Ecological Stewardship: The Biblical Perspective

(Article entitled “Ecological Stewardship: The Biblical Perspective” published in book entitled “Ecological Spirituality: Cross Cultural Perspective” in 2007.)
Rev. Dr. Davis George

1. Ecological Challenges:
The effects of ecological degradation surround us: the smog in our cities; chemicals in our water and on our food; eroded topsoil blowing in the wind; the loss of valuable wetlands; radioactive and toxic waste lacking adequate disposal sites; threats to the health of industrial and farm workers. The problems, however, reach far beyond our own neighborhoods and work-places. Our problems are the world's problems and burdens for generations to come. Poisoned water crosses borders freely. Acid rain pours on countries that do not create it. Greenhouse gases and chlorofluorocarbons affect the earth's atmosphere for many decades, regardless of where they are produced or used.

Opinions vary about the causes and the seriousness of environmental problems. Still, we can experience their effects in polluted air and water; in oil and wastes on our beaches; in the loss of farmland, wetlands, and forests; and in the decline of rivers and lakes. Scientists identify several other less visible but particularly urgent problems currently being debated by the scientific community, including depletion of the ozone layer, deforestation, the extinction of species, the generation and disposal of toxic and nuclear waste, and global warming. These important issues are being explored by scientists, and they require urgent attention and action. We are not scientists, but as responsible citizen of the world we call on experts, citizens, and policymakers to continue to explore the serious environmental, ethical, and human dimensions of these ecological challenges.

Ecological issues are also linked to other basic problems. As eminent scientist Dr. Thomas F. Malone reported, humanity faces problems in five interrelated fields: environment, energy, economics, equity, and ethics. To ensure the survival of a healthy planet, we must not only establish a sustainable economy but must also labor for justice both within and among nations. We must seek a society where economic life and environmental commitment work together to protect and to enhance life on this planet.


2. Ecology: A Common Patrimony:

According to Pope John Paul II Ecology is our common patrimony. And the goods of the earth, which in the divine plan should be a common patrimony, often risk becoming the monopoly of a few who often spoil them and, sometimes, destroy them, thereby creating loss for all humanity. God has given the fruit of the earth to sustain the entire human family "without excluding or favoring anyone." The Second Vatican Council says "God destined the earth and all it contains for the use of every individual and all peoples".1
 
2.1 The Earth is a Gift to all Creatures

In the creation story we read in the Bible, "God looked at everything he had made, and he found it very good." (Gen 1:31) The heavens and the earth, the sun and the moon, the earth and the sea, fish and birds, animals and humans—all are good. The whole creation is called to bless the Lord. (Pro 8:2; Dan 3:74-81) The earth, the Bible reminds us, is a gift to all creatures, to "all living beings–all mortal creatures that are on earth." (Gen 9:16-17) Hence the covenant of Noah consisted of all creatures. (Gen 9:9-10) It is amazing to see how all living creatures are taken care of and protected by God himself. God’s plan was that we live interconnected as we are interdependent.
Aquinas in Summa Theologica tells us that God produced many and diverse creatures. Hence the whole universe together participates in the divine goodness more perfectly, and represents it better than any single creature whatever. Respect for nature and respect for human life are inextricably related. "Respect for life, and above all for the dignity of the human person," Pope John Paul II has written, “extends also to the rest of creation.”  2 Pope John Paul II said.

2.2. Alienation from Nature: Ecological Crisis

In the name of development man has been consistently alienating himself from nature. Exploitation and depletion of natural resources to satisfy man’s insatiable lust and greed slowly made humanity more and more vulnerable to impoverished life and destruction. Human beings were made to be part of God’s creation with an added responsibility and accountability to make this planet earth more productive and fruitful for all God’s creation. Not paying heed to this sacred duty entrusted to him, man brought humanity to almost the verge of natural catastrophe.

2.2.1Global Ecological Destruction: Consumption and Population

Consumption in developed nations remains the single greatest source of global ecological destruction. A child born in the United States, for example, puts a far heavier burden on the world's resources than one born in a poor developing country.
To deal with population problems the world has to focus on sustainable social and economic development. According to Gandhi “there is enough in the world for man’s need, but not enough for man’s greed.” 

3. The Ecological Crisis: A Moral Problem

Faced with the widespread destruction of the environment, people everywhere are coming to understand that we cannot continue to use the goods of the earth as we have in the past. . . . [A] new ecological awareness is beginning to emerge. . . . The ecological crisis is a moral issue.3
 
There is a growing awareness that world peace and prosperity is threatened not only by the arms race, regional conflicts and continued injustices among peoples and nations, but also by a lack of DUE RESPECT FOR NATURE, by the plundering of natural resources and by an progressive decline in the quality of life. The sense of precariousness and insecurity that such a situation engenders is a seedbed for collective selfishness, disregard for others and dishonesty. Faced with the widespread destruction of the environment, people everywhere are coming to understand that we cannot continue to use the goods of the earth as we have in the past. The public in general, as well as political leaders are concerned about this problem, and experts from a wide range of disciplines are studying its causes. 

