2. @+!!ABC@D
E 5#-'<5=0F8&0#G'H0838G'I83'J'K8&0#G'@5,9':LM,336
It is time for us to reflect upon our relationship with God’s creation and the great environmental challenges
that we as a nation and the world are facing. In recent years, the Catholic Church in Australia has
responded to many of these challenges, particularly by acknowledging their spiritual, theological, moral and
humanitarian aspects. The Catholic Church, through her agency, Catholic Earthcare Australia, has produced
several publications to raise community awareness of the challenges and possibilities for the environment in
which we live.
Caring for God’s creation and respecting our fragile ecosystems are now acknowledged as core elements of
Christian social responsibility. Our Christian vocation calls us to take this responsibility seriously and to
respond with appropriate action and lifestyle choices.
It is with great appreciation for all concerned that we endorse this document ‘On Holy Ground’ which is
available to the schools of the Archdiocese of Adelaide and the Diocese of Port Pirie. Educators are key
leaders in developing the ‘ecological conversion’ that Pope John Paul II sought. Pope Benedict has also
spoken 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 ecological
vision document encompasses all aspects of Catholic education, from the classroom curriculum to the
ethical use of resources. It provides opportunities for communities to be active participants in the call to
care for the earth. However, the theological, ethical and social issues explored in this document are relevant
to the whole Church. All Catholic communities are encouraged to work with this document in developing
transformational and sustainable ways of living On Holy Ground.
This vision requires that all Church communities respond to the ecological challenges before us. Future
generations have a right to live fully and express their humanity within a sustainable and ecologically diverse
environment. Therefore we, together with all the people of planet Earth, have a responsibility to take
seriously 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 Port
Pirie, especially those working in education, for their reflection, prayer and action.
Most Rev Philip Wilson DD JCL Most Rev Greg O’Kelly SJ AM DD
Archbishop of Adelaide Bishop of Port Pirie
15 September 2010
3. E 5#-'/0,'N85,=/#5'#4'?1/0#38='!15/0=15,'<%&/51381
!"#"$%&'"()*&+(,"&-.%$"**"/&%+"&/","0123"$%&14&
$53")15*&6*5*%(.$(7.0.%'8&2)19"#%*&.$&:(%+10.#&
*#+110*&.$#05/.$;&,";;."&;()/"$*<&4)1;&21$/*<&
-1)3&4()3*&($/&)"#'#0.$;&2)1;)(3*=&>+"*"&
.$.%.(%.,"*&+(,"&7""$&0"/&7'&.$*2.)(%.1$(0&
%"(#+")*<&2()"$%*&($/&*%5/"$%*&14%"$&.$&
)"*21$*"&%1&01#(0<&$(%.1$(0&($/&.$%")$(%.1$(0&
"#101;.#(0&#+(00"$;"*=&?@/&0.A"&%1&*"$/&(�"()&
3"**(;"&%1&%+"*"&0"(/")*&%+(%&%+".)&"441)%*&
+(,"&$1%&;1$"&5$$1%.#"/=&?$/""/<&%+".)&(#%.1$*&
71%+&+.;+0.;+%&%+"&$""/&41)&*5*%(.$(70"&)"41)3&.$&
*#+110*&($/&7"()&-.%$"**&(*&%1&+1-&-"&3('&(00&
20('&15)&2()%&.$&#().$;&41)&B1/@*&:)"(%.1$=
The core business of Catholic Earthcare Australia is ‘ecological conversion’. We believe that humanity has
been given a particular responsibility to help protect and sustain God’s Creation. We therefore find it truly
inspiring to see Catholic students, teachers and parents across Australia, opening their minds, hearts and
hands 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 ecological
awakening within the whole Catholic Church, including Catholic schools, and help guide Her towards
sustainability. To facilitate such a transformation I am delighted to include in this South Australian version of
On Holy Ground, ASSISI - A Strategic, Systems-based, Integrated Sustainability Initiative. ASSISI offers a
formation program that aims to build a ‘spirituality of communion’ with Creation and Creator. The key to
this approach belongs to understanding who we are as Christians and what we have been called to do
while we live here on Earth. At this time, we are being called to change our lifestyles and organisations so
that they are sustainable within the ecosystems where we live, work and play. In addition to this formation
program ASSISI also includes practical tools. One of these tools enables organisations to measure and report
on sustainability outcomes, to make sustainable decisions, and to track the steady improvements of their
programs and initiatives.
