimes with a basis in historical fact, and may include magical or supernatural elements. 
• Myths: Sacred narratives explaining the origins of the world, natural phenomena, or cultural practices, often involving gods or supernatural beings. 
• Fables: Stories with animal characters that aim to teach a moral lesson. 
• Trickster Tales: Feature clever protagonists who use wit to overcome obstacles, often explaining natural phenomena or social customs with humor. Br'er Rabbit and Coyote stories are examples.

 Folk Speech/tales

·        (1) Folk Speech: This refers to the traditional, often informal, verbal expressions unique to a particular group or region. It's more than just language; it's the specific ways people use language to express themselves, share wisdom, and build connections. Think of it as the everyday, unwritten rules and forms of communication that get passed down.

·        (2) Proverbs and Sayings: Short, traditional sayings that express a general truth or piece of advice. For example, "An apple a day keeps the doctor away." These are little capsules of wisdom communicated efficiently.

·        (3) Riddles: Puzzles or questions phrased in a cunning way, designed to test wit. They are often used for entertainment, education, and bonding.

·    (4) Jokes and Anecdotes: Short, humorous stories or personal accounts that reflect cultural attitudes, social observations, or simply provide entertainment.

·        (5) Specialized Vocabulary and Dialect: Unique words, phrases, or accents that identify members of a particular group or community. While not strictly "folk media" in the performance sense, it's a vital part of folk communication that fosters identity and belonging.

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Communication Studies for Christian Ministry: Forms and different Communication

 Forms of communication

Verbal: face-to-face, telephone, radio or television and other media.

Nonverbal: body language, gestures, how we dress or act - even our scent.

Different approaches to communication

a. Communication as a process

Communication is a social process like any other processes such as urbanization, industrialization etc. It is an ongoing process in which people engage themselves as individuals or as mass in sharing, creating, sending and receiving meanings.

Frank Dance: Communication is a process by which sender and receivers of messages interact in a given social context.

R. Williams: Communication is a process in which ideas, information and attitudes are transmitted and received.

 b. Communication as ritual

The ritual view of communication is a communications theory proposed by James W. Carey, wherein communication–the construction of a symbolic reality–represents, maintains, adapts, and shares the beliefs of a society in time. In short, the ritual view conceives communication as a process that enables and enacts societal transformation.

 Carey defines the ritual view particularly in terms of sharing, participation, association, and fellowship. In addition, Carey acknowledges that, commonness, communion, and community, naturally correspond with the ritual view. In a similar way, the term "ritual" holds religious connotations. For Carey, this connection to religion helps to emphasize the concept of shared beliefs and ceremony that are fundamental to the ritual view.

  c. Communication as personal benefit

• Stronger Relationships: Good communication builds trust, understanding, and empathy in all your personal connections, from family to friends. It helps you avoid misunderstandings and deepens your bonds. 
• Improved Mental and Emotional Well-being: Being able to express yourself clearly and openly can reduce anxiety and stress. It also helps you manage your emotions better and develop empathy for others, which is huge for your overall emotional health. 
• Better Problem-Solving and Decision-Making: When you communicate effectively, you can clearly frame problems, ask the right questions, and discuss options, which leads to better solutions and informed decisions, whether at home or at work. 
• Increased Confidence and Self-Esteem: Practicing good communication helps you express your needs and ideas with confidence, making you feel more capable and competent. This can even open up new opportunities!

 d. Communication as social, political and cultural issues

• Shaping Social Norms and Values: Communication, especially through media and social platforms, influences what societies consider normal, acceptable, and valuable. It can either reinforce existing norms or challenge them, driving social change and affecting power structures and inequalities. 
• Driving Political Discourse and Engagement: In the political sphere, communication has been totally transformed by digital platforms. Social media has become a central arena for political discourse, election campaigns, and civic engagement. It allows politicians to connect directly with constituents, but also brings challenges like the spread of misinformation and increased political polarization. 
• Cultural Understanding and Barriers: Culture profoundly impacts how we communicate. Things like language styles, nonverbal cues, values, and beliefs all shape how messages are sent and received. Understanding and respecting these cultural differences is crucial to avoid misunderstandings and build stronger collaboration in our increasingly interconnected world.