Pope John Paul II appreciated the great discoveries and technological advancements made by science. At the same time he expressed his concern over the indiscriminate application of advances in science and technology, which according to him have become a moral problem. As a result of this man is often oblivious of God’s plan which is so evident in nature. Every time we discover something new, we discover how God has implanted his laws in the smallest of atom and the biggest of constellation. This should be a humbling experience which makes him wonder at the order in the universe and worship the God in nature. John Paul II expressed his concern over the growing lack of respect for life. God alone is the author of life and we need to learn to respect life and be grateful for the wonder of life in so many forms. Indiscriminate genetic manipulation can result in untold miseries. Human beings could be treated as any other animal and the bonding between person to person, parents and children, families and society may be lost. In the name of progress and scientific advancements, we should not manipulate and exploit human needs and human situation. Ethical values must be safeguarded to preserve human dignity. 

Uncontrolled destruction of animal and plant life has brought about imbalance in ecology and this in turn has affected human beings. To add to this we have witnessed reckless exploitation of natural resources. We end to forget that we are interdependent beings and man alone cannot survive on this planet earth. There is a growing awareness on this issue all around the world. 

4. Authentic Development: Option for the Poor

 The ecological problem is intimately connected to justice for the poor. Unrestrained economic development is not the answer to improving the lives of the poor. Material growth alone will not constitute a model of development. A "mere accumulation of goods and services, even for the benefit of the majority," as Pope John Paul II has said, "is not enough for the realization of human happiness." 4 He has also warned that in a desire "to have and to enjoy rather than to be and to grow," humanity "consumes the resources of the earth, subjecting it without restraint as if it did not have its own requisites and God-given purposes."

It must also be said that a proper ecological balance will not be found without DIRECTLY ADDRESSING THE STRUCTURAL FORMS OF POVERTY that exist throughout the world. Rural poverty and unjust land distribution in many countries, for example, have led to subsistence farming and to the exhaustion of the soil. Once their land yields no more, many farmers move on to clear new land, thus accelerating uncontrolled deforestation, or they settle in urban centers which lack the infrastructure to receive them. Likewise, some heavily indebted countries are destroying their natural heritage, at the price of irreparable ecological imbalances, in order to develop new products for export. In the face of such situations it would be wrong to assign the responsibility to the poor alone for the negative environmental consequences of their actions. Rather, the poor, to whom the earth is entrusted no less than to others, must be enabled to find a way out of their poverty. This will require a courageous reform of structures, as well as new ways of relating among peoples and States.

5. The Biblical Vision of God's Good Earth

We read in the Bible, “So God created man in his own image, in the image of God he created him; male and female he created them. And God blessed them, and God said to them, “Be fruitful and multiply, and fill the earth and subdue it; and have dominion over the fish of the sea and over the birds of the air and over every living thing that moves upon the earth.” (Gen 1:27-28)

Yet, man’s lordship is not "absolute, but ministerial: it is a real reflection of the unique and infinite lordship of God.  Hence, man must exercise it with wisdom and love, sharing in the boundless wisdom and love of God." 5.  In Biblical language, "to name" creatures (Genesis 2:19-20) is the sign of this mission of knowledge and transformation of created reality.  It is not the mission of an absolute and insensitive master, but of a minister of the Kingdom of God, called to continue the work of the Creator, a work of life and peace.  His responsibility, defined in the Book of Wisdom, is to govern "the world in holiness and justice" (Wisdom 9:3; Wisdom 13:5; Romans 1:20). The Book of Wisdom, echoed by Paul, celebrates this presence of God in the universe.  This is what the Jewish tradition of the Hasidim also sings “You are wherever I go!  You are wherever I stop… wherever I turn, wherever I admire, only You, again You, always You”.6
 
5.1 Bible and Ecology: Splendor of Creation

The book of Genesis teaches us that the Lord God formed us "out of the dust of the ground" (Gen 2:7; 3:19). Psalm 139 thanks God for fashioning us fearfully and wonderfully "in secret", "in the depths of the earth". The Psalms delight at and are full of awe over the mystery of our intimacy with the earth, our intimacy with "fire and hail, snow and mist", "mountains and all hills", "sea monsters and all depths" (Ps 148). Psalm 104, one of the most lyrical praises, sings the glory of God "robed in light as with a cloak", who "spread out the heavens like a tent cloth" and "made the moon to mark the seasons".

