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Z I0#3,D=0##3H3122829Within this dimension Catholic schools develop                          reviewing governance structur...
( A,1=082912$Q,152829U?%558=%3%-                                                       There are three areas for developme...
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!C1/8#213B28/81/8.,&82D%&/1821F838/6 Sustainability is embedded in the Australian           Successful learners understand...
48670733 oh-holy-ground-an-ecological-vision-for-catholic-education
48670733 oh-holy-ground-an-ecological-vision-for-catholic-education
48670733 oh-holy-ground-an-ecological-vision-for-catholic-education
48670733 oh-holy-ground-an-ecological-vision-for-catholic-education
48670733 oh-holy-ground-an-ecological-vision-for-catholic-education
48670733 oh-holy-ground-an-ecological-vision-for-catholic-education
48670733 oh-holy-ground-an-ecological-vision-for-catholic-education
48670733 oh-holy-ground-an-ecological-vision-for-catholic-education
48670733 oh-holy-ground-an-ecological-vision-for-catholic-education
48670733 oh-holy-ground-an-ecological-vision-for-catholic-education
48670733 oh-holy-ground-an-ecological-vision-for-catholic-education
48670733 oh-holy-ground-an-ecological-vision-for-catholic-education
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48670733 oh-holy-ground-an-ecological-vision-for-catholic-education

  1. 1. +,-#.,/0,&12$13&45#-6#%54,,/7776#%15,&/12$829 :2;#36 !"#$%& !"#$%&()*<2!=#3#98=13>8&8#24#5?1/0#38=!$%=1/8#282 !"#$%&#($)*+,*
  2. 2. @+!!ABC@DE 5#-<5=0F8&0#GH0838GI83&#2JK8&0#G@5,9:LM,336It is time for us to reflect upon our relationship with God’s creation and the great environmental challengesthat we as a nation and the world are facing. In recent years, the Catholic Church in Australia hasresponded to many of these challenges, particularly by acknowledging their spiritual, theological, moral andhumanitarian aspects. The Catholic Church, through her agency, Catholic Earthcare Australia, has producedseveral publications to raise community awareness of the challenges and possibilities for the environment inwhich we live.Caring for God’s creation and respecting our fragile ecosystems are now acknowledged as core elements ofChristian social responsibility. Our Christian vocation calls us to take this responsibility seriously and torespond with appropriate action and lifestyle choices.It is with great appreciation for all concerned that we endorse this document ‘On Holy Ground’ which isavailable to the schools of the Archdiocese of Adelaide and the Diocese of Port Pirie. Educators are keyleaders in developing the ‘ecological conversion’ that Pope John Paul II sought. Pope Benedict has alsospoken powerfully about the ecological conversion required, linking world peace with ecological harmony.We ask our school communities to respond to the challenge presented by ‘On Holy Ground.’ This ecologicalvision document encompasses all aspects of Catholic education, from the classroom curriculum to theethical use of resources. It provides opportunities for communities to be active participants in the call tocare for the earth. However, the theological, ethical and social issues explored in this document are relevantto the whole Church. All Catholic communities are encouraged to work with this document in developingtransformational and sustainable ways of living On Holy Ground.This vision requires that all Church communities respond to the ecological challenges before us. Futuregenerations have a right to live fully and express their humanity within a sustainable and ecologically diverseenvironment. Therefore we, together with all the people of planet Earth, have a responsibility to takeseriously our call to care for life, a life gifted by God.We commend this document to all members of the Catholic Church in the dioceses of Adelaide and PortPirie, especially those working in education, for their reflection, prayer and action.Most Rev Philip Wilson DD JCL Most Rev Greg O’Kelly SJ AM DDArchbishop of Adelaide Bishop of Port Pirie15 September 2010
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he core business of Catholic Earthcare Australia is ‘ecological conversion’. We believe that humanity hasbeen given a particular responsibility to help protect and sustain God’s Creation. We therefore find it trulyinspiring to see Catholic students, teachers and parents across Australia, opening their minds, hearts andhands in response to the late Pope John Paul II’s call for an “ecological conversion”.‘On Holy Ground SA’ is an ecological vision statement, which seeks to further stimulate this ecologicalawakening within the whole Catholic Church, including Catholic schools, and help guide Her towardssustainability. To facilitate such a transformation I am delighted to include in this South Australian version ofOn Holy Ground, ASSISI - A Strategic, Systems-based, Integrated Sustainability Initiative. ASSISI offers aformation program that aims to build a ‘spirituality of communion’ with Creation and Creator. The key tothis approach belongs to understanding who we are as Christians and what we have been called to dowhile we live here on Earth. At this time, we are being called to change our lifestyles and organisations sothat they are sustainable within the ecosystems where we live, work and play. In addition to this formationprogram ASSISI also includes practical tools. One of these tools enables organisations to measure and reporton sustainability outcomes, to make sustainable decisions, and to track the steady improvements of theirprograms and initiatives.We hope that On Holy Ground with the inclusion of ASSISI will assist all Catholic organisations to journeyfurther on the path to ecological sustainability so that, over time, sustainability becomes integrated intoevery dimension of Catholic life.We believe that we are called to reflect God’s love through the way we live our lives on Earth. And weknow that we have a unique capacity to make positive changes in the way we live that will help to growGod’s kingdom on Earth. Building the kingdom in real and concrete ways is a potential in every moment.May this moment be filled with the grace of God’s Holy Spirit to move you closer to God’s divine presencein the beauty of Creation.All the very best on the journey ahead from all at Catholic Earthcare Australia.Jacqui Remond15th September, 2010