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Christian Education and Ecological Concerns

Introduction

Ecological concerns for nature form the vital aspects of the life and mission of the church. The term ecology has close link with the terms “Oikos” which means house.  Nature is our home and therefore our relationship with nature has a meaningful sacred meaning. Christian believes in God who chose to reveal through the Universe which is his handiwork (Rom.1:19-20). God gave unique responsibilities to human in relation to nature. God’s commanded us to be a good steward, “to tend and to keep it”. The Church mission is to fulfill God intended for the creation. It endeavors to encourage people to refrain from excessive exploitation of nature’s resources and to strive to keep the earth a habitable place for the present as well as future generations.” In this dimension, Christian Education plays an important role to shape and inculcate the right spirit of dealing Ecological concerns. This paper intended to explore Christian Education role and responsibilities in the light of ecological dimension for redeeming the earth.

 1.               Understanding of the terms

 1.1. Christian Education

Educator has defines Christian education in a wide spectrum. To do justice to the paper, I would like to bring the understanding of Christian Education with respect to Ecological dimension. Daniel Aleshire defines as, “…to develop the skills they need to act out their faith; to nurture the sensitivities they need to live together as a covenant community”. [1] Thomas H. Groome, defined , Christian Education as a transcendent that deliberately and intentionally attends with them to the activity of God in our present, to the story of the Christian faith community and to the vision of God, the seeds of which are already among us. [2] Maria Harris defines as, “It is an artistic endeavor, a work of giving form, more specifically, it is a work concerned with the creation, re-creation, fashioning and refashioning of form .” [3]

 1.2. Ecology

Ecology is the scientific study of the interrelationship between organisms and their environment. Ina wider understanding, it is the study of the structure and function of nature. Structure includes the distribution and abundance of organism as influenced by the biotic and a-biotic elements of the environment and function includes how population grows and interact all types of associations between them such as competition, predation, parasitism, mutualism and transfer of energy.[4]

1.3. Ecology and Environment

Ecosystem is the functional aspect of ecology. It refers to any basic functional ecological unit where there is interaction between the biotic and a-biotic components and flow of energy between them. Thus, environment contains everything in nature, ecology and ecosystem which encompasses a meeting ground for all concepts and disciplines. Ecology and Environment integrates natural science, social science and humanities in a broad holistic study of the world around us. It promotes the idea that the ‘disorderly outside world’ is the creation of ‘disorder’ in man’s inner world and emerges human ecology which is concerned with the interdependencies in man’s inner world. [5]

 1.4. Crisis

Crisis is a time when a difficult or important decision must be made. When we talk about Ecology and environment the first word that comes to our mind is crisis. Because, the declining wuality of the environment has been growing throughout the world. The fear wave was created in 1960’s when global environment threats- greenhouse effect and global warming, the ozone nightmare, acid rains, resources depletion and pollution of all kinds were evident mounting up. The pressure is on and unless something is done soon the world will collapse before it’s too late. [6]This is emergency, the call to save our blue planet. What we decide and do at present will largely determine what sort of environment we will have for our children and the new generation otherwise, our planet will not be a desirable place for living.

 2.  Ecology is Global

After Earth Summit in 1972 at Stockholm. A more global understanding of the ecological threat began to emerge. A shift began occurring from specific environment issues to global ecological connections. As awareness has grown of the inter-connectedness of environmental issues also link with the issues of development, the focus has turned to the limited carrying capacity of the whole earth as a whole.[7]  Ecology has been seen in its global dimension, perhaps best illustrated by the power of the image as a blue sphere floating in space: a single home, in which life is interconnected. Damage, waste, power and greed in one place diminish life in other places. The warming of the global atmosphere, caused primarily by the fossils fuels by effluents societies in the North, threatens a rise in sea levels and changes in weather patterns having global consequences.[8]

Globally. It became a symptom of economic disorder. The issues are more deeply inter-linked. Certainly, economic deprivation has resulted in environmental damages. Ecological deterioration has caused increased in poverty and human suffering. The whole notion of progress, economic growth and industrialization is the root caused ecological destruction.