The Bible shows nature’s link with God who created it, blessed it, and shows himself through it. He appears in fire, in wind, and in water. God also uses nature to bring humans closer to him and to punish them when they go astray. Everything in the world, therefore, remains sacred since it is linked with God and leads to him. Various texts in the Psalms (Ps 19:1-7; 98:7-9; 104:1-5, 13-25; 148:3-13) show that all things on earth are seen as God’s handiwork which bring him honour and praise by their very existence. 

The prophet Daniel in a canticle calls on all the "works of the Lord" to bless him: "Let the earth bless the Lord; praise and exalt him above all forever. Mountains and hills, bless the Lord, everything growing from the earth bless the Lord" (Dan 3:74-76). The last chapters of the Book of Job call upon the animals, nature, birds, etc., and praise God for their presence. Chapter 12 urges humans to learn humbly from the earth: "But ask the beasts, and they will teach you; the birds of the air, and they will tell you; or the plants of the earth, and they will teach you " (Job 12:7, 8).15 The Bible is concerned with salvation or life-giving blessings not only in the afterlife but also within this world and within present history, individual and collective. It envisions a new world and a new history. Its salvific concern embraces nature, that is, the earth, air, trees, seas and birds. 

The cosmos is God’s ‘womb’, as it were. The intimate relationship between God and the cosmos explodes with seminal energy that generates and regenerates life. God, as it were, energises the cosmos and the cosmos in return dances with the creator.

In Jesus’ teaching, one can see his ecological concern in his language. He used ordinary creatures such as birds, lilies, grass, etc., to help to put his message of concern for the world across. He also shared his experience of a loving God dynamically present in the world. He is encouraging his listeners to have eyes that see and ears that hear the movement of God in the world. Jesus was passing on to his listeners what he had discovered about God’s reign in the natural things around him.
The miracles of Jesus (37 of them in the Synoptic Gospels and seven in John) form a major section of the Gospels and reveal Jesus’ concern for the world as such. Through the miracles Jesus destroys the "domination" of Satan over the created realities and establishes the "dominion" of God which is liberating. In this sense all the miracles have ecological resonance. The nature miracles (Mk 4:35-41; 6:45-62, etc.) invite us to trust in the absolute power of God in the midst of ecological disasters. The feeding miracles (Mk 6:30-44; 8:1-10) tell us about the abundant resources of nature, which provide us with food and drink, and which need to be evenly distributed according to the needs of the people. The miracles of exorcism (Mk 5:2-20; Lk 4:35-41, etc.) reveal that cosmic ecological harmony is on the agenda of God who directs the forces of ecocide. The healing miracles (Mk 5:25-34, etc.) call us to be God’s stewards in the restoration of the disfigured images of God in creation, especially, human beings. The resuscitation miracles (Mk 5:21-21, 35-43, etc.) challenge us not to be silent spectators of the world-wide ecological holocaust that is taking place, but to be active agents in the creation of "a new heaven and a new earth" (Rev 21:1-4).

A serious reflection on the life-events of Jesus Christ, his teaching and his miracles from an ecological point of view is very inspiring. Today, if one reads the Gospel from an ecological perspective one can see Jesus of the Gospel as an ‘Ecologist.’ 

5.2 Scientists learn from creation

Louis Agassiz, perhaps the greatest natural scientist of the nineteenth century, declared that it is the job of prophets and scientists alike to proclaim the glories of God and he spent his life as a scientist doing exactly that. As Ralph Waldo Emerson stated, "The true doctrine of omnipresence is that God reappears with all his parts in every moss and cobweb.” 7 In our study of natural objects we are approaching the thoughts of the Creator, reading his conceptions, interpreting a system that is His and not ours.”8 "Facts are the words of God, and we may heap them together endlessly, but they will teach us little or nothing till we place them in their true relations, and recognize the thought that binds them together." 9

Today there is another interesting trend. It is that the number of inventions based on copying nature is now beginning to be systematically exploited. In so doing, one need not even bring up the argument over whether "nature" refers to the handiwork of God or millions of years of mindless evolution; all that matters is that nature is incredibly successful at solving problems with which we have struggled for years.

This trend began by noticing that many inventions were discovered by observing how "nature" had solved problems. Inventors spent centuries trying to invent the airplane after watching birds fly. The book Serendipity: Accidental Discoveries in Science chronicles several of these observations which led to inventions. It also includes some discoveries that really appear to have been accidents, but many came from simply noticing the invention already working in nature, and using scientific inquiry to discover just how they work. For example, the color purple is associated with royalty partly because the natural dye Tyrian purple could only be extracted from small mollusks in the Mediterranean Sea. It was very expensive because it took 9,000 of them to produce a gram of dye. The synthesis of this color by William Perkin led to the birth of the synthetic dye industry. Certain peptides which are highly effective in fighting a variety of bacteria were discovered when it was observed that some African frogs would heal perfectly in murky water filled with lethal bacteria. The list goes on and on. 10
 
The present scenario fosters the trend of a more systematic imitation of nature. The word "biomimicry" has been coined to refer to the idea of purposely copying nature to discover new inventions. The author of a book with that title sees this emerging field as the result of centuries of trying to fight nature as gradually succumbing to a trend to acknowledge nature's ways as best. She points out that not only has nature already invented everything we have but, it has many more inventions whose workings still evade us.