  4. 4. ?:CA!CAD BCA+:NO?AB:C)(")*+,-.(/0)(1,.-2(#3(/0)(/,4)2( <I<M!CBC@)5-(67898.,7*9(:,2,8-(;8<(=*>089,7(1708892( ? Definition of Ecological Education 5 Aims & Goals of Ecological Vision 5 Objectives of the Ecological Vision 6 Ecological Principles for Catholic Education 7 NBD?:>!+BC@)5(=*>089,7(=8->)@>(5-+("*>,8-*9)( A A Call from the Earth 9 A Call from the Primary Custodians of our Land 10 A Call from Science 11 A Biblical Call 12 A Call from Catholic Theology 13 A Eucharistic Call 14 A Papal Call 15 A Call for Justice 16 Answering the Calls 17 The Churchs Best Kept Secret 18 A+<CDE:+PBC@)511B1B(C8+)9( DE ASSISI 22 Whole School Planning 23 Religious Dimension 23 Teaching and Learning 24 Ethical Resource Use 25 Cultivating Grounds and Buildings 26 Community Relationships 27 DODA<BCBC@)F9*--,-.(5-+(B4G9)4)->,-.(/0)(:,2,8-( DA A Whole School Approach 28 Implementing the Vision 28 Quality Teaching and Learning 29 ?!Q!K+<ABC@)(")28H<7,-.(/0)(:,2,8-( I Q!<NBC@)(1H2>*,-,-.(/0)(:,2,8-( D <HH!CNB?!D( APPENDIX 1 - One Earth 33 APPENDIX 2 - ASSISI Phases in becoming Ecological Leaders 34 APPENDIX 3 - Good News Stories 36 APPENDIX 4 - Websites and resources 39 <?MC:IQ!N@P!CAD( JEJ
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ustralians are global citizens, widely As Christians we are called, as a matter oftravelled and many with access to urgency, to address this grim reality in thesophisticated technology, satellite and media context of our living out our faith, and theinformation. We are well aware of the biblical call to be good and wise custodians ofenvironmental crises enveloping the planet. creation and of God’s Earth.We can read the signs. The recently published Compendium of SocialSome commentators and scientists are saying Doctrine of the Catholic Church reminds usthat at the present rate of degradation our that: “The common good of society is not anplanet has a very limited future. end in itself; it has value only in reference to attaining the ultimate ends of the person andFrom around the world we are receiving the universal common good of the whole ofscientific data. The United Nations report creation”.5(2005) indicates that ecologically sodevastating has human impact been on So much of our Australian economy isEarth’s ecosystems, that we have entered dependent upon the use of fossil fuels.“terra incognito” (land unknown) - that is, a Economic rationalism and ‘market forces’ arephase in the history of Earth’s evolution that driving our fossil-fuel economy to the“humans have never experienced before”.1 detriment of the common good.Like much of the planet, our own country is Pope John Paul II has reminded us that, “thedeteriorating environmentally. There is environmental crisis is not merely a technicalincontrovertible evidence that our rivers, soil, one but a moral one”, calling for radicalland, air and oceans are in a worse state than changes “in lifestyle and unsustainabletwenty years ago.2 patterns of consumption and production”.Scientists tell us that we are losing species Our own Catholic Bishops, have been(and biodiversity) at an exponential rate.3 challenging us to read these signs for the lastClimate change is affecting us all. decade. In 2002, they established Catholic Earthcare Australia and published, forThe Federal Government’s State of the distribution throughout the whole church, “AEnvironment Report indicates that shamefully New Earth: The Environmental Challenge” aswe have the highest rate of greenhouse gas their Social Justice Statement for that year.emissions per capita in the developed world.4 ?
  6. 6. For many years, numerous Catholic schools have While there is a need for environmental education taken their ecological responsibilities seriously, in all sectors of the Australian community, this devising and implementing a range of booklet will serve as a recommended tool for environmental initiatives within the classroom and encouraging and assisting the Catholic community the school environs. in learning to live more sustainably. In the process, it is hoped that young people experience the In order to address the need for a wholistic inexhaustible love of the Creator, through the Ecological Vision for all Catholic schools in South teachings and example of Jesus Christ. Australia, Catholic Earthcare Australia produced and actively promotes On Holy Ground in We must always remember that the future is not partnership with the Catholic Education Office somewhere we are going; it is something that South Australia. each of us creates every day.7 Across Australia people are taking a stand on As a people of faith we are today called to behalf of the environment. Schools have been celebrate the splendour of God’s creation, to be amongst the forerunners. In 2005, The Australian good stewards of Mother Earth and to safeguard Government published “EDUCATING FOR A the integrity of all creation. SUSTAINABLE FUTURE, A National Environmental Statement for Australian Schools.” This is a valuable and critical national statement. 6 Educators from across many dioceses of Australia have contributed to the development of On Holy Ground, An Ecological Vision for Catholic Education in South Australia. This document provides an ecological model, called ASSISI, for Catholic schools in South Australia who respond to the Australian Catholic Bishops’ call for ‘ecological conversion.’K
  7. 7. <I<M!CBC@< C!?:Q:@B?<Q>BDB:CE:+?<A;:QB?D?;::QD N,4828/8#2#4!=#3#98=13!$%=1/8#2 Ecological Education is a life-long process of recognising values and clarifying concepts in order to develop skills and attitudes necessary to understand and appreciate the inter- relatedness of all creation; to know of creation as a gift from God which requires equitable sharing and wise stewardship. It also entails practice in decision making for living a life that is ecologically and ethically sustainable. <8-&J@#13&#4!=#3#98=13>8&8#2The long-term vision for Catholic The Goals within the Ecological Vision are:ecological education is the embedding ofecological values into school programmes • To foster in learners an appreciation ofand practices. creation as a gift, their relationship with it and their responsibility as co-creators for itsThis is critical for: future.• Promoting ecologically sustainable • To develop in learners the knowledge, skills, development. attitudes, values and commitment to initiate• Improving the capacity of people to address individual and collective responses that are environmental issues. environmentally responsible and reflective of their ecological vocation.• Effective participation in decision-making. • To inspire learners to decrease their• Living out one’s ecological vocation. ecological footprint and increase their spiritual one, as creatures made in the image and likeness for God. Ecological education develops in people an understanding of their role in creation as co-creators and as members of a species with a profound capacity to affect other species and the ecosystems that support life on Earth. L