 3.  Environmental education

Environmental education has interpreted narrowly related to the scientific aspect of environmental problems. However, this approach does not address a holistic education about environmental matters. It is raising awareness, acquiring new perspective, values, knowledge and skills and a formal and informal process leading to changes behavior. [9] Environmental Education is the process of recognizing values and clarifying concepts in order to develop skills and appreciates the interrelatedness among man, his culture and his bio-physical surrounding. To escalate the rate of environmental problems and to address the issues in a larger spectrum the following are important:

 3.1. Sustainable future

The rise of environmental education is one of the priority areas of education innovation. Increasing awareness of the crucial role which a sound environment for sustainable future and for survival with development of humankind is the need of the hour. Sustainable future for a better tomorrow calls ecological relationships of humanity with nature and people with each other. Sustainable future can achieved by fostering awareness, knowledge and understanding of environment, positive attitudes towards environment and creating a skills for identifying and solving environmental problems.[10]

 3.2. Environmental Ethics

According to UNESCO, Environmental Ethics is basically a human ethics based on social justice for all without discrimination of caste, creed, race, color, sex, ideology, religion or nation. It is a duty to care for and respect all people and other forms of life in the eco-system. World Conservation Strategy states that, “A new ethic embracing plants and animals as well as people, is required for human societies to live in harmony with the natural world on which they depend for survival and well being.” Ethics in relation to the environment ask crucial questions: how we should act toward the Earth and the all community life that shares this planet.[11]

 4. Human Impact on Environment

There are many was in which human impact affect the environment. They include the following:

a)     Through Air, Water, Land, Pollution.

b)     Habitat clearance leading to lose of biodiversity.

c)     Over exploitation of resources.

d)     Indiscriminate disposal of waste.

5. A Christian Study of Ecology     

5.1. Christian Response to Ecological Crisis

The Bible provides principles for the proper care and keeping of creation for earth-keeping, the practice of environmental stewardship. God is the creator of the whole universe, of Earth and all its creatures (Gen. 1:1). The whole Creation speaks eloquently of the Creator. (Ps.19:1-2).[12]  Christians have always looked to the Bible for guidance as the key to confront every kind of ecological problems. Our proper response is to honor our creator, to respect and uphold the Creation, to respect and abide by Creation’s ordinances.

             5.2. Eco- Spirituality

Christian who are spiritually alive should actively seek to discern God’s will and act as collaborations with God. The Creator-Redeemer seeks the renewal of the creation and calls the people of God to participate in saving acts of renewal. A serious spirituality begins from the earth to a caring stewardship. Ecological spirituality sharply challenges our behavior. We are of the earth. We must treat it as we do our to our home. There is no spirituality without obedience to this morale mandate. Eco- Spirituality begins in the acknowledgement, grateful and joyful, that all creatures owe their existence to God. The principles of participation, solidarity, sufficiency and sustainability will strengthen our ecological spirituality.[13]           

5.3. Green Church

Green Church is the commitment for the health of the environment. Green congregation should see itself as a centre for exploring scriptural and theological foundation for caring creation. Churches should seek to develop as creation-awareness centers in order to exemplify principles of stewardship for their members and communities and to express both delight in and care of creation.[14]

The Bible insists that environment be protected and must advocate for clean air, both indoors and outdoors and clean water. To be a Green Church e must promote the protection of public lands and water resources and the responsible stewardship of private lands. We must support and [practice energy and water conservation and the uses of renewal sources of energy. Reduce the waste of resources in our homes, congregations and communities by recycling, using recycled products and reducing consumption, make a commitment as a church to cut back on use of disposal cups, plates and utensils. Educate the congregations on the need for these efforts and how best to understand them and increase government support for environmental protection and energy conservation programs. Plans an educational campaign for the Green Church in which members of the congregation to be more aware of the environment issues and importance of God’s Creation mandate.[15]