We realize that all our inventions have already appeared in nature in a more elegant form and at a lot less cost to the planet. Our most clever architectural struts and beams are already featured in lily pads and bamboo stems. Our central heating and air conditioning are bested by the termite tower's steady 86 degrees F. Our most stealthy radar is hard of hearing compared to the bat's multifrequency transmission. And our new 'smart materials' can't hold a candle to the dolphin's skin or to the butterfly's proboscis. Even the wheel, which we always took to be a uniquely human creation, has been found in the tiny rotary motor that propels the flagellum of the world's most ancient bacteria.

Humbling also are the hordes of organisms casually performing feats we can only dream about. Bioluminescent algae splash chemicals together to light their body lanterns. Arctic fish and frogs freeze solid and then spring to life, having protected their organs from ice damage. Black bears hibernate all winter without poisoning themselves on their urea, while their polar cousins stay active, with a coat of transparent hollow hairs covering their skins like the panes of a greenhouse. Chameleons and cuttlefish hide without moving, changing the pattern of their skin to instantly blend with their surroundings. Bees, turtles, and birds navigate without maps, while whales and penguins dive without scuba gear. How do they do it? How do dragonflies outmaneuver our best helicopters? How do hummingbirds cross the Gulf of Mexico on less than one tenth of an ounce of fuel? How do ants carry the equivalent of hundreds of pounds in a dead heat through the jungle?

No wonder that these marvelous creations inspire awe and reverence; they are the work of the Almighty. When we look on any or the least of these, we are looking at God moving in his majesty and power. The new millennium promises to provide many new and wonderful inventions as scientists recognize the hand of God in nature and begin to understand the principles behind so many inventions which are found everywhere in His creations.

6. Estrangement of Humans from Nature: Ecological Conversion

In the Book of Genesis, where we find God's first self-revelation to humanity (Gen 1-3), there is a recurring refrain: "AND GOD SAW IT WAS GOOD". After creating the heavens, the sea, the earth and all it contains, God created man and woman. At this point the refrain changes markedly: "And God saw everything he had made, and behold, IT WAS VERY GOOD" (Gen 1:31). God entrusted the whole of creation to the man and woman, and only then as we read could he rest "from all his work" (Gen 2:3).

Adam and Eve's call to share in the unfolding of God's plan of creation brought into play those abilities and gifts which distinguish human beings from all other creatures. At the same time, their call established a fixed relationship between mankind and the rest of creation. Made in the image and likeness of God, Adam and Eve were to have exercised their dominion over the earth (Gen 1:28) with wisdom and love. Instead, they destroyed the existing harmony BY DELIBERATELY GOING AGAINST THE CREATOR'S PLAN, that is, by choosing to sin. This resulted not only in man's alienation from himself, in death and fratricide, but also in the earth's "rebellion" against Him (Gen 3:17-19; 4:12).

In the Bible's account of Noah, the world's new beginning was marked by the estrangement of humans from nature. Hosea, for example, cries out:

There is no fidelity, no mercy,
no knowledge of God in the land.
False swearing, lying, murder, stealing
and adultery!
in their lawlessness, bloodshed
follows bloodshed.
Therefore, the land mourns,
and everything that dwells in it
languishes:
The beasts of the field,
the birds of the air,
and even the fish of the sea perish  (Hos 4:1b-3).

The idea of social justice is inextricably linked with ecology in the Scriptures. In passage after passage, environmental degradation and social injustice go hand in hand. Indeed, the first instance of "pollution" in the Bible occurs when Cain slays Abel and his blood falls on the ground, rendering it fallow. According to Genesis, after the murder, when Cain asks, "Am I my brother's keeper?" the Lord replies, "Your brother's blood calls out to me from the ground. What have you done?" God then tells Cain that his brother's blood has defiled the ground and that as a result, "no longer will it yield crops for you, even if you pray.” 

In the biblical vision, therefore, injustice results in suffering for all creation. To curb the abuse of the land and of fellow humans, ancient Israel set out legal protections aimed at restoring the original balance between land and people (Lev 25). Every seventh year, the land and people was to rest; nature would be restored by human restraint. And every seventh day, the Sabbath rest gave relief from unremitting toil to workers and beasts alike. 

Pope John Paul II emphasized the need for personal conversion. “As individuals, as institutions, as a people, we need a change of heart to preserve and protect the planet for our children and for generations yet unborn.” 11 We need to have a paradigm shift -   from a culture of consumption to a culture of conserving; from depleting to replenishing.