We hope that On Holy Ground with the inclusion of ASSISI will assist all Catholic organisations to journey
further on the path to ecological sustainability so that, over time, sustainability becomes integrated into
every 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 we
know that we have a unique capacity to make positive changes in the way we live that will help to grow
God’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 presence
in the beauty of Creation.
All the very best on the journey ahead from all at Catholic Earthcare Australia.
Jacqui Remond
15th September, 2010
'
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 Church's 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( JE
J
5. BCA+:NO?AB:C
+ !<NBC@'A;!'DB@CD':E'A;!'ABP!D
C5*%)(0.($*&0.,"&-.%+.$&1$"&14&%+"&31*%&/.,")*"&"#1D
*'*%"3*&1$&%+"&20($"%&D&%+"&6E($/&14&%+"&F10'&
G2.).%8<&(*&%+"&4.)*%&H5)12"($&3(2*&)"#1)/"/&15)&
($#."$%$%.$"$%=&H$,.)1$3"$%(00'<&.%&.*&
.321)%($%&41)&5*&%1&6)"(/&%+"&*.;$*&14&%+"&%.3"*8&
D&6%+"&*.;$*&14&%+"&G2.).%8=&I"&+(,"&7""$&;.4%"/&
-.%+&%+"&#()"&14&%+.*&7"(5%.450&0($/&($/&35*%&
+($/&.%&1$&%1&%+"&$"J%&;"$")(%.1$&.$&(&+"(0%+'&
($/&2).*%.$"$/.%.1$=&>1&#())'&15%&%+.*&*(#)"/&
/5%'&"J2)"**"*&15)&01,"&41)&%+"&:)"(%1)<&"(#+&
1%+")&($/&%+"&)"*%&14&#)"(%.1$=&>+.*&.*&*13"%.3"*&
#(00"/&15)&6"#101;.#(0&,1#(%.1$8=&
Australians are global citizens, widely As Christians we are called, as a matter of
travelled and many with access to urgency, to address this grim reality in the
sophisticated technology, satellite and media context of our living out our faith, and the
information. We are well aware of the biblical call to be good and wise custodians of
environmental crises enveloping the planet. creation and of God’s Earth.
We can read the signs.
The recently published Compendium of Social
Some commentators and scientists are saying Doctrine of the Catholic Church reminds us
that at the present rate of degradation our that: “The common good of society is not an
planet has a very limited future. end in itself; it has value only in reference to
attaining the ultimate ends of the person and
From around the world we are receiving the universal common good of the whole of
scientific data. The United Nations report creation”.5
(2005) indicates that ecologically so
devastating has human impact been on So much of our Australian economy is
Earth’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’ are
phase 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, “the
deteriorating environmentally. There is environmental crisis is not merely a technical
incontrovertible evidence that our rivers, soil, one but a moral one”, calling for radical
land, air and oceans are in a worse state than changes “in lifestyle and unsustainable
twenty 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 last
Climate change is affecting us all. decade. In 2002, they established Catholic
Earthcare Australia and published, for
The Federal Government’s State of the distribution throughout the whole church, “A
Environment Report indicates that shamefully New Earth: The Environmental Challenge” as
we have the highest rate of greenhouse gas their Social Justice Statement for that year.
emissions per capita in the developed world.4
?
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. <I<M!CBC@
< C'!?:Q:@B?<Q'>BDB:C'E:+'?<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#2
The long-term vision for Catholic The Goals within the Ecological Vision are:
ecological education is the embedding of
ecological values into school programmes • To foster in learners an appreciation of
and practices. creation as a gift, their relationship with it
and their responsibility as co-creators for its
This 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. :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""$0'L&-"&#($&*""&31)"&
#0"()0'&.$%1&%+"&3'*%")."*&14&0.4"&($/
"*")&.$&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, 1991
A
9. !=#3#98=13'H582=8G3,&'4#5'?1/0#38='!$%=1/8#2
The 1990 World Day of Peace Message of • The right to a safe ecological environment is a
Pope John Paul II presented a comprehensive universal human right.
