The cry of earth and conflict with human cultures: a reflection for Christian religious educators
How can religious educators encourage a sacred, meaningful relationship between humanity and Nature? What contribution can religious educators make to a renewed understanding of what it means to be human? The author brings two propositions to the discussion: that this relationship is largely one of...
| Veröffentlicht in: | Journal of Religious Education |
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| 1. VerfasserIn: | |
| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Springer
[2015]
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| In: |
Journal of Religious Education
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| RelBib Classification: | NBD Schöpfungslehre NBE Anthropologie NCG Ökologische Ethik; Schöpfungsethik RF Christliche Religionspädagogik; Katechetik |
| weitere Schlagwörter: | B
Conflict with cultures
B The cry of earth B Eco-theology B Christian religious education |
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Vermutlich kostenfreier Zugang Volltext (Resolving-System) |
| Zusammenfassung: | How can religious educators encourage a sacred, meaningful relationship between humanity and Nature? What contribution can religious educators make to a renewed understanding of what it means to be human? The author brings two propositions to the discussion: that this relationship is largely one of conflict, and that, although it has been rightfully critiqued, Christian teaching and theology can positively contribute to the solution of the conflict. In analyzing the conflict, Martin reflects on de Groot's and van den Born's metaphors for the human-nature relationship: Master, Steward, Partner and Participant. Martin disputes the views that a dichotomy exists between humanity and Nature and that humanity is superior, pointing to the more inclusive worldview offered by Berry and Russell, which favours the value of all of Creation. The author suggests lines along which answers may be sought: rethinking what it means to be human in relationship to Nature, and including in Religious Education the study of the origins of life, united to contemplation of the divine presence in Creation. This combination will lead to the transformation of consciousness that is crucial to a solution of the human versus Nature conflict. Martin raises pertinent questions concerning the emergence of life, the cosmos, and humanity, which may be summarized in her final questions regarding "who we are, whose we are and whom we are for". |
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| ISSN: | 2199-4625 |
| Enthält: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-015-0015-8 |