7. Environmental Stewardship: God's Stewards and Co-Creators

7.1 Stewardship: Protecting the Environment for Future Generations

Stewardship is defined in this case as the ability to exercise moral responsibility to care for the environment. It implies that we must both care for creation according to standards that are not of our own making, and at the same time be resourceful in finding ways to make the earth flourish. In Genesis, God said "till it and keep it", (Gen 2:15) and this should be understood not as dominion over the whole world, but as the ‘stewardship’ of human beings over the creatures. We must have a relationship of mutuality with other creatures and we must empathize and participate with, delight in, and accompany the creatures to bring about a communion of all sections of creation whose head is God himself. It is awesome that the creator of this universe in his wisdom entrusted his own creation to human beings so that they may take care of it and make it productive and fruitful for the benefit of the entire of creation. He did not visualize that humans would exploit the creation for his selfish ends. Yet, God alone is sovereign over the whole earth. "The LORD'S are the earth and its fullness; the world and those who dwell in it" (Ps 24:1). We are not free, therefore, to use created things capriciously. Humanity's arrogance and acquisitiveness, however, led time and again to our growing alienation from nature (Gen 3:4; 6:9, 11)

7.2 Theological and Ethical Foundations of Stewardship 

God, the Creator of all things, rules over all and deserves our worship and adoration (Ps. 103:19—22). The earth, and, with it, all the cosmos, reveals its Creator’s wisdom and goodness (Ps. 19:1—6) and is sustained and governed by his power and loving-kindness (Ps. 102:25—27; Ps. 104; Col. 1:17; Heb. 1:3, 10—12). Men and women were created in the image of God, given a privileged place among creatures, and commanded to exercise stewardship over the earth (Gen. 1:26—28; Ps. 8:5). Our stewardship under God implies that we are morally accountable to him for treating creation in a manner that best serves the objectives of the kingdom of God. However, both moral accountability and dominion over the earth depend on the freedom to choose. The exercise of these virtues and this calling, therefore, require that we act in an arena of considerable freedom–not unrestricted license, but freedom exercised within the boundaries of God’s moral law revealed in Scripture and in the human conscience (Exod. 20:1—17; Deut. 5:6—21; Rom. 2:14—15). These facts are not vitiated by the fact that humankind fell into sin (Gen. 3). Rather, our sinfulness has brought God’s responses, first in judgment, subjecting humankind to death and separation from God (Gen. 2:17; 3:22—24; Rom. 5:12—14; 6:23) and subjecting creation to the curse of futility and corruption (Gen. 3:17—19; Rom. 8:20—21); and then in restoration, through Christ’s atoning, redeeming death for his people, reconciling them to God (Rom. 5:10—11, 15—21; 2 Cor. 5:17—21; Eph. 2:14—17; Col. 1:19—22), and through his wider work of delivering the earthly creation from its bondage to corruption (Rom. 8:19—23). Indeed, Christ even involves fallen humans in this work of restoring creation (Rom. 8:21). As Francis Bacon wrote in Novum Organum Scientiarum (New Method of Science), that man by the ‘Fall’ fell at the same time from his state of innocence and from his dominion over creation. Both of these losses, however, can even in this life be in some parts repaired; the former by religion and faith, the latter by the arts and sciences. Sin, then, makes it difficult for humans to exercise godly stewardship, nonetheless the work of Christ in, on, and through his people and the creation makes it largely possible. 

When He created the world, God set aside a unique place, the Garden of Eden, and placed in it the first man, Adam (Gen. 2:8—15). God instructed Adam to cultivate and guard the Garden (Gen. 2:15)–to enhance its already great fruitfulness and to protect it against the encroachment of the surrounding wilderness that made up the rest of the earth. Having also created the first woman and having joined her to Adam (Gen. 2:18—25), God commanded them and their descendants to multiply, to spread out beyond the boundaries of the Garden of Eden, and to fill, subdue, and rule the whole earth and everything in it (Gen. 1:26, 28). Both by endowing them with his image and by placing them in authority over the earth, God gave men and women superiority and priority over all other earthly creatures. This implies that proper environmental stewardship, while it seeks to harmonize the fulfillment of the needs of all creatures, nonetheless puts human needs above non-human needs when the two are in conflict. 

Some environmentalists reject this vision as "anthropocentric" or "speciesist," and instead promote a "biocentric" alternative. But the alternative, however attractively humble it might sound, is really untenable. People, alone among creatures on earth, have both the rationality and the moral capacity to exercise stewardship, to be accountable for their choices, to take responsibility for caring not only for themselves but also for other creatures. To reject human stewardship is to embrace, by default, no stewardship. The only proper alternative to selfish anthropocentrism is not biocentrism but Theo centrism: a vision of earth care with God and his perfect moral law at the center and human beings acting as his accountable stewards.  