  8. 8. :FR,=/8.,&#4/0,!=#3#98=13>8&8#2 Through direct contact with the environment • An informed sense of responsibility for the and practice in ecological decision-making, environment, particularly the local catchment. and by involvement in liturgy, prayer, justice initiatives, scripture and study, learners are • A commitment to participate in environmental able to develop: management and improvement. • A moral and spiritual response as stewards of • A preference for a personal lifestyle compatible the gift of creation. with ecological sustainability. • An aesthetic appreciation of environments, both Effective ecological education promotes the built and natural. integration of a range of disciplines and the application of the knowledge and skills from • An understanding of the operation of natural across key learning areas, especially the Religious systems and the impact of human activity on Education curriculum of each Diocese. these systems. A balanced approach to the development of • Recognition of the balance between protection ecological education programmes considers the and use of our environmental and natural principles of democratic process, individual rights resources. and responsibilities and equitable and ecologically sustainable development. • Skills for environmental investigation, including participation, critical analysis and evaluation. 6K1)&5*&%1&*.%&1)&0."&1$&%+"&;)15$/&.*&%1&7"&"$(70"/&%1&%+.$A& 31)"&/""20&($/&%1&4""0&31)"&A""$0L&-"&#($&*""&31)"& #0"()0&.$%1&%+"&3*%")."*&14&0.4"&($/&#13"&#01*")&.$&A.$*+.2& %1&1%+")&0.,"*&()15$/&5*=8& Anne Pattel-Gray, Through Aboriginal Eyes: The Cry from the Wilderness, World Council of Churches Publications, Geneva, 1991A
  9. 9. !=#3#98=13H582=8G3,&4#5?1/0#38=!$%=1/8#2The 1990 World Day of Peace Message of • The right to a safe ecological environment is aPope John Paul II presented a comprehensive universal human right.but concise overview of the spiritual andmoral dimensions of ecological problems. • The fascinating beauty and intricacy deep in theFrom it can be drawn a set of principles for natural world has great value for the artist andmaking ethical judgements about ecological for healing the human spirit and body.issues. • Models of development, social structure and• The natural world has value in itself and not styles of technology must integrate merely for its use by humans. environmental factors if there is to be authentic development.• The world and all in it must be freed from what can be termed a state of suffering. • Super-development, often for the purpose of economic gain, poses an additional threat to the• Humans are part of the created world and environment. inextricably part of a material existence. • Political leaders at every level have a duty to• Earth belongs to God and is only on loan to administer a nation for the good of all, including humans who are called to care for it. its environmental goods.• Human choices in their use of the Earth gives • The richer nations have an obligation to humanity a hand in forming its history, a dismantle structural forms of global poverty and vocation to heightened consciousness within the help poorer nations experiencing social or life of Earth. environmental problems.• Ecological education provides the background • Future generations should not be robbed or left for wise and moral decisions. with extra burdens for they have a claim to a just administration of the world’s resources by• There are limits to world resources and the this generation. environmental services that Earth can meet before pushing it to a new epoch. “Climate Change - Our Responsibility to Sustain God’s Earth”, a Position Paper of the Bishops’ Committee for• Excessive demands are imposed on the Earth by Justice Development Ecology & Peace, Nov 2005, p11, nations with a consumerist economy and life- presented at Catholic Earthcare Australia Conference, style. Canberra• Restraint, penance and self-imposed limitations are part of authentic human living and are in the tradition of choosing sacrifice for the greater good. M
  10. 10. NBD?:>!+BC@ < ?<A;:QB??:CA!SA<CN+<AB:C<Q! 6===&%+")"&()"&/""2&*2).$;*&-.%+.$& "(#+&1$"&14&5*=&I.%+.$&%+.*&/""2& *2).$;<&-+.#+&.*&%+"&,")&G2.).%&14& B1/<&.*&(&*15$/=&>+"&*15$/&14& M""2&#(00.$;&%1&M""2=&>+"&*15$/& .*&%+"&I1)/&14&B1/&N&O"*5*=8 Miriam-Rose Ungunmerr, January, 1998 God’s whole creation is the context and developments in Catholic understanding of concern of the mission of Christian people. the Christian mission in more recent times is its embrace of creation in all its vitality and We must proclaim the Gospel and be a loving beauty and the need to educate people about presence for the needy and work to transform the depth of vision demanded of those who unjust structures of our society. would follow in Christs footsteps.” Evangelisation today needs to be deepened to Catholic educators are called to read the express an authentic commitment to care for signs of the times, discern the movement of Creation. We need to rediscover the great the Spirit, and to hear the cries of the eco-traditions of our Church inspired by the suffering earth and its communities. These teaching and example of Jesus Christ and signs are being made clear through: lived out by his followers. In July 2002, at the launch of Catholic Earthcare Australia, Archbishop John Bathersby stated, “The entire life of Christians ?0%5=0 D=58G/%5, is an exploration into Christ. Each generation Q,1$,5& pushes back ever so slightly the envelope of his mystery ... One of the most significant B2$89,2#%& H,#G3, A0,#3#96 :%5:T2 :5$82156 N,,GDG858/ @#.,52-,2/ H,#G3, A0,!15/0 !%=0158&/ B/&,34 D=8,2=,IE
  11. 11. <?13345#-/0,!15/0U#H<(78448-(084)6E11A.$;&15%-()/&%1&%+"&70(#A$"**&14&*2(#"<&*2).$A0"/&-.%+&%+"&;01)&14&(&5$.,")*"&14&0.;+%*<&?&*(-&3(9"*%&75%&$1&-"0#13"=&P"01-&-(*&(&-"0#13.$;&20($"%=&>+")"&#1$%(.$"/&.$&%+"&%+.$<&31,.$;<&.$#)"/.70&4)(;.0"&*+"00&14&%+"&7.1*2+")"&.*&",")%+.$;&%+(%&.*&/"()&%1&15<&(00&+53($&/)(3(&($/&#13"/=&>+(%@*&-+")"&0.4"&.*L&%+(%@*&-+")"&(00&%+"&;11/&*%544&.*Q8Astronaut: Loren Acton“The web of life on Earth is under threat from Earth and the rhythm of its systems. The sufferingaccelerated climate change. That web compares to of any one part means that all creation groans,a seamless garment and it needs the application and rapid global climate change dramaticallyof a consistent ethic to protect it, one that displays that suffering.”considers life now and in the future, and ranges “Climate Change - Our Responsibility to Sustain God’sfrom protection of the unborn child to cherishing Earth”, a Position Paper of the Bishops’ Committee forthe diversity of species. Life is one, and human Justice, Development, Ecology & Peace, Novemberwell-being is at its base interwoven with all life on 2005, page 7 !=#3#98=13;#%&,0#3$?13=%31/#5 To access Catholic Earthcares calculator go to www.globalcarbonsystems.com/au-ce-ep and register your details by clicking on the ‘Register’ tab. Select your Diocese from the drop down list and enter the requested details such as your postcode, name, email address and password. Once you have completed the requested details click ‘Save’. Then click on the ‘Login’ tab and enter the email address and password you used to Register. The calculator contains instructions on how to use it and online "Help" is available for each question. II