but concise overview of the spiritual and
moral dimensions of ecological problems. • The fascinating beauty and intricacy deep in the
From it can be drawn a set of principles for natural world has great value for the artist and
making 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. 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 Christ's 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,,G'DG858/ @#.,52-,2/
H,#G3,
A0,'!15/0' !%=0158&/
B/&,34
D=8,2=,
IE
11. <'?133'45#-'/0,'!15/0'U'#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($"%=&>+")"$%(.$"/&.$&%+"&%+.$<&
31,.$;<&.$#)"/.70'&4)(;.0"&*+"00&14&%+"&
7.1*2+")"&.*&",")'%+.$;&%+(%&.*&/"()&%1&
'15<&(00&+53($&/)(3(&($/
"/'=&
>+(%@*&-+")"&0.4"&.*L&%+(%@*&-+")"&(00&%+"&
;11/&*%544&.*Q8
Astronaut: Loren Acton
“The web of life on Earth is under threat from Earth and the rhythm of its systems. The suffering
accelerated 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 dramatically
of 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’s
from protection of the unborn child to cherishing
Earth”, a Position Paper of the Bishops’ Committee for
the diversity of species. Life is one, and human Justice, Development, Ecology & Peace, November
well-being is at its base interwoven with all life on 2005, page 7
!=#3#98=13';#%&,0#3$'?13=%31/#5
To access Catholic Earthcare's 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
13. <'?133'45#-'D=8,2=,
6I"&+(,"$%).75%"/&%1&(�.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, we
have changed the topography and even the “Over the past 50 years humans have changed
geological structure of the planet, structures the eco-system faster and more extensively than
and functions that have taken hundreds of any period in human history ... the result ... a
millions of years and even billions of years to substantial and largely irreversible loss in the
bring into existence. diversity of life.
Such an order of change in its nature and The substantial gains in human well-being have
magnitude has never before entered into been achieved at growing cost to the environment
Earth history or into human consciousness.” ... these problems, unless addressed, will
Fr. 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'
14. <'K8F38=13'?133'
I+(%&.*&%+"&20(#"&14&+53($&7".$;*&.$&)"0(%.1$&%1&
%+"&)"*%&14&#)"(%.1$V&C##1)/.$;&%1&%+"&P.70"<&-"&
%11&()"&B1/@*&#)"(%5)"*=&I"&()"&2()%&14&%+"&
.$%")D#1$$"#%"/Է$.%'&14&#)"(%.1$<&
.$%")D)"0(%"/&-.%+&(00&1%+")&#)"(%5)"*=&C*&
2"120"&#)"(%"/&.$&B1/@*&.3(;"&!"#$%&'()*&-"&
()"&#(00"/&%1&-1)A&-.%+&#)"(%.1$<&($/&%1&/1&
*1&.$&*5#+&(&-('&(*&%1&3($.4"*%&%+"&01,"&
($/&)"*2"#%&%+(%&B1/&+(*&41)&"(#+&#)"(%5)"=& &
I"&()"&%1&7"&+5370"&*%"-()/*&7"41)"&B1/=&
I"&()"&%10/&6%12%.,(%"&($/&%(A"&#()"8&14&
-+(%&B1/&+(*&;.4%"/=& !"#$%('&+*
As 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. #)"(%"/&%+.$;*===
B1/@*,"$($%&-.%+&W1(+& B1/&+(*&#)"(%"/&%+"&
"37)(#"*&(00&14&B1/@*&/.,")*"& -+10"&5$.,")*"&%+)15;+&
#)"(%5)"*= +.3&($/&41)&+.3===
(Gen 9:12-16) The Gift of Wonder, page 8 (Col 1:15-16)
IJ
15. <'?133'45#-'?1/0#38='A0,#3#96
>+")"&()"&*",")(0&%+.$;*&-"&#($&*('&(715%&#)"(%.1$<&(715%&
B1/<&(715%&B1/@*&2).1).%."*<&===&B1/&.*&(0-('*&6(#%.$;8&(*&
:)"(%1)<&$1%&95*%&6.$&%+"&7";.$$.$;8<&75%&%+)15;+15%&