7.3 Authentic development based on Justice.

How are we to fulfill God's call to be stewards of creation in an age when we may have the capacity to alter that creation significantly and perhaps irrevocably? How can we as a "family of nations" exercises stewardship in a way that respects and protects the integrity of God's creation and provides for the common good? For this we need to focus on economic and social progress based on justice. Sustainable development can happen only when we focus on justice; justice not only for the rich, but also for the poor and marginalized; even to all other plant and animal kingdoms. In the name of development we have often destroyed the mother earth on whom we depend for survival. Exploitation of the environment has resulted in ecological imbalance and poses great threat to future of the planet earth. The common good calls us to extend our concern to future generations. Climate change poses the question "What does our generation owe to generations yet unborn?” As Pope John Paul II has written, "there is an order in the universe which must be respected, and . . . the human person, endowed with the capability of choosing freely, has a grave responsibility to preserve this order for the well-being of future generations."12

Passing along the problem of global climate change to future generations as a result of our delay, indecision, or self-interest would be easy. But we simply cannot leave this problem for the children of tomorrow. As stewards of their heritage, we have an obligation to respect their dignity and to pass on their natural inheritance, so that their lives are protected and, if possible, made better than our own.  
A more responsible approach to population issues is the promotion of "authentic development," which represents a balanced view of human progress and includes respect for nature, respect for order in the universe and social well-being.

7.4 Interdependence to solidarity and moral responsibility

"The ecological crisis," Pope John Paul II has written, "reveals the urgent moral need for a new solidarity, especially in relations between the developing nations and those that are highly industrialized".13 The earth's atmosphere encompasses all people, creatures, and habitats. The melting of ice sheets and glaciers, the destruction of rain forests, and the pollution of water in one place can have environmental impacts elsewhere. As Pope John Paul II has said, "We cannot interfere in one area of the ecosystem without paying due attention both to the consequences of such interference in other areas and to the well being of future generations." 14 Responses to global climate change should reflect our interdependence and common responsibility for the future of our planet. Individual nations must measure their own self-interest against the greater common good and contribute equitably to global solutions. 

Pope John Paul II has said that interdependence, must be transformed into solidarity. Surmounting every type of imperialism and determination to preserve their own hegemony, the stronger and richer nations must have a sense of moral responsibility for the other nations, so that a real international system may be established which will rest on the foundation of the equality of all peoples and on the necessary respect for their legitimate differences."15 Whether we like it or not, we have all been born on this earth as part of one great family. Rich or poor, educated or uneducated, belonging to one nation, religion, ideology or another, ultimately each of us is just a human being just like everyone else. We all desire happiness and do not want suffering. Furthermore, each of us has the same right to pursue happiness and avoid suffering. When we recognize that all beings are equal in this respect, we automatically feel empathy and closeness for them. Out of this, in turn, comes a genuine sense of universal responsibility: the wish to actively help others overcome their problems.

Nowadays, significant events in one part of the world eventually affect the entire planet. Therefore, we have to treat each major local problem as a global concern from the moment it begins. We can no longer invoke the national, racial or ideological barriers that separate us without destructive repercussions. Tenzin Gyatso Dalai Lama of Tibet said that in the face of such global problems as the greenhouse effect and depletion of the ozone layer, individual organizations and single nations are helpless. Unless we all work together, no solution can be found. Our mother earth is teaching us a lesson in universal responsibility.  Good wishes alone are not enough; we have to assume responsibility.

8. Conclusion: Need of the Hour - Ecological Balance.
 
We are amazed to see the marvels of science and technology and at the same time saddened to see human starvation in some parts of the world and extinction of other life forms. Where Exploration of outer space is taking place paradoxically the earth’s own ocean, seas and freshwater areas grow increasingly polluted, and their life forms are still largely unknown or misunderstood…Many of the earth's habitats, animals, plants, insects, and even microorganisms that we know as rare may not be known at all by future generations.  We have the capability and the responsibility to take proactive steps to preserve the ecological balance.  The whole universe is God's dwelling. Earth, a very small, uniquely blessed corner of that universe, gifted with unique natural blessings, is humanity's home, and humans are never so much at home as when God dwells with them. In the beginning, the first man and woman walked with God in the cool of the day. Throughout history, people have continued to meet the Creator on mountaintops, in vast deserts, and alongside waterfalls and gently flowing springs. In storms and earthquakes, they found expressions of divine power. In the cycle of the seasons and the courses of the stars, they have discerned signs of God's fidelity and wisdom. We still share, though dimly, in that sense of God's presence in nature.
For many people, the environmental movement has reawakened appreciation of the truth that, through the created gifts of nature, men and women encounter their Creator. The Christian vision of a sacramental universe–a world that discloses the Creator's presence by visible and tangible signs–can contribute to making the earth a home for the human family once again. Pope John Paul II has called for Christians to respect and protect the environment, so that through nature people can "contemplate the mystery of the greatness and love of God."
Reverence for the Creator present and active in nature, moreover, may serve as a ground for ecological responsibility. For the very plants and animals, mountains and oceans, which in their loveliness and sublimity lift our minds to God, by their fragility and perishing likewise cry out, "We have not made ourselves." God brings them into being and sustains them in existence. It is to the Creator of the universe, then, that we are accountable for what we do or fail to do to preserve and care for the earth and all its creatures. For "the LORD'S are the earth and its fullness; the world and those who dwell in it" (Ps 24:1). Dwelling in the presence of God, we begin to experience ourselves as part of creation, as stewards within it, not separate from it. As faithful stewards, fullness of life comes from living responsibly within God's creation.

