From micro-rituals to macro-impacts: mapping eco-ethics via religious/spiritual teachings into higher education

ABSTRACT

In the 21st century, discussions on the environment actively intersect with religious discourse, purposefully incorporating religious texts and spiritual perspectives to propose effective solutions for addressing the pressing global environmental crisis. Within this context, this study employs a narrative analysis approach, conducting fifteen semi-structured interviews with students pursuing undergraduate course in science, aged 18–21 years, representing diverse cultural and religious backgrounds. The primary aim is to understand how traditional values embedded in micro-level activities and rituals, drawn from their culturally and religiously diverse backgrounds, significantly contribute to the formation of distinctive household-based value systems that integrated within education can bring about attitudinal changes by developing sensitivity toward the environment. These narratives offer valuable insights into a nuanced understanding of the crucial role that religious/spiritual teachings can play in shaping robust eco-ethics essential for nurturing a sustainable future. The research underscores the interplay of cultural, religious, and ethical dimensions in shaping individual perspectives and actions toward the environment.

KEYWORDS:

• Eco-mysticism
• religion
• spirituality
• climate justice
• eco-ethics
• values

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. In this study I take religion in less institutionalized and more organic conceptualization, to adopt a more comprehensive, cross-culturally relevant understanding of the phenomenon.

2. https://www.ugc.gov.in/pdfnews/1084504_Draft-Guidelines-and-Curriculum-Framework-for-Environment-Education-at-UG-level.pdf; https://www.ugc.gov.in/pdfnews/8840409_english.pdf.

3. The Justice, Peace and Integrity of Creation Programme was developed by the World Council of Churches (WCC; Hall 2006, 129).