#1*3.#&+.*%1)'<&).;+%&$1-&($/&.$%1&%+"&45%5)"=&&B1/&(*&
:)"(%1)&.*&(0-('*&"$(70.$;<&"321-").$;&($/&#(00.$;&D&
75%&$1%$%)100.$;&D&5*&($/&(00&%+"&%+.$;*&()15$/&5*&
.$%1&7".$;&===&:)"(%.1$&.*&5$4.$.*+"/&D&.%&.*&1$0'&7".$;&
#1320"%"/<&31,.$;&%1-()/*&4500Է$.1$&-.%+&B1/&
(*&.%&5$410/*&===&-"&+53($&7".$;*&+(,"&"J%)(1)/.$()'&
)"*21$*.7.0.%."*&%1-()/*&1$"&($1%+")&($/&%1-()/*&15)&
"$,.)1$3"$%=&&I"&()"&.$&4(#%&/""20'&($/&.))"%).",(70'&
"37"//"/&.$&W(%5)"&D&$1%&*"2()(%"/&4)13&.%<&1)&(71,"&.%=& &
Fr. Bill Stoeger S.J., Catholic Earthcare Climate Change Conference, Canberra,
19 November 2005
6===&-"&()"&2()%&14&%+"& Some of the greatest theologians of the church
have meditated on the diversity of creatures and
.$%")#1$$"#%"/Է$.%'&14& have seen this as expressing the abundance of the
#)"(%.1$<&.$%")D)"0(%"/&-.%+& Trinitarian God. According to St. Thomas Aquinas
and St. Bonaventure, the diversity of species
(00&1%+")&#)"(%5)"*&===8 represents the wonder and beauty of God that
Fr. Denis Edwards, Catholic Earthcare Climate Change transcends any one creature. God’s creatures
Conference, Canberra, 19 November 2005 express and represent the Trinity. They are not
simply there for human use, but have their own
dignity, value and integrity. Such a view
challenges the destruction of species and their
habitats in the modern era.
As we ponder this ... we see the rivers and all
their birds, fish and animals as creatures that
emerge and are sustained by God’s ongoing
creation. The loving act of ongoing creation has
enabled them to flourish in this place. They are
part of a story of ongoing creation that takes
place over millions of years.
They are God’s gift to us. They can communicate
something of God to us. We are called to care for
6>+"&H()%+&-+.#+&*5*%(.$*& them, as fellow creatures before God and as
loving and wise stewards of God’s creation.
+53($.%'&35*%&$1%&7"&.$95)"/<&
.%&35*%&$1%&7"&/"*%)1'"/=8& “The Gift of Water” Statement - 2004,
Catholic Earthcare Australia.
Hildegard of Bingen
I?
16. <'!%=0158&/8='?133 C00&#)"(%.1$&).;+%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$#.0"/@&Z:10=&[L[D
]^_`&X%1&;(%+")&52&(00&%+.$;*&.$&F.3@& 6>+"2%5)"&#)"(%"/&7'&%+"&0.,.$;&"%+1*&
ZH2+=&[L[^_=&?$&",")'&H5#+().*%&-"&()"& 14&(&,.7)($%&:+).*%.($Է$.%'&#"$%)"/&
%(A"$&52&.$%1&B1/=&I"&2()%.#.2(%"&.$&%+"& 1$&%+"&H5#+().*%<&144")*<&%+"&31*%&
/.,.$"&:1335$.1$=8 21-")450&01$;D%")3&)"*15)#"&41)&
"#101;.#(0….%3"$%=8
Fr. Denis Edwards, Catholic Earthcare Climate Change
Conference, Canberra,19 November 2005 Sr. Pat Fox R.S.M. (Quoting John Zizioulas)
IK
17. <'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(.%+=8
Nine 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 this
serious damage to land and sea, and to the address, the Pope called the world’s Catholics to
climate, flora and fauna, calls for a profound an “ecological conversion” to avoid planetary
change 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 continuing
environmental 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"&$""/&(&/"#.*.,"&6THG8&%1&#()"&41)&
#)"(%.1$&($/&(&*%)1$;….%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. <'?133'4#5'V%&/8=,
6?&#($$1%&7"&*.0"$%&-+"$&3'&7)1%+")*&($/&*.*%")*&()"&%+)"(%"$"/=&
?&7"#13"&%+"&,1.#"&14&%+1*"&-+1&+(,"&$1&,1.#"&===&%+"&,1.#"&14&
%+"&;"$")(%.1$*&%1