  12. 12. <?13345#-/0,H58-156?%&/#$812&#4#%5Q12$ 6I.%+15%&0($/&-"&()"&$1%+.$;&=== I.%+15%&0($/&-"&()"&(&01*%&2"120"=8 Djon Mundine O.A.M. UM)"(3.$;&.*&$1%&-+(%&15&*""&1)&-+(%&15&%"00=&?%&.*& -+(%&15&4""0&($/&%+"3&10/&2"120"&;.,"&%+(%&%1&15<& %1&3(A"&15&4""0&(%&1$"&-.%+&%+"&0($/<&-.%+&%+(%& 20($%<&%+(%&($.3(0<&-.%+&%+(%&-(%")+10"=8 Quentin Agius, 2007 ‘Sacred Land’ 6>+"*"&#)"(%5)"*<&%+"*"&;)"(%&#)"(%5)"*&()"& 95*%&(*&35#+&(0.,"&%1/(&(*&%+"&-")"&.$&%+"& 7";.$$.$;=&>+"&()"&",")0(*%.$;&($/&-.00& $",")&/."=&>+"&()"&(0-(*&2()%&14&%+"&0($/& ($/&$(%5)"&(*&-"&()"=&I"&#($$1%&#+($;"&$1)& #($&%+"=&R5)&#1$$"#%.1$&%1&(00&%+.$;*& $(%5)(0&.*&*2.).%5(0=8 Silas Roberts - Chair, Northern Land Council, 1977 Ranger Enquiry 6S&31%+")@*&0($/&#($&7"&/)& ($/&+()*+=&T"%&",")&#05*%")&14& )1#A*<&315$%(.$<&-(%")+10"<&).,")<& #(,"&.*&*(#)"/&D&",")&4"(%5)"=8 Maisie Cavanagh, 1998 SydneyID
  13. 13. <?13345#-D=8,2=, 6I"&+(,"&#1$%).75%"/&%1&(&#0.3(%"& **%"3&%+(%&+53($&7".$;*&+(,"&$",")& 7"41)"&"J2")."$#"/=8 Dr Janette Lindesay, Climatologist, Australian National University, Catholic Earthcare Climate Change Conference, Canberra, 19 November 2005“We have changed the very chemistry of the P833,228%-!=#U&6&/,-&<&&,&&-,2/planet, we have altered the biosystem, wehave changed the topography and even the “Over the past 50 years humans have changedgeological structure of the planet, structures the eco-system faster and more extensively thanand functions that have taken hundreds of any period in human history ... the result ... amillions of years and even billions of years to substantial and largely irreversible loss in thebring into existence. diversity of life.Such an order of change in its nature and The substantial gains in human well-being havemagnitude has never before entered into been achieved at growing cost to the environmentEarth history or into human consciousness.” ... these problems, unless addressed, willFr. Thomas Berry C.P. substantially reduce the benefits that future generations get from eco-systems. This degradation of eco-system services could get“Climate change will disrupt various natural significantly worse during the next 50 years.systems that affect human health: Reversing the degradation ... is a challenge ...• Regional food production. involving significant changes to policies, institutions and practices ... will have to be• Constraints on infectious agents. substantial when compared to the actions currently taken.”• Patterns of heat stress. Summary of Millennium Eco-System Report, 2005,• Exposure to extreme weather events Compiled by 250 Scientists for the United Nations (fire, flood, storms, cyclones, etc.)”Professor Tony McMichael,Bio-medical Scientist, Australian National University 6?&#($@%&.3(;.$"&(&-1)0/& -.%+15%&-+(0"*Q8 Anna, 11 years, Greenpeace Ad I
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s we reflect about this in our own context, we interpret this to mean that our special part of creation, the Australian continent, is entrusted to us by God. We are to receive its fruitfulness as God’s gift. We are called to be faithful trustees, respecting the integrity of God’s creation. This involves a call to protect the biodiversity of Australia. According to the Bible, the diversity of creation not only springs from the hand of God, but gives expression to God: “O Lord, how manifold are your works! In wisdom you have made them all; the earth is full of your :+).*%&.*&%+"&,.*.70"& creatures.” (Psalm 104:24) 0.A"$"**&14&%+"&.$,.*.70"& Jesus’ story, “Consider the Lilies in the Field” is B1/=&F"&.*&%+"&4.)*%D but one of many teachings to lead us to deepen our understanding of God’s love for us through 71)$&*1$<&*52").1)&%1&(00& the gift of Creation. #)"(%"/&%+.$;*=== B1/@*&#1,"$($%&-.%+&W1(+& B1/&+(*&#)"(%"/&%+"& "37)(#"*&(00&14&B1/@*&/.,")*"& -+10"&5$.,")*"&%+)15;+& #)"(%5)"*= +.3&($/&41)&+.3=== (Gen 9:12-16) The Gift of Wonder, page 8 (Col 1:15-16)IJ
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r. Bill Stoeger S.J., Catholic Earthcare Climate Change Conference, Canberra, 19 November 2005 6===&-"&()"&2()%&14&%+"& Some of the greatest theologians of the church have meditated on the diversity of creatures and .$%")#1$$"#%"/&#1335$.%&14& have seen this as expressing the abundance of the #)"(%.1$<&.$%")D)"0(%"/&-.%+& Trinitarian God. According to St. Thomas Aquinas and St. Bonaventure, the diversity of species (00&1%+")&#)"(%5)"*&===8 represents the wonder and beauty of God thatFr. Denis Edwards, Catholic Earthcare Climate Change transcends any one creature. God’s creatures Conference, Canberra, 19 November 2005 express and represent the Trinity. They are not simply there for human use, but have their own dignity, value and integrity. Such a view challenges the destruction of species and their habitats in the modern era. As we ponder this ... we see the rivers and all their birds, fish and animals as creatures that emerge and are sustained by God’s ongoing creation. The loving act of ongoing creation has enabled them to flourish in this place. They are part of a story of ongoing creation that takes place over millions of years. They are God’s gift to us. They can communicate something of God to us. We are called to care for 6>+"&H()%+&-+.#+&*5*%(.$*& them, as fellow creatures before God and as loving and wise stewards of God’s creation. +53($.%&35*%&$1%&7"&.$95)"/<& .%&35*%&$1%&7"&/"*%)1"/=8& “The Gift of Water” Statement - 2004, Catholic Earthcare Australia. Hildegard of Bingen I?
  16. 16. <!%=0158&/8=?133 C00&#)"(%.1$&).;+%0&;.,"*&15&2)(.*"=&3rd Eucharistic Prayer 6>+"&H5#+().*%&2)1,./"*&%+"&31,"3"$%&14&%+"& #1*31*&-.%+&.%*&/.)"#%.1$`&.%&($%.#.2(%"*&.%*&;1(0& ($/&(%&%+"&*(3"&%.3"&5);"*&.%&1$=8 Joseph Cardinal Ratzinger, San Francisco, 2002 Pope John Paul II urged Catholics to see that 6>+"&H5#+().*%&.*&#"0"7)(%"/&.$&1)/")&%1&144")& X1$&%+"&(0%()&14&%+"&-+10"&H()%+&%+"&-1)0/@*& -"(A&($/&*544").$;@=8 (in the beautiful words of Tielhard de Chardin) Gift and Mystery, 1995 6I"&$""/&%1&(22)"#.(%"&(00&1,")&(;(.$&%+(%&%+"&-+10"&5$.,")*"&.*& (&*(#)(3"$%<&,.,.4."/&7&%+"&2)"*"$#"&14&%+"&:)"(%1)&G2.).%=8 Sr. Elizabeth Johnson, R.S.J. 6Y$1-.$;0&/"*%)1.$;&%+"&0.,.$;&**%"3*& 6I"&2()%.#.2(%"&.$&%+.*&%)($*41)3(%.1$&.$& 14&15)&20($"%&(315$%*&%1&(&/"$.(0&14& :+).*%=&>+"&31*%&.$%"$*"&313"$%&14&15)& -+(%&-"&#"0"7)(%"&-+"$&-"&;(%+")&41)& :1335$.1$&-.%+&B1/&.*&(%&%+"&*(3"& H5#+().*%=&H5#+().*%&.*&(&*(#)(3"$%&14&%+"& %.3"&($&.$%"$*"&313"$%&14&15)& !.*"$&:+).*%&%)($*41)3.$;&#)"(%.1$=&X>+"& #1335$.1$&-.%+&%+"&H()%+=8 :+).*%&-"&"$#15$%")&.$&%+"&H5#+().*%&.*& Fr. Tony Kelly C.S.S.R. %+"&).*"$&1$"&.$&-+13&(00&%+.$;*&-")"& #)"(%"/&($/&()"&)"#1$#.0"/@&Z:10=&[L[D ]^_`&X%1&;(%+")&52&(00&%+.$;*&.$&F.3@& 6>+"&#50%5)"&#)"(%"/&7&%+"&0.,.$;&"%+1*& ZH2+=&[L[^_=&?$&",")&H5#+().*%&-"&()"& 14&(&,.7)($%&:+).*%.($&#1335$.%&#"$%)"/& %(A"$&52&.$%1&B1/=&I"&2()%.#.2(%"&.$&%+"& 1$&%+"&H5#+().*%<&144")*<&%+"&31*%& /.,.$"&:1335$.1$=8 21-")450&01$;D%")3&)"*15)#"&41)& "#101;.#(0&#133.%3"$%=8 Fr. Denis Edwards, Catholic Earthcare Climate Change Conference, Canberra,19 November 2005 Sr. Pat Fox R.S.M. (Quoting John Zizioulas)IK