           5.4. Redeeming Earth and Sustainable Society

Redeeming the Earth is a Creation mandate. The theology of creation has significant because it paid vast attention to the themes of creation and ecology. It emphasize on the historical acts of God in the liberation perspective and bondage with stressing God’s work of creation.[16] To understand deeper ethos of redeeming the earth we must place humanity in the creation and its responsibilities to live in harmony with creation. Humans are the first principle for our sustenance which has a strong bond with the nature, so the need for exploring more fully theological perspective on humanity within the creation  is vital. We must affirms that creation is the temple of God and must redeemed the earth from its degradation and ecological perils.[17]

 The Christian as a whole must probed a prophetic role in focusing attention on the questions of sustainability and its relationship to justice and participation and the congregation must build a future for its lasting endeavors. For sustainable society an Earth Charter must pledged within the church to declare rights of the earth for its preservation and respect, obligations to draw a moral and ethical reflection common to all humanity. To envision nature resources for sustainability we must set forth the vision and orientation of such endeavor for sustainable society.[18]

 6. Christian Education and Ecology

             6.1. Scriptural teachings on Environmental Stewardship

Environmentalist such as Lyn White and Ian Mcharg criticize the genesis commission to have dominion over all the earth as the root cause of environmental degradation. However, Genesis commission directed towards the Divine image which is capable of exercising his dominion. The Psalmist exalted and praise God for man’s exalted place in the physical world. [19] The theme of caring for creation occurs Lev.25:1-5, ‘to care for the land’; Deut. 25:4, ‘to treat domesticated animals properly’; Deut. 22:6, respect wild life’, Dominion in Genesis is used to describe the rule of a king over his subjects (psalms 72:8, 110: 2), man must be the observance of God’s laws 92Kings 23:2, Chro.17:7; Judges 17:6). [20] Creation Psalms are 8, 19, 29, 65, 104, and 139.  God wants us to view Him in relation to His works of creation. Ps. 19:1-4 clearly proclaims God’s glory and His handiwork. The world is a free gift from God, but with that it comes an expectation and a cost. Environmental Stewardship is very much cleared in the scripture.[21] 

This immense teaching should be incorporated in Christian Education to inculcate the right spirit towards the nature and its relational dimension. The Church must be responsible to foster its teaching to affirmed God’s intention of ecological web.           

            6.2. Praxis oriented syllabus

The aims and objective of Christian Education is to impart and nurture Christian faith and help people to reflect their faith in their living, which has a strong praxis oriented. It is educating the people to shape their way of life in relation to God, self, others and the world. The important aspect of the nature and purpose of Christian Education is to Education for nurturing and education for life. These two connotes a praxis oriented structure to live out. The syllabus for Christian Education in terms of ecological concerns must involves caring, molding and bringing up to maturity of individual towards environment in tune with God’s creation.

 Nurturing concept is taken from Pauline understanding of building-up, ‘oikodome’ from Greek word ‘oikos’ means edifying or building up of God’s house. In the same parameters, ecology has rooted from the word ‘oikodome’ house. It is a call for the whole community to participate in this loving, caring and building-up of the whole creation of God, because the whole creation comes under God’s cosmos or oikos. The responsibilities of stewardship (oikonomia), management and planning for the household of God imply growth, nurture and care. [22] Hence, in Christian Education, praxis oriented with the concepts of nurturing must inculcated.