"&===&.%&.*&21**.70"&%1&3(A"&(&/.44")"$#"&
===&E"%&15)&)"*21$*"&$1-&7"&","$&31)"&;"$")15*&($/&"44"#%.,"=8
Pope John Paul II, May 10, 1980
I.%+&"$,.)1$3"$%(0&/";)(/(%.1$<&
6.%&.*&(0-('*&%+"&211)&-+1&-.00&7"&.32(#%"/&521$&/.*2)121)%.1$(%"0'=8
Fr. Sean McDonagh S.S.C, Catholic Earthcare Climate Change Conference, Canberra, 19 November 2005
6C*&1$"&14&%+"&-1)0/@*&7.;;"*%&"3.%%")*& 6C5*%)(0.($*&+(,"&*2"#.(0&)"*21$*.7.0.%'&%1&
2")&#(2.%(&14&;)""$+15*"&;(*"*<& (**53"<&1$&7"+(04&14&(00&+53($.%'<&
C5*%)(0.($*&()"&/.)"#%0'&.320.#(%"/&.$& *%"-()/*+.2&14&%+"&a(#.4.#&R#"($=&>+"&
+()3.$;&%+"&3($'&.$$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-$=8 -1)0/=8
"Climate Change - Our Responsibility to Sustain God's “Ecclesia in Oceania”, Vatican City, 2001
Earth", a Position Paper of the Bishops' Committee for
Justice, Development, Ecology & Peace, November 2005,
page 18
6Y.)).7(%.&($/&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 Sales
IA
19. <2&T,5829'/0,'?133&
6===I"&35*%$#05/"&%+(%&-"&()"&*%.00&7"%)('.$;&%+"&
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&'#%5'5,&G#2&,'/#'/0#&,'-126'=133&W
I,'P1X,'1'?058&/812'+,&G#2&,'82'Q#.,)
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&%+"Է$.%'&14&0.4"=8 ;)""$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$,")*.1$&.*&(715%&
($/&*5*%(.$&%+"&X"#101;.#(0$,")*.1$@&===& *"".$;&-.%+&$"-&"'"*&(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
.**")&%1&%+"&20($&14&%+"&:)"(%1)=8
Pope John Paul II, 17 January 2001
I,'482$'82$8.8$%13'12$'=#--%28/6'T16&'/#'38.,'#%/'#%5'!=#3#98=13'
>#=1/8#2'82'#%5'5,&G#2&,'/#'/0,'=133'/#'F,'?#U=5,1/#5&)
6!","0(%.1$&%"(#+"*&%+(%&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"&(*31*&.$&-+.#+&%+"&/.,.$"&20($&
#1$*%($%0'&31,"*&%1&4504.03"$%=8
Pope John Paul II, Address, 8 November 2004
IM
20. A0,'?0%5=0Y&'K,&/'M,G/'D,=5,/
?$&]^^c&%+"&6:132"$/.53&14&%+"&G1#.(0&M1#%).$"&14&%+"&:+5)#+8&-(*&2570.*+"/=&
>+.*&/1#53"$%&2)1,./"*&(„)"+"$*.,"„.0(%.1$&14&-+(%&+(*&7""$&
/"*#).7"/&(*&%+"&6:+5)#+@*&7"*%&A"2%&*"#)"%8D&$(3"0'<&%+"&*1#.(0&%"(#+.$;*&14&
%+"&:+5)#+&%+(%&+(,"&/","012"/&1);($.#(00'&1,")&%+"&0(*%&[^^&'"()*=&>+"*"&
31/")$&%"(#+.$;*&+(,"&)"#0(.3"/&(&7.70.#(0&+").%(;"&%+(%&20(#"/&;)"(%&
"32+(*.*&1$&%+"&2)12+"%.#&%)(/.%.1$&14&95*%.#"&($/&%+"&2)"4")"$%.(0&20(#"&
14&%+"&211)&.$&%+"&A.$;/13&14&B1/=&
>+"&:132"$/.53&2()%.#50()0'&.$&:+(2%")&>"$<&6G(4";5()/.$;&%+"&
H$,.)1$3"$%8&+(*&"$5$#.(%"/&2).$#.20"*&(22)12).(%"&41)&)"*21$/.$;&%1&%+"&
"#101;.#(0&#).*"*&%+(%&+53($.%'&.*&#+(00"$;"/&7'&%1/('=&?$&%+"&-1)/*&14&%+"&
:132"$/.53&%+"*"&%"(#+.$;*&()"&144")"/&6(*&411/&41)&+53($&($/&*2.).%5(0&
;)1-%+<&41)&.$/.,./5(0*&($/Է$.%."*&(0.A"=8
D#-,'M,6'@,2,513'H582=8G3,&'N>0<8H.0(*-()7898.,7*9(9)-2OP
!'A0,'H582=8G3,'#4'?5,1/8#2'12$'/0,'N8928/6'#4'/0,'H,5
God 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 to
DE
21. !'A0,'H582=8G3,'#4'D%F&8$8158/6
It is impossible to promote the dignity of the their life supporting natural environs - as close as
person or creation without showing concern for possible to the grassroots. The people or groups
the family, groups, associations or “local territorial most directly affected by a decision or policy
realities”. Implicit here is recognition of the should have a key decision-making role in