  17. 17. <H1G13?133 >+"&:+5)#+&+(*&(&)"*21$*.7.0.%&%1-()/*&#)"(%.1$&($/&*+"&35*%& (**")%&%+.*&)"*21$*.7.0.%&.$&%+"&2570.#&*2+")"=&?$&*1&/1.$;<&*+"& 35*%&/"4"$/&$1%&1$0&"()%+<&-(%")&($/&(.)&(*&;.4%*&14&#)"(%.1$& %+(%&7"01$;&%1&",")1$"=&G+"&35*%&(71,"&(00&2)1%"#%&3($A.$/& 4)13&*"04D/"*%)5#%.1$= Pope Benedict XVI, Caritas Inveritate Pope John Paul II for many years drew attention to the environmental crises facing humanity. In his 1990 New Year Message, he stated: 6:+).*%.($*<&.$&2()%.#50()<&)"(0.*"&%+(%&)"*21$*.7.0.%& -.%+.$&#)"(%.1$&($/&%+".)&/5%&%1-()/*&$(%5)"&($/& %+"&:)"(%1)<&()"&($&"**"$%.(0&2()%&14&%+".)&4(.%+=8Nine years later, in his 1999 New Year Message, creation as “humiliating ... the earth, that flower-Pope John Paul II warned that “the danger of bed that is our home”. Prophetically, in thisserious damage to land and sea, and to the address, the Pope called the world’s Catholics toclimate, flora and fauna, calls for a profound an “ecological conversion” to avoid planetarychange in modern society’s typical consumer life- “catastrophe”.style, particularly in the richer countries”.Again, on 17th January 2001, (General Audience,Vatican), he drew attention to the continuingenvironmental deterioration of the planet,describing humanity’s disregard for the integrity of 6P"41)"&.%@*&%11&0(%"<-"&$""/&%1&3(A"& #15)(;"15*&#+1.#"*&%+(%&-.00&)"#)"(%"&(& *%)1$;&(00.($#"&7"%-""$&3($&($/&"()%+=& I"&$""/&(&/"#.*.,"&6THG8&%1&#()"&41)& #)"(%.1$&($/&(&*%)1$;&#133.%3"$%&%1& )",")*"&%+1*"&%)"$/*&%+(%&).*A&3(A.$;&%+"& *.%5(%.1$&14&/"#(&.))",")*.70"=8 Benedict XVI: “Pope Urges Young to care for Planet”, Associated Press, 2nd September 2007 IL
  18. 18. <?1334#5V%&/8=, 6?&#($$1%&7"&*.0"$%&-+"$&3&7)1%+")*&($/&*.*%")*&()"&%+)"(%"$"/=& ?&7"#13"&%+"&,1.#"&14&%+1*"&-+1&+(,"&$1&,1.#"&===&%+"&,1.#"&14& %+"&;"$")(%.1$*&%1&#13"&===&.%&.*&21**.70"&%1&3(A"&(&/.44")"$#"& ===&E"%&15)&)"*21$*"&$1-&7"&","$&31)"&;"$")15*&($/&"44"#%.,"=8 Pope John Paul II, May 10, 1980 I.%+&"$,.)1$3"$%(0&/";)(/(%.1$<& 6.%&.*&(0-(*&%+"&211)&-+1&-.00&7"&.32(#%"/&521$&/.*2)121)%.1$(%"0=8 Fr. Sean McDonagh S.S.C, Catholic Earthcare Climate Change Conference, Canberra, 19 November 2005 6C*&1$"&14&%+"&-1)0/@*&7.;;"*%&"3.%%")*& 6C5*%)(0.($*&+(,"&*2"#.(0&)"*21$*.7.0.%&%1& 2")&#(2.%(&14&;)""$+15*"&;(*"*<& (**53"<&1$&7"+(04&14&(00&+53($.%<& C5*%)(0.($*&()"&/.)"#%0&.320.#(%"/&.$& *%"-()/*+.2&14&%+"&a(#.4.#&R#"($=&>+"& +()3.$;&%+"&3($&.$$1#"$%&2"120"*&14& #1$%.$5"/&+"(0%+&14&%+.*&($/&1%+")&1#"($*& %+"&a(#.4.#&-+1*"&"#101;.#(0&411%2).$%& .*&#)5#.(0&41)&%+"&-"04()"&14&2"120"*<&$1%& .)1$.#(00<&.*&)(/.#(00&0.;+%")&%+($&15)& 1$0&.$&R#"($.(&75%&.$&",")&2()%&14&%+"& 1-$=8 -1)0/=8 "Climate Change - Our Responsibility to Sustain Gods “Ecclesia in Oceania”, Vatican City, 2001 Earth", a Position Paper of the Bishops Committee for Justice, Development, Ecology & Peace, November 2005, page 18 6Y.)).7(%.&($/&1%+")&*3(00&$(%.1$*&.$&%+"& a(#.4.#&()"&011A.$;&41)&(&B11/&G(3().%($=& C%&%+.*&21.$%&.$&+.*%1)<&-"&()"&(*A.$;<& XI+1&-.00&7"&(&B11/&G(3().%($&41)&5*V@8 Monsignor Michael McKenzie, Catholic Earthcare Climate Change Conference, Canberra, 19 November 2005 6>+")"&.*&$1%+.$;&(*&*%)1$;&(*&;"$%0"$"**&($/&$1%+.$;&(*&;"$%0"&(*&)"(0&*%)"$;%+=U St Francis de SalesIA
  19. 19. <2&T,5829/0,?133& 6===I"&35*%&#1$#05/"&%+(%&-"&()"&*%.00&7"%)(.$;&%+"& 3($/(%"&B1/&+(*&;.,"$&5*`&%1&7"&*%"-()/*&#(00"/&%1& #100(71)(%"&-.%+&B1/&.$&-(%#+.$;&1,")&#)"(%.1$&.$& +10.$"**&($/&-.*/13&===8 Pope John Paul II & Patriarch Bartholomew 1, 10 June, 2002 I01/8&#%55,&G#2&,/#/0#&,-126=133&W I,P1X,1?058&/812+,&G#2&,82Q#.,) UI"&#($&A$1-&B1/&2")*1$(00&%+)15;+& U>+")"&.*&(&21-")&%+(%&+(*&7""$&*.$#"&(00& O"*5*&D&(&2")*1$(0&B1/&D&+"&*"%*&15)& "%")$.%&($/&%+(%&41)#"&($/&21%"$%.(0.%&.*& )"0(%.1$*+.2&%1&%+"&#1335$.%&14&0.4"=8 ;)""$Q8 Bishop Chris Toohey, ABC Radio, Hildegard of Bingen 7th December 2005 I,I#5X/#T15$&!=#3#98=13?#2.,5&8#2) U?%&.*&$"#"**()<&%+")"41)"<&%1&*%.350(%"& U?&7"0.","&"#101;.#(0&#1$,")*.1$&.*&(715%&($/&*5*%(.$&%+"&X"#101;.#(0&#1$,")*.1$@&===& *"".$;&-.%+&$"-&""*&(4%")&(&#+($;"&14& 2)1%"#%.$;&%+"&)(/.#(0&;11/&14&0.4"&.$&(00& +"()%=8 .%*&3($.4"*%(%.1$*&($/&2)"2().$;&($& Bishop Chris Toohey, ABC Radio, "$,.)1$3"$%&41)&45%5)"&;"$")(%.1$*&%+(%& 7th December 2005 .*&#01*")&%1&%+"&20($&14&%+"&:)"(%1)=8 Pope John Paul II, 17 January 2001 I,482$82$8.8$%1312$=#--%28/6T16&/#38.,#%/#%5!=#3#98=13 >#=1/8#282#%55,&G#2&,/#/0,=133/#F,?#U=5,1/#5&) 6!","0(%.1$&%"(#+"*&%+(%&3"$&($/&-13"$&()"&#)"(%"/&.$&%+"&X.3(;"&($/&0.A"$"**&14& B1/@&ZB"$"*.*&[L]b_&($/&%+5*&===&"$(70"*&%+"3<&7&%+"&-1)A&14&%+".)&+($/*&%1&)"40"#%& B1/@*&1-$&#)"(%.,"&(#%.,.%=&?$&(&)"(0&-(&%+"&()"&3"($%&%1&7"&X#1D#)"(%1)*@&-.%+& B1/<&5*.$;&%+".)&A$1-0"/;"&($/&*A.00&%1&*+(2"&(&#1*31*&.$&-+.#+&%+"&/.,.$"&20($& #1$*%($%0&31,"*&%1&4504.03"$%=8 Pope John Paul II, Address, 8 November 2004 IM
  20. 20. A0,?0%5=0Y&K,&/M,G/D,=5,/ ?$&]^^c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od freely confers being and life on everything gratuitousness in “the garden” where God has that exists. Men and women created in God’s placed them “as cultivators and custodians” of image and likeness are called to be the visible sign the goods of creation. and the effective instrument of divine !A0,H582=8G3,#4/0,?#--#2@##$ While the dignity of the human person is affirmed, common use and the overall “common good of individuals live in common with others and the the whole of creation.” There is a social mortgage rights of the individual must be balanced with the on private property conditioned by the strict wider common good of all. The rights and needs requirement of prudent stewardship. of others must always be respected. b] The preferential option for the poor calls us, in However, the common good of society is not an a world marred by deepening divisions between end in itself; it has value only in reference to rich and poor, to heed the story of the last attaining the ultimate ends of the person “and the judgment (Mt. 25.31-46) and instructs us to put universal good of the whole of creation”. the needs of the poor and vulnerable first. This means, in the words of the Catholic Bishops of The implications of this principle gave birth to a] the United States that “the needs of the poor take the principle of the universal destination of goods priority over the desires of the rich; the rights of and b] the preferential option for the poor. workers over the maximization of profits and the preservation of the environment over uncontrolled a] The universal destination of goods means that industrial expansion”. God intends that the goods of creation are meant for all. Each person must have access to the level It has been recently observed that nature is the of well-being necessary for their full development. “new poor” in its fragility and vulnerability, as the Although the Church upholds the right to private world’s ecological crisis deepens. property this is subordinate to the right toDE