 Education for life and the foulness and wholeness of life for all includes the creation and nature. Educating for life means total and holistic education for the whole life not just humankind. If the syllabus is not praxis oriented, the education model is unable to provide this wholistic aspect. Theoretical education should not be emphasize rather the praxis oriented structure must put forward. Educating for wholeness includes creation. It means shalom in every dimension which is relational. [23]

             6.3. Curriculum

The curriculum for Ecological concerns needs to formulate in an innovative ideas. The curriculum should soothe the life realities and the surrounding atmosphere where the learners can interact with nature.  A variety of educational and promotional programs need to be created as a part of launching the new approach to facility management. The consciousness of the staff, membership, and other users needs to be raised significantly and in sync with each other. The educational phase also needs to be an ongoing process, written into each age-level of education (including adults). Reminders should be highly visible throughout the buildings and grounds. Every decision must have built into it an environmental consciousness which is not merely one more component, but instead, runs throughout the whole, as does any other portion of our basic commitment and covenant with God.

 Real education has to draw out the best from the learners to be educated. The curriculum development, syllabus design and the preparation of instructional materials much reflect the draw out practical effects to the learners. The curriculum should reflects ecological issues the world is facing at present. It should address the real life situation and experiences of various people. A framework of the curriculum must provide an impetus to the teaching of environmental studies, reorientation of science, development of activity based and experimental spectrum. The major trust and recommendation in Christian education and Programme oriented action should reflects the pedagogical concerns for teachers also. Christian Education in India must highlighted the education policy formulated by National Policy on Education (NEP) to have a wider scope of features. [24]

Christian Education towards ecological concerns must developed curriculum as a ceaseless process of searching for qualitative improvement in environmental education in response to the changes taking place in the society towards nature and should be dynamic phenomenon. It should be responsive to the society, reflecting the needs for nature and gives motivation for the learners. The curriculum should fight against deteriorating and degradation of nature which is against God’s creation mandate. The curriculum must stand on the three pillars of relevance, equity and excellence.[25]

             6.4. Pedagogy with nature

Pedagogy is the art of teaching. Teachers plays very important role in pedagogy. They are the key to unlock the knowledge and transmit to the learners. Christian Education must emphasize on the pedagogy. As teachers, we must be mindful of students current schemas that enable them to organize and accommodate their growing conceptual understanding, knowledge and skills. In the teaching process of learning, it must focus Nature, environment and ecology. It must be a Constructivist Teaching and Learning, in which- (1) students are actively involved (2) the environment is democratic (3) activities are interactive and student-centered, and (4) the teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous. the pedagogy must optimal learning environment and learners oriented for praxis. [26]

 7. Evaluation

Christian education is a critical formation and transformation of faith community. An integrated and inter0disciplinary approach to teaching drawing insights from scripture, theology, philosophy, sociology and psychology is imperative. In the process of learning and teaching, ecological concerns must addressed to draw out the best and nourish good qualities to all the learners or the congregational s a whole. Christian education must a tools to provide knowledge, awareness create understanding, skills, interest, critical thinking and develop character in a learner towards the environment. Christian education must affirm the goodness and beauty of God’s creation. Acknowledge our role and responsibilities for stewardship of the Creator’s good earth. We must learn the environmental danger our only planet is facing. Become involve in organizations and action to protect and restore the environment and the people in our communities. We must demonstrate our concern with, “...the hope that is within us,: as despair and apathy surround us in the world ( Rom. 12:21).

 Conclusion:

As mentioned at the very outset of this paper Nature is our home and our relationship with nature has a meaningful sacred meaning. Christian perspective on ecology has to take a u-turn for protecting and preserving our rich natural resources. We must cultivate the right attitudes towards the environment as it is the only blue planet which is destined by God for our habitat place. Human impact on environment must address in Christian Education curriculum and syllabus to have an equal and opposite reaction to sustain the environment. Christian understanding of ecology must heighten and provides crescendo from moving to healing and restoration. Christian Education and ecology is the need of the hour to gives impetus to all the Christian communities and outside the church for a better future.

  

BIBLIOGRAPHY

 

Brueggemann, Walter. The Message of the Psalms: A Theological Commentary. Minneapolis: Fortress, 1994.