person’s right to experience an affinity with their determining their closeness to the earth, the
environs - identify a sense of place within, and fertility of the soil and locally grown produce, the
right relationship with, their local catchment area well-being of other creatures, and the health of
and biogeographical region. Society does not exist natural waterways within their local catchment
in isolation from the natural world but is and biogeographical regions. These people should
intimately connected with and dependent upon it be only interfered with in order to support them in
for survival. cases of need, and to help coordinate their
activities with the activities of the rest of society
The 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,'#4'D#38$158/6
This principle means that basically we are all In an era of globalization, our responsibility for
responsible for each other. It involves a one another is not only local and international, it
determination to commit oneself to working for is also intergenerational - we have a sacred duty
change so that everyone will be able to meet their to ensure that the planet [understood as a “single
potential. 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 all
what God sees as 'good’ (Gen 1:4), to recognize its beauty, diversity and complexity.
them for what they are and to establish with each
of them a relationship of responsibility.
DI
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. Z I0#3,'D=0##3'H3122829
Within this dimension Catholic schools develop reviewing governance structures to enable
strategies, goals and actions that lead to the sustainability principles to inform the school's,
following: a School Environmental Management developing environmental policies (underpinned
Plan which is linked to the school's strategic plan, by the principles of Catholic Social Teaching).
reviewing the school's mission statement,
+,3898#%&'N8-,2&8#2
Through ASSISI students, staff and parents in an introduction); developing liturgy, prayer and
Catholic schools are encouraged to read the ‘Signs celebrations that enable schools to focus on caring
of the Times’ and become ‘Word in Action’. for God’s Creation.
Schools are encouraged to regularly reflect and Celebrating environmental days throughout the
respond to Sacred Scripture drawing attention to school year is made easy with Catholic Earthcare’s
the relationships between humanity, our Creator educational resources. See the environmental
and Creation; reflecting and responding to calendar for themes and dates at:
Catholic Social Teaching on Ecology (see The www.catholicearthcare.org.au/Calendar
Church's Best Kept Secret on pages 18 and 19 for
Sustainability Ethos - from law to love
!"#
$%&'()*
'()
!"#$%& *%#+,
!%<%/)604@B
+,-."/-%0%1%&*
2'34/
5(,,#"3
!"#$%&(+- 5#6(&0$()0%&(+-
./%0."$ $7$)(0&(80+0)3
1+02"$)3+"4 1")/%$4
C/?4/@%/)6D6E@&%<,6F4(,
+,14&%"/41%&*67&(%'/,8
!"#92'34/
:.%(%&'41%&*
!"#$%&9!"#$%& !"#$%&9'()7#(+-<%#+,
1:%;;%&-6%%,4 1=)"<(#,$/0>4
;(,-,(<%/)
=>"6/"6?4(36,&?%@A
D?
The journey of ecological conversion calls us to exercise our human freedom, to choose
life and take greater responsibility for the gifts God has given. In giving back we further
advance our ecological conversion - being at one with Creator and Creation.