  21. 21. !A0,H582=8G3,#4D%F&8$8158/6It is impossible to promote the dignity of the their life supporting natural environs - as close asperson or creation without showing concern for possible to the grassroots. The people or groupsthe family, groups, associations or “local territorial most directly affected by a decision or policyrealities”. Implicit here is recognition of the should have a key decision-making role inperson’s right to experience an affinity with their determining their closeness to the earth, theenvirons - identify a sense of place within, and fertility of the soil and locally grown produce, theright relationship with, their local catchment area well-being of other creatures, and the health ofand biogeographical region. Society does not exist natural waterways within their local catchmentin isolation from the natural world but is and biogeographical regions. These people shouldintimately connected with and dependent upon it be only interfered with in order to support them infor survival. cases of need, and to help coordinate their activities with the activities of the rest of societyThe principle of subsidiarity places responsibility with a view to the common good.for the well-being of people and the health of !A0,H582=8G3,#4D#38$158/6This principle means that basically we are all In an era of globalization, our responsibility forresponsible for each other. It involves a one another is not only local and international, itdetermination to commit oneself to working for is also intergenerational - we have a sacred dutychange so that everyone will be able to meet their to ensure that the planet [understood as a “singlepotential. In regard to God’s other creatures we ecosystem”] that future generations inherit,are called to a kinship with them, to find in them reflects undiminished the marvel of creation in allwhat God sees as good’ (Gen 1:4), to recognize its beauty, diversity and complexity.them for what they are and to establish with eachof them a relationship of responsibility. DI
  22. 22. A+<CDE:+PBC@ < DDBDBP:N!Q Z [ *DD
  23. 23. (] D
  24. 24. A+<CDE:+PBC@ < DDBDB Catholic Earthcare Australia has designed ASSISI as a strategic pathway for Catholic Schools to engage with answering the calls for ecological conversion and sustainability. ASSISI seeks to enable the whole school system to shift to become sustainable over time and to integrate Catholic faith values and Catholic Social Teaching principles into the approach, the process and the outcomes. ASSISI Formation Program for Ecological Conversion and Sustainability The ASSISI formation program has been designed to enable staff, students and parents to develop a vision and pathway for their school to become sustainable. It combines contemplation, conversation and action as a basis for designing interventions across the whole school. This includes whole school planning and strategy development (including operations); the religious life of the school; all teaching and learning processes, including curriculum; the school grounds and buildings; resource use; and relationship with ASSISI is A Strategic Systems-based the local community. This is reflected in the Integrated Sustainability Initiative which School Environmental Management Plan offers the following to all Catholic (SEMP). Schools in South Australia: Catholic Earthcare Australia encourages • An ecological footprint tool to measure, Catholic Schools to develop a SEMP that is track and report on the school’s progress to informed by Catholic Social Teaching on reduce its ecological footprint for $300 per Ecology and includes the aspirations of staff, annum, called ECIS. students, parents and the wider community. Catholic Earthcare Australia also provides a • A Formation Program for staff, parents and process that enables leaders and key students, typically as a spirituality day influencers of the school community to form a followed by a 1.5 hour planning workshop ‘Sustainability Steering Group’ that helps from which the School Environmental guide the school community on the journey Management Plan (SEMP) emerges. of ecological conversion and sustainability, • A passion-building program led by students supported by the SEMP. which engages the whole school community, In order to enable the process of ecological called ‘One Earth’. conversion, a number of social processes have • An intensive transformation program for informed the development of the ASSISI senior students and adults called, ‘Creation Formation Program. These processes include and Reconciliation’. Groom’s Pedagogy of Praxis; Otto Scharmer’s work on Theory U; Peter Senge’s work on systems thinking and learning organisations. These participative approaches enable Catholic Schools to make collective decisions in the following six areas, thus enabling a whole school approach:DJ
  25. 25. Z I0#3,D=0##3H3122829Within this dimension Catholic schools develop reviewing governance structures to enablestrategies, goals and actions that lead to the sustainability principles to inform the schools,following: a School Environmental Management developing environmental policies (underpinnedPlan which is linked to the schools strategic plan, by the principles of Catholic Social Teaching).reviewing the schools mission statement, +,3898#%&N8-,2&8#2Through ASSISI students, staff and parents in an introduction); developing liturgy, prayer andCatholic schools are encouraged to read the ‘Signs celebrations that enable schools to focus on caringof the Times’ and become ‘Word in Action’. for God’s Creation.Schools are encouraged to regularly reflect and Celebrating environmental days throughout therespond to Sacred Scripture drawing attention to school year is made easy with Catholic Earthcare’sthe relationships between humanity, our Creator educational resources. See the environmentaland Creation; reflecting and responding to calendar for themes and dates at:Catholic Social Teaching on Ecology (see The www.catholicearthcare.org.au/CalendarChurchs Best Kept Secret on pages 18 and 19 for Sustainability Ethos - from law to love !"# $%&()* () !"#$%& *%#+, !%<%/)604@B +,-."/-%0%1%&* 234/ 5(,,#"3 !"#$%&(+- 5#6(&0$()0%&(+- ./%0."$ $7$)(0&(80+0)3 1+02"$)3+"4 1")/%$4 C/?4/@%/)6D6E@&%<,6F4(, +,14&%"/41%&*67&(%/,8 !"#9234/ :.%(%&41%&* !"#$%&9!"#$%& !"#$%&9()7#(+-<%#+, 1:%;;%&-6%%,4 1=)"<(#,$/0>4 ;(,-,(<%/) =>"6/"6?4(36,&?%@A D? The journey of ecological conversion calls us to exercise our human freedom, to choose life and take greater responsibility for the gifts God has given. In giving back we further advance our ecological conversion - being at one with Creator and Creation.