Stewardship implies that we must both care for creation according to standards that are not of our own making and at the same time be resourceful in finding ways to make the earth flourish. It is a difficult balance, requiring both a sense of limits and a spirit of experimentation. Even as we rejoice in the earth's goodness and in the beauty of nature, stewardship places upon us the responsibility of the well-being of all God's creatures.

Education in ecological responsibility is urgent if our “paradise lost" has to be regained. The children have to be taught to respect their neighbors and to love nature. "If future generations are to remember us with gratitude rather than contempt, we must leave them more than the miracles of technology. We must leave them a glimpse of the world as it was in the beginning, not just after we got through with it."-Lyndon B. Johnson (1908-1973) 36th President of the United States.

NOTES & REFERENCES

  1. Second Vatican Council, Pastoral Constitution on the Church in the Modern World (Gaudium et Spes), no69, in Austin Flannery, ed., Vatican Council (Gaudium et Spes, 69).
  2. John Paul II, The Ecological Crisis: A Common Responsibility (Washington,  D.C.: United States Conference of Catholic Bishops, 1990), no. 7.
  3. Ibid., nos. 1, 15.
  4. John Paul II, On Social Concern (Sollicitudo Rei Socialis) (Washington, D.C.: United States Conference of Catholic Bishops, 1988), no. 28.
  5. John Paul II, Evangelium Vitae," NewYork, Random House, 1995,  no. 52
  6. M. Buber,” I Racconti dei Chassidium,” Milan 1079, p.256
  7. T Royston M. Roberts, Serendipity: Accidental Discoveries in Science, Wiley & Sons, New York, 1989.
  8. The Agassiz, Louis, Methods of Study in Natural History, Boston: Ticknor and Fields, 1863, p. 14
  9. Agassiz, Louis, "Evolution and Permanence Type" reprinted in The Intelligence of Agassiz by Guy Davenport, Westport, Conn., Greenwood Press, 1983, p. 231.
  10. Benyus, Janine M., Biomimicry, William Morrow, New York, 1997, pp. 6-7.
  11. John Paul II, The Ecological Crisis: A Common Responsibility (Washington, D.C.: United States Conference of Catholic Bishops, 1990), no. 6.
  12. John Paul II, "The Exploitation of the Environment Threatens the Entire Human Race," address to the Vatican symposium on the environment (1990), in Ecology and Faith: The Writings of Pope John Paul II, ed. Sr. Ancilla Dent, OSB (Berkhamsted, England: Arthur James, 1997), 12.
  13. John Paul II, The Ecological Crisis: A Common Responsibility (Washington,  D.C.: United States Conference of Catholic Bishops, 1990), no.10
  14. Ibid., no. 6.
  15. See also treatment of this topic in Stewardship: A Disciple's Response (Washington, D.C.: United States Conference of Catholic Bishops, 1993),39.
  16.  Wallace, Mark I. Fragments of the Spirit: Nature, Violence, and the Renewal of Creation. New York: Continuum, 1996.
  17. Williams, George H. “Christian Attitudes toward Nature.” Parts 1 and 2. Christian Scholar’s Review 2, no. 1 (fall 1971): 3–35; no. 2 (spring 1972): 112–26.
    Wilderness and Paradise in Christian Thought. New York: Harper and Brothers, 1962.
  18. Zizioulas, John. “Preserving God’s Creation: Three Lectures on Theology and Ecology.” Parts 1–3. King’s Theological Review 12 (spring 1989): 1–5; 12 (autumn 1989): 41–45; 13 (spring 1990): 1–5.
  19. John Paul II, On the Hundredth Anniversary of Rerum Novarum (Centesimus  Annus) (Washington, D.C.: United States Conference of Catholic Bishops,  1991), no. 38.
  20. John Paul II, "International Solidarity Needed to Safeguard Environment," Address by the Holy Father to the European Bureau for the Environment, L'Osservatore Romano (June 26, 1996).

What Language Does God Speak?