26. ( A,1=0829'12$'Q,152829'U'?%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. ] !/08=13'+,&#%5=,'O&,
6I"&35*%&#+($;"&15)$*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=13'E##/G582/'A##3'^!?BD_
Catholic Earthcare Australia has partnered with
CarbonSystems to provide Catholic organisations
with the means for measuring and reporting on
their environmental performance as a part of the
ASSISI sustainability initiative. The purpose for this
partnership is firstly, to enable Catholic
organisations to measure their ecological footprint
and secondly, to reduce their footprint using the
intelligence gained from the audit tool ‘ECIS’
(Energy & Carbon Intelligence System).
ECIS is being offered through Catholic Earthcare
Australia to all Catholic organisations including
Catholic Schools, Education Offices, Diocesan
Offices, Parishes, Agencies, Universities, Health
Organisations, Religious Congregations and
Orders. ECIS is available to Catholic Schools for
$300 per annum. To find out more please contact
Catholic Earthcare Australia or Global Carbon
Systems 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.$/=8
Australian Catholic Bishops Conference,
“Commonwealth for the Common Good”
DL
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*`&($/&)"0(%"/&%1&($'&1$"&14<&1)&
3($'<&A"'&0"()$.$;&()"(*=&&>+"'&35*%&7"&*(4"&($/&(##"**.70"=
G#+110*&.$,10,"/&.$&E"()$*#(2"&2)19"#%*&+(,"&.$#)"(*"/&%+"&/.,")*.%'&14&%+".)&
*#+110&;)15$/*&($/&75.0/.$;*&7'&(//.$;&4"(%5)"*&*5#+&(*&;()/"$*<&41)"*%*<&
21$/*<&*+"0%")*&($/&15%/11)�(**)113*=&&>+"&.$#)"(*"/&/.,")*.%'&14&%+"&&
;)15$/*&($/&75.0/.$;*&(001-*&41)&%+"&/"*.;$&14&(&-./")&)($;"&14&0"()$.$;&
"J2")."$#"*&($/&%+"&#)"(%.1$&14&(&E"()$*#(2"&"$,.)1$3"$%=
E"()$*#(2"*&()"&;(.$.$;&-1)0/-./"&(##"2%($#"&(*&,(05(70"&2"/(;1;.#(0&
.$$1,(%.1$*=
Sources: The School Learnscapes Trust, 2000, www.learnscapes.org
`?%3/8.1/829'@5#%2$&L' K%83$829&'12$'!=#3#98=1336'D%&/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. [ ?#--%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&'T8/0'6#%5'Q#=13'?#--%28/6'4#5'D%&/1821F838/6
Many ecological education developments are best achieved through
collaborative partnerships with the local and broader community. This
might include partnerships with other educational institutions, local
councils, businesses, industry, and community groups and networks.
This links student learning to the workplace and to local
environmental, cultural and social issues. Students become active
participants in the local community.
Schools that have fostered partnerships have often gained access
to resources not otherwise available to the school.
Many schools have contributed significantly to community awareness,
education and sustainable living practices in their local community
through the influence of their collaborative partnerships and activities.
K%83$829'+,31/8#2&08G&'T8/0'6#%5'@3#F13'?#--%28/6'4#5'D%&/1821F838/6
Catholic Schools are encouraged to respond to the moral and spiritual
challenges on a global scale, and some have been doing a great job at
this.
The slogan “Live simply so that others may simply live” is integral to
the modern Christian life.
Developing and participating in projects with schools and
organisations beyond our local community is a meaningful way for
schools and school communities to sustain life through ecological
justice. We applaud ecological projects of religious congregations,
such as the Franciscans in Timor, Jesuits in India, Good Samaritans in
Kirribati and Edmund Rice Schools with Indigenous communities.
DM
30. DODA<BCBC@
H Q<CCBC@'<CN'BPHQ!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 $300 per
becoming Ecological Leaders and includes annum for schools who
developing a SEMP, setting up a steering wish to measure, track
committee and other helpful steps for schools to and report their
become sustainable. ecological footprint.
