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.
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]
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]
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.
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.
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:
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]
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]
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.
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]
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.
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.
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]
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]
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).
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.
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
[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.
.jpg)
