We will intensively examine the issue of global climate disruption since this is the most ominous threat to sustainability efforts. The course will introduce the concept of climate justice, and student will make an iMovie about a spirituality approach to this topic. This course will tackle the “why” questions, such as: why should we consider future generations in our actions? Why should we re-think and re-design our energy economy?
Course description
The term “spirituality” has taken on remarkable prominence in American culture, but its varied use defies consistent definition. Spiritualities are rooted in religion and religious practice, but find specific expression in cultural and personal contexts. Spirituality may carry a deeply individualistic or even narcissistic meaning, or it may indicate the movement of one’s whole being toward a life of religious, social, and personal integrity. In the context of a Jesuit education, spirituality can be understood to responding to call, the needs others have for our gifts and talents, and for living a good life.
The term “sustainability” emerged during the 1980s to project a framework for addressing the scale and complexity of the ecological crises facing our planet. At a fundamental level, the term reminds us that we cannot continue depleting resources and generating hazardous wastes and greenhouse gasses indefinitely without serious consequences for future generations. The UN definition indicates that addressing our environmental crises requires the integration of social, economic, and ecological dimensions of sustainability. Environmental leaders have begun describing sustainability as an ecological and inter-generational definition of justice, and using the concept of “ecological footprint” as a way to make visible human impacts on the earth. This has evolved into the term “carbon footprint” to represent the impact of fossil fuel use on our climate. A few visionary religious leaders propose a spiritual approach to sustainability as well, one based on global ethics and consciousness, a process known as “the greening of religion.” Since this is also a religious studies course, we will look at the role of spirituality and consciousness in cultural transformation. This course will invite you to consider your own consciousness, and to take seriously the spiritual practices we will examine.
Student learning objectives
This class has 3 generic learning objectives as a Religion, Theology and Culture 2 course (expressed in numbers 1-3, below), as well as objectives specific to an inter-disciplinary course addressing spirituality and sustainability issues (in letters a-c).
As a result of this class, students will be able to:
1. Analyze complex and diverse religious phenomena (Complexity; Critical Thinking)
a. To understand the multiple meanings of spirituality, key elements of spirituality, and recent currents in the study of spirituality
b. To describe how and explain why religious leaders are articulating their traditions with concern for sustainability
c. To think critically about the Christian story and Buddhist practice in light of the challenge posed by the sustainability crises and new approaches to cosmology
2. Integrate and comp are several different disciplinary approaches to a coherent set of religious phenomena (Complexity of Content as well as of Method; Critical Thinking)
a. To integrate and compare religious and scientific ways of knowing and valuing nature and the natural world
b. To demonstrate knowledge of the complex, contested and contradictory meanings of sustainability, the global sustainability crisis
c. To articulate spirituality and justice with efforts to advance climate justice
3. Clarify and express beliefs in light of their critical inquiry into the religious dimensions of human existence (Reflection; Critical Thinking)
a. To articulate and reflect upon emerging elements of one’s own vocation, and to demonstrate the application of some practical tools for discerning this in light of global environmental disruption.
b. To reflect upon and articulate his or her own spirituality, and to consciously shape its trajectory, specifically as a student at Santa Clara.
c. To articulate the emerging field of climate ethics with their own moral beliefs, and to demonstrate comprehension of the ways in which people are using ethics to urge political action on climate changing gasses
Student evaluation
There are two general types of assignments for this course: personal reflection essays (R) and outreach activities (O). Religious studies courses require students to clarify and express their personal beliefs and values. Your instructor will not evaluate your personal reflections for their religious doctrine, but rather the quality of your critical thinking and intellectual rigor. This course integrates religious, scientific and social disciplinary perspectives, and you will be evaluated based on your demonstration of integrating these approaches. Bold face datesare confirmed; others are subject to revision.
|
Grade |
Due |
Description |
|
10% |
Week 1 |
The vocation of Julia Butterfly Hill reflection (R) |
|
10% |
Week 2 |
via positiva reflection (R) |
|
5% |
Week 3 |
Show The Economics of Happiness to 2+friends, calculate their carbon footprint, discuss and report back (O) |
|
10% |
Week 4 |
via negativa reflection (R) |
|
10% |
Week 5 |
A mid-term about the content of selected chapters from the books in this course |
|
5% |
Week 6 |
Organize and lead an earth meditation activity with 2+ friends in the spirit of via transformative, and report back(O) |
|
5% |
Week 7 |
Plan for and report on solar house tour to middle schoolers (O) |
|
20% |
Week 8 |
Create an iMovie about spirituality and climate justice (O) |
|
15% |
Week 9 |
Take home final. You will present the iMovie to 2+friends and ask for their feedback; the take home will ask you to reflect on climate justice and your vocation, in light of what Sandra Schneiders says about spirituality. |
|
10% |
In-class participation (attendance =7; participation= 3) |
Required Texts
- Delio, Ilia, Keith Warner and Pam Wood. 2008. Care for Creation: A Franciscan Spirituality of the Earth. St. Anthony Messenger.
- Hill, Julia Butterfly. 2000. The Legacy of Luna. Harper.
- International Society for Ecology and Culture. 2009. The Economics of Happiness (DVD).
- McKibben, Bill. 2010. Eaarth: Making Life on a Tough New Planet. St. Martin’s Griffin. Neafsy, John. 2006. A Sacred Voice is Calling: Personal Vocation and Social Conscience. Orbis. Rothberg, Donald. 2006. The Engaged Spiritual Life: A Buddhist Approach to Transforming
- Ourselves and the World. Beacon.
- Uhl, Christopher. 2003. Developing Ecological Consciousness: Path to a Sustainable World.
- Rowman & Littlefield.
Readings JBH=Julia Butterfly Hill; ASV=A Sacred Voice; DEC=Developing Ecological Consciousness; ESL=Engaged Spiritual Life; CFC = Care for Creation; W=the web
The Earth is calling
1a Lesson 1
1b 1Lesson 2: reading on JBH p 1-62; ASV preface & ch 1; Michael Himes videos. See info on Camino webpage.
2a Lesson 3: JBH p 63-183; ASV ch 2, 3
Via positive
3a Lesson 3: JBH p 184-250; DEC preface, 1.
3b Lesson 4: DEC 2; ESL forward & introduction; Vocation of JBH paper due
4a Lesson 5: DEC 3; CFC introduction, 1, 2
4b Lesson 6: DEC 4; CFC 3, 4, 5; ESL 1; Via positiva reflection due
Via negatiive
5a Lesson 7: DEC 5; ESL 2; Economics of Happiness report due.
5b Lesson 8: DEC 6; ESL 4; CFC 6, 7; Eaarth 1.
6a Lesson 9: Eaarth 2. W=Schneiders, “Religion vs. Spirituality.” 6b Feb 15 DEC 7; CFC 9; Via negativa paper due.
Via transformative
7a Lesson 10: DEC 8; iMovie lab session in the library
8a Lesson 11: DEC 9, 10; Global Climate Change: A Plea For Dialogue https://www.usccb.org/ issues-and-action/human-life-and-dignity/environment/global-climate-change-a-plea-for-dialogue- prudence-and-the-common-good.cfm
8b Lesson 12: Midterm. St. Francis Pledge; Earth meditation activity report due.
Climate justice
9a Lesson 13: Eaarth 3. Pope Benedict XVI, If You Want to Cultivate Peace, Protect Creation.
9b Lesson 14: Eaarth. 4; Solar house tour activity report due.
10a Lesson 15: Eaarth afterward
10b Lesson 16: iMovie due. Four showings in Viewing and Taping B. The take home final will be due by email