  26. 26. ( A,1=082912$Q,152829U?%558=%3%- There are three areas for development: 1. Utilising teaching/learning opportunities in all Key Learning Areas 2. Professional Development of Staff 3. Community Education B/8&8-G#5/12/?1/0#38=&=0##3&) • Identify and integrate areas of the Religious • Conduct an audit of existing environmental Education curriculum relevant to ecological education practices and develop an annual education. Spirituality, moral teaching, liturgy, School Environmental Management Plan which prayer and social / ecological justice are key incorporates the six ASSISI ecological focus areas focus areas within this. (in green) in the ASSISI Model, page 20-21 (and for a guide to develop each of these focus areas • Identify and integrate outcomes related to see Appendix 2). sustainability and ecological (environmental) education within the relevant curriculum • Plan / co-ordinate / integrate professional documents, frameworks and scope and development opportunities on the theme of sequences specific to CESA (Catholic Education, ecological conversion and sustainability for staff. Sth Australia). Crossways, Religious Education Framework for SA Catholic Schools is a pivotal • Plan / co-ordinate / integrate community document. education opportunities especially for parents, family and parish. • Use the extra-curricula opportunities provided by special events and school community actions to enhance the classroom curriculum learnings.DK
  27. 27. ] !/08=13+,&#%5=,O&, 6I"&35*%&#+($;"&15)&#1$*532%.1$& 6H#101;.#(0&:1$,")*.1$&.*&%1&.$#)"(*"& +(7.%*&===&%+"&H()%+@*&)"*15)#"*&()"& 15)&*2.).%5(0&411%2).$%<&($/&(%&%+"& 4.$.%"&($/&#($$1%&7"&*%)"%#+"/&===&I"& *(3"&%.3"&%1&0.;+%"$&15)&"#101;.#(0& ()"&0.,.$;&7"1$/&15)&"$,.)1$3"$%(0& 411%2).$%=8 #(2(#.%=&I"&+(,"&%1&4(#"&%+"&+()/& Col Brown - Director, Catholic Earthcare, .**5"*&14&)(/.#(00&#+($;.$;&15)& Australia, ABC Radio, 7th December 2005 +(7.%*&===8 “Let the Many Coastlands Be Glad”, Page 21, Catholic Earthcare, June 2004!=#3#98=13E##/G582/A##3^!?BD_Catholic Earthcare Australia has partnered withCarbonSystems to provide Catholic organisationswith the means for measuring and reporting ontheir environmental performance as a part of theASSISI sustainability initiative. The purpose for thispartnership is firstly, to enable Catholicorganisations to measure their ecological footprintand secondly, to reduce their footprint using theintelligence gained from the audit tool ‘ECIS’(Energy & Carbon Intelligence System).ECIS is being offered through Catholic EarthcareAustralia to all Catholic organisations includingCatholic Schools, Education Offices, DiocesanOffices, Parishes, Agencies, Universities, HealthOrganisations, Religious Congregations andOrders. ECIS is available to Catholic Schools for$300 per annum. To find out more please contactCatholic Earthcare Australia or Global CarbonSystems on 02 9389 6800.6?$&(&*"$*"&*5*%(.$(7.0.%&.*&;11/&*%"-()/*+.2&%+)15;+&%.3"&($/&.$&"44"#%&(&3(%%")&14&.$%");"$")(%.1$(0&95*%.#"=?%&3"($*&%+(%&%+"&H()%+@*&)"*15)#"*&()"&%1&7"&5*"/&-.%+&45%5)"&$""/*&.$&3.$/=8Australian Catholic Bishops Conference,“Commonwealth for the Common Good” DL
  28. 28. * ?%3/8.1/829@5#%2$&12$K%83$829& U:(%+10.#&H()%+#()"&20($*&%1&/","012&%+"&;)15$/*&*1& %+(%&B1/@*&:)"(%.1$&4015).*+"*&1$&:(%+10.#&2)12")%."*<& #)"(%.$;&*2(#"*&41)&2"120"&%1&)"40"#%&($/&4""0&$5)%5)"/&7& B1/@*&:)"(%.1$`&($/&"$(70.$;&C5*%)(0.(@*&7.1/.,")*.%&%1& .$#)"(*"=U! Jacqui Remond, Report on ASSISI, May 2010, Australian Catholic Bishops Conference E"()$*#(2"*&()"&20(#"*&-+")"&(&0"()$.$;&2)1;)(33"&+(*&7""$&/"*.;$"/&%1&2")3.%& 5*")*&%1&.$%")(#%&-.%+&($&"$,.)1$3"$%=&&>+"&3(&7"&$(%5)(0&1)&75.0%`&.$%").1)&1)& "J%").1)`&01#(%"/&.$<&$"()&1)&7"1$/&*#+110*`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ources: The School Learnscapes Trust, 2000, www.learnscapes.org `?%3/8.1/829@5#%2$&L K%83$829&12$!=#3#98=1336D%&/1821F3, School grounds are increasingly being seen as an N,&892^!DN_ exciting place to enable outdoor learning in all Refurbishing older buildings to incorporate energy areas of education. Many schools are developing efficient elements, water saving devices and where their grounds for teaching and learning or possible making use of natural light and ‘Learnscapes’. ventilation is encouraged. Students, staff and parents can be actively New buildings should be designed with involved in the sustainable management of the ecologically sustainable design principles in mind. grounds through activities such as habitat creation, mulching, vegetable gardening, For Catholic Schools, the grounds can be symbolic landscaping, productive enterprises and litter and representative of the school’s ecological reduction. The opportunities are limited only by vocation. One way that schools are responding is the imagination and enthusiasm of the school to adopt a local native species and grow a suitable community. The most effective learnscaping habitat where the species can live for part or all of projects are those that have been planned and the year. involve students, parents and the wider community in active participation.DA
  29. 29. [ ?#--%28/6+,31/8#2&08G& Identifying organisations to develop partnerships with and setting up structures to enable networking within and across organisations are good first steps to building sustainable relationships.K%83$829+,31/8#2&08G&T8/06#%5Q#=13?#--%28/64#5D%&/1821F838/6Many ecological education developments are best achieved throughcollaborative partnerships with the local and broader community. Thismight include partnerships with other educational institutions, localcouncils, businesses, industry, and community groups and networks.This links student learning to the workplace and to localenvironmental, cultural and social issues. Students become activeparticipants in the local community.Schools that have fostered partnerships have often gained accessto resources not otherwise available to the school.Many schools have contributed significantly to community awareness,education and sustainable living practices in their local communitythrough the influence of their collaborative partnerships and activities.K%83$829+,31/8#2&08G&T8/06#%5@3#F13?#--%28/64#5D%&/1821F838/6Catholic Schools are encouraged to respond to the moral and spiritualchallenges on a global scale, and some have been doing a great job atthis.The slogan “Live simply so that others may simply live” is integral tothe modern Christian life.Developing and participating in projects with schools andorganisations beyond our local community is a meaningful way forschools and school communities to sustain life through ecologicaljustice. We applaud ecological projects of religious congregations,such as the Franciscans in Timor, Jesuits in India, Good Samaritans inKirribati and Edmund Rice Schools with Indigenous communities. DM