'E
31. a%138/6'A,1=0829'12$'Q,152829
I"&()"&#(00"/&%1&0.,"&($/&2()%.#.2(%"&.$&(&4500'$*#.15*&($/&)"*21$*.70"&-('&.$&
%+"&;)(#"&($/&7"(5%'&14&B1/@*&#)"(%.1$=&:(%+10.#&*#+110*&.$&G15%+&C5*%)(0.(&
()"&./"(00'&20(#"*&-+")"&'15$;&2"120"&#($&/)"(3&(715%<&.3(;.$"&($/&
2()%.#.2(%"&.$&*5##"**450&"$/"(,15)*&%+(%&%)($*41)3&%+"3*"0,"*&($/&%+".)&
1-$&"$,.)1$3"$%*=
>+"&A"'&"0"3"$%&14&0"()$.$;&($/&%"(#+.$;&.*&($&(5%+"$%.#<&25)21*"450&($/&
"$;(;.$;&2"/(;1;'&%+(%&)"*21$/*&%1&%+"&*.;$*&14&15)&%.3"*=&H/5#(%1)*&()"&
#1$#")$"/&(715%&+1-&-"&0.,"&.$&15)$%"321)()'&-1)0/&.$&(&3"($.$;450&
($/&)"0",($%&-('=&:(%+10.#&"/5#(%1)*&()"&#(00"/&%1&"J201)"&%+.*&.$&0.;+%&14&
15)&5$/")*%($/.$;&%+(%&-"&()"&715$/&%1;"%+")&.$&%+"Է$.%'&14&0.4"<&(&
0.4"&;.4%"/&7'&B1/=
!'?1/0#38='!$%=1/8#2'D#%/0'<%&/51381
Learners, educators and leaders within Catholic Every facet of life within a Catholic school
Education South Australia (CESA) are called to community provides opportunity for students to
participate in, educate within and contribute to a experience the gracious activity and presence of
sustainable vision of life. Catholic schools aim to God. In implementing and living out the principles
educate the whole person, taking into account the outlined within this booklet and using the Assisi
students’ intellectual, moral, spiritual, religious, Framework, we are guided by the CESA Strategic
religious, physical and social development. Plan and by national initiatives in sustainability.
!'?!D<'D/51/,98='H312'
The Catholic Education South Australia Strategic
Plan calls us to transform minds and hearts so that
the created world is made new again.
It reminds us to be conscious of embracing
policies and practices that are faithful to God’s call
to be stewards of the earth.
In living our call to act in just and sustainable ways
it is important to engage with State and National
Governments and organisations relevant to local
experience.
'I
32. !'C1/8#213'B28/81/8.,&'82'D%&/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%&/1821F838/6'12$'?#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
33. ?!Q!K+<ABC@
+ !D:O+?BC@'A;!'>BDB:C
P1X829'!=#3#98=13'?#22,=/8#2&)'&<*Q,-.(8-(>0)(Q,2+84(83(8>0)<2
!C>B+:CP!CA<Q
!NO?<AB:C'
<DD:?B<AB:CD
• AAEE (Aust Assoc of
Environmental Educators)
• N.E.E.N. (National Environmental C<AB:C<Q''
Education Network) !C>B+:CP!CA<Q''''
A!+AB<+b • Environmental :+@<CBD<AB:CD
• Adelaide University Education Centres • A.N.Z.E.C.C. (Aust & New
• University of South Australia Zealand Environmental
Conservation Council)
• Adelaide College of Divinity • Threatened Species Network
• Flinders University • Australian Botanic Gardens
• Australian Catholic • Australian Plant Society
University • National Trust
• C.S.I.R.O.
DA<A!'
@:>!+CP!CA'
<ODA+<QB<C''
<@!C?B!D
• Recycling and Waste SA
@:>!+CP!CA
• Environment Australia
• Australia Catchment
Management • Australian Tourist Commission
• Dep't of Education • Murray River Water Authority
& Training
• Natural Resources
Management
?;O+?;''
:+@<CBD<AB:CD BCA!+C<AB:C<Q
<@!C?B!D
• Catholic Earthcare Australia
• U.N. Environment Programme
• Marine Learning Centre at
Star of the Sea, Henley Beach !7C7@7:7D' • O.U.C.N (World Conservation Unit)
• Edmund Rice Centre
R6-S,<8-4)->*9(%8-(
• U.N.E.S.C.O.
!8S)<-4)->(#<.*-,2*>,8-2T
• NATSICC
• The Wilderness Society (TWS) • W.W.F.
• Caritas
• Australian Water Association -
Water Education Network
• Nature Conservation Council
• Trees for Life
• Landcare
• A.C.F.
''
(See Appendix 4 for a list of valuable websites)