Elsdon, Ron. Bent World: Science, The Bible and the Environment. Leicester: Inter-Varsity Press, 1981.

Granberg, Wesley. Redeeming the Creation: The Rio Earth Summit Challenges for the Churches. Geneva: World Council of Churches, 1992.

Groome, Thomas H. Christian Religious Education: Sharing our Story and Vision. San Francisco: Harper & Row, 1980.

 Harris, Maria. Fashion Me a People: Curriculum in the Church. Louisvelle: Westemninster Press, 1989.

 Joy, K. P. Greening of Minds: Environment Education for Sustainable Future. Thiruvalla: Christiava Sahitya Samithi, 2001.

 Longkumar, Limatula. Christian Education for Transformation: Foundations, Approaches and Effective Teaching. Kolkata: ESPACE, 2017.

Punnackadu, Mathew Koshy. Reconciling with nature: A guide to a Green Church. Chennai: Church of South India, 1989.

JOURNAL

Aleshire, Daniel. Finding Eagles in the Turkeys’ Nest: Pastoral Theology and Christian Education in Review and Expositor 85/4, 1988.

Document of National Curriculum Framework of School education.

Khan, Zebun Nisa. Environmental Education in Schools. Editedby Mani Jacob in New Frontiers in education: Internation Journal of Education, Vol. XXX No.4, Oct- Dec, 2000, 497-498.

 

INTERNET SOURCE

https://mhrd.gov.in/sites/upload_files/mhrd/files/Draft_NEP_2019_EN_Revised.pdf

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[1] Daniel Aleshire, Finding Eagles in the Turkeys’ Nest: Pastoral Theology and Christian Education in Review and Expositor 85/4, 1988:701-704.

[2] Thomas H. Groome, Christian Religious Education: Sharing our Story and Vision (San Francisco: Harper & Row, 1980), 25.

[3] Maria Harris, Fashion Me a People: Curriculum in the Church (Louisvelle: Westminster Press, 1989), 40.

[4] Mathew Koshy Punnackadu, Reconciling with nature: A guide to a Green Church (Chennai: CSI, 1989), 22.

[5] K. P. Joy, Greening of Minds: Environment Education for sustainable future (Thiruvalla: CSS, 2001), 17-18.

[6] Wesley Granberg, Redeeming the Creation: The Rio Earth Summit Challenges for the Churches (Geneva: WCC, 1992), 9.

[7] Granberg, Redeeming the Creation, 11.

[8] Joy, Greening of Minds, 12.

[9] Joy, Greening of Minds, 59.

[10] Joy, Greening of Minds, 61.

[11] Joy, Greening of Minds, 93-94.

[12] Punnackadu, Reconciling with nature, 9.

[13] Punnackadu, Reconciling with nature, 57-60.

[14] Punnackadu, Reconciling with nature, 61.

[15] Punnackadu, Reconciling with nature, 62-64.

[16] Granberg, Redeeming the Creation, 50.

[17] Granberg, Redeeming the Creation, 54-58.

[18] Granberg, Redeeming the Creation, 60-61

[19] Ron Elsdon, Bent World: Science, The Bible and the Environment (Leicester: Inter-Varsity Press, 1981), 103.

[20] Elsdon, Bent World, 102-104.

[21] Walter Brueggemann, The Message of the Psalms: A Theological Commentary (Minneapolis: Fortress, 1994), 28.

[22] Limatula Longkumar, Christian Education for Transformation: Foundations, Approaches and Effective Teaching (Kolkata: ESPACE, 2017), 8-9.

[23] Longkumar, Christian Education for Transformation, 10-11.

[24] Zebun Nisa Khan, Environmental Education in Schools, ed., by Mani Jacob in New Frontiers in education: Internation Journal of Education, Vol. XXX No.4, Oct- Dec, 2000, 497-498.

[25] Takken from Document of National Curriculum Framework of School education.

[26] https://mhrd.gov.in/sites/upload_files/mhrd/files/Draft_NEP_2019_EN_Revised.pdf

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