  30. 30. DODA<BCBC@ H Q<CCBC@<CNBPHQ!P!CABC@A;!>BDB:C <I0#3,D=0##3<GG5#1=0 Schools implementing a whole-school sectors in the school and a structure to approach to ecological education for ensure that the workload is spread. sustainability typically indicate the following key points as important for • Starting with a clear overview of school success: operations (waste, water, energy, grounds and canteen), school policies, curriculum, • Active participation of the school leadership and teaching and learning, before team from planning through to moving on to action planning. implementation. • Moving at a rate that is compatible with the • A vision of future directions for the school, school’s ability to change. shared with the school community. • Keeping the school and local community • Sustainability principles embedded in school informed and ensuring that successes are policies. celebrated. • An implementation group drawn from the • A school environmental management plan school community including teachers, non- (SEMP). teaching staff, parents, students and Education for a Sustainable Future, Page 12 specialist advisors, to give ownership to all B-G3,-,2/829/0,>8&8#2 • Go to Catholic Earthcare Australia’s ASSISI your whole school community (refer to web page and register your interest to Appendix 1). participate in the ASSISI initiative. • Enquire about the ‘Creation and • Email earthcare@catholic.org.au and ask to Reconciliation’ program for adults and have a staff day that focuses on ecological senior students. conversion and sustainability on a date that • Promote initiatives that are happening at would suit your staff. your school to care for God’s Creation • Request an ASSISI planning workshop (1.5 through Catholic Earthcare’s newsletter and hours) and invite staff, some students and website. parents so that your School Environmental • Celebrate significant environmental days or Management Plan (SEMP) can emerge. weeks during the school year using Catholic • Embed the SEMP activities into your school Earthcare’s online calendar and resources ethos and link it to your annual school plan. for liturgy and learning. • Ask a staff member and your student • Enquire about becoming an ‘Earthcare’ leaders to host the ‘One Earth’ passion accredited school. building program, to raise awareness for Appendix 1 offers ’One Earth’ which is Catholic An ecological footprint Earthcare Australia’s passion building program for tool is available through Catholic Schools to raise awareness about the need Catholic Earthcare to care for God’s Creation and become sustainable. Australia for all Catholic Appendix 2 charts some detailed phases in Schools for $300 per becoming Ecological Leaders and includes annum for schools who developing a SEMP, setting up a steering wish to measure, track committee and other helpful steps for schools to and report their become sustainable. ecological footprint.E
  31. 31. a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earners, educators and leaders within Catholic Every facet of life within a Catholic schoolEducation South Australia (CESA) are called to community provides opportunity for students toparticipate in, educate within and contribute to a experience the gracious activity and presence ofsustainable vision of life. Catholic schools aim to God. In implementing and living out the principleseducate the whole person, taking into account the outlined within this booklet and using the Assisistudents’ intellectual, moral, spiritual, religious, Framework, we are guided by the CESA Strategicreligious, physical and social development. Plan and by national initiatives in sustainability. !?!D<D/51/,98=H312The Catholic Education South Australia StrategicPlan calls us to transform minds and hearts so thatthe created world is made new again.It reminds us to be conscious of embracingpolicies and practices that are faithful to God’s callto be stewards of the earth.In living our call to act in just and sustainable waysit is important to engage with State and NationalGovernments and organisations relevant to localexperience. I
  32. 32. !C1/8#213B28/81/8.,&82D%&/1821F838/6 Sustainability is embedded in the Australian Successful learners understand their place as local Curriculum and school communities are called to and global citizens, sustaining and improving both engage learners in pedagogy and curricula natural and social environments. exploring a commitment to sustainable patterns of living across all learning areas. Two key Australian Government documents which support the development of a repertoire of rich It states that, “Knowledge, skills and educational practice in sustainability for CESA are: understandings related to sustainability in natural, social, cultural and economic environments are • Educating for a Sustainable Future, A National crucial to world class, future focused national Environmental Education Statement for curriculum.” Australian Schools. This is guided by the Melbourne Declaration on • The Sustainability Curriculum Framework, A Educational Goals for Young Australians guide for curriculum developers and policy (December 2008) goal two, which focuses on makers. successful learners as confident and creative individuals, and active and informed citizens. !D%&/1821F838/612$?#22,=/8#2 Rich experiences are vital to authentic learning, Educators have a responsibility to participate with and the collaborative processes of inquiry, action students in reforming, living and monitoring ways and reflection are necessary in nurturing a of being that sustain God’s creation now and for respectful and integral relationship with God’s the common future of the community of life. creation. It is of critical importance that young people are given every opportunity to connect with their own local region and to interact with and learn about the natural world.D

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