Once upon a time there was an African boy named Emmanuel.  He was always asking questions.  One day he asked his teacher, “What language does God speaks?”  His teacher scratched his head and said, “I really don’t know.”  So Emmanuel asked the learned people of his village, but they didn’t know either.  Now he became really curious.  He traveled around his country and asked the learned people of our village, “What language does God speak?”  But they merely shook their heads.  Emmanuel was convinced that someone knew.  So he began to travel to other countries.  He even traveled to other continents.  But the answer was always the same.

One night, exhausted by his travels, Emmanuel came to a village called Bethlehem.  He tried to get a room in one of the inns, but the rooms were all filled up.  So he decided to look for a cave outside town.  In the early hours of the morning, he finally found one.  When he stepped inside the cave, however, he saw it was occupied by a couple and a child.  When the young mother saw him, she said, “Welcome, Emmanuel, we’ve been expecting you.”  The boy was stunned.  How did the woman know his name?  he was even more amazed when she said: “For a long time you have been searching the world over to discover what language God speaks.  Now your journey is over.  Tonight you see with your own eyes what language God speaks.  He speaks the language of love.

Emmanuel’s heart overflowed. He fell on his knees before the child and wept for joy.  Now he knew what language God speaks.  God speaks the language of love.  God speaks the one language that every person of every nation of every period of history can understand.  Ans so Emmanuel stayed a few days, helping Mary and Joseph.  Then it came time to leave.  It came time to tell everyone the “good news” about what language God speaks.  God speaks the language of love.  As Emmanuel walked along by himself, he began to think:  “If I’m to tell everybody about what language God speaks, I’m going to have to speak the language of love myself.  Because that’s the only language everybody in the world understands.”  And so from that day on, Emmanuel began to speak the language that God speaks.  He began the language of love.

It was then that Emmanuel made a beautiful discovery.  When you speak to people in the language of love, they begin to speak it back to you.  They suddenly discover how much better it is.  And once they make this discovery, they never go back to their old language. And so, as Emmanuel made his way back home, you could follow his path, because he left behind him a trail of towns and villages where people began to speak the language of love.

Later on, when somebody told Emmanuel what happened in the town and villages he passed through, he made a second great discovery.  He discovered that this is what God had in mind when he gave one language: the language of love.  God knew that once people began to speak it, they would never go back to their old language – language of indifferent, hatred, selfishness, anger, pride and self righteousness.  What is love?  The Bible says:  “Love is patient and kind; love is not jealous or boastful; it is not arrogant or rude.  Love does not insist on its own way; it is not irritable or resentful; it does not rejoice at wrong, but rejoices in the right.  Love bears all things, believes all things, hopes all things, and endures all things.” (1 Cor 13)

Gary Chapman, in his book, The Five Love Languages, writes about the importance of love and how to communicate love.  He speaks of five love languages – Words of Affirmation, Quality Time, Receiving Gifts, Acts of Service and Physical Touch.  Many relationships are broken and dreams are shattered because we do not understand each other’s languages.   In this world where we speak so many languages, God chose to speak just one language which could be understood by all – the language of love, the only language of the heart.  “God so loved the world that he sent his only Son, that whoever believes in his should not perish but have eternal live.  (Jn 3:16)  The greatest gift God could have ever given to the humanity.  Receive this precious gift and experience his unconditional love and acceptance. 

Autonomy in Higher Education: Prospects and Challenges


(article published in the book, 'Higher Education in India - Emerging Issues and Future Prospects' in year 2012)
Dr. Davis George
1. Higher Education: The Key to Make India a Developed Nation
Developed nations in the world have made use of the great opportunities inherent in the system of Higher Education and ushered in the required paradigm shift to build the knowledge capital and pave the way for real development.  India has great potential to become a developed nation by 2020 if we refocus our attention on the system of Education. Education, in general, and higher education, in particular, plays a key role in the realization of India’s extraordinary potential and aspirations for economic and technological development. Precisely because of this potential and its implications for individual advancement, there is greater awareness and an extraordinary demand for higher education among the youth.
Swami Vivekananda said, “Education is not the amount of information that is put in your mind and runs riot there undigested all your life.  The use of higher education is to find out how to solve the problems of life.” According to Swami Vivekananda a society can be transformed into a strong nation with moral and cultural values only through education. In his own words, “Education, can unlock all doors for a progress. A nation advances in proportion to education and intelligence spread among masses. It can help India to grow into her full potential as a strong united nation with strong moral and cultural values”.
A closer critical look at the educational system will reveal that there are, indeed, a multitude of interconnected problems that India faces in implementing the recommendations of the various commissions established by the Government of India from time to time. Higher education in India suffers from several systemic deficiencies. As a result, it continues to provide graduates that are unemployable despite emerging shortages of skilled manpower in an increasing number
of sectors. The standards of academic research and publications are low and declining. Some of the problems of the Indian Higher Education, such as – the unwieldy affiliating system, inflexible academic structure, uneven capacity across various subjects, eroding autonomy of academic institutions, and the low level of public funding need the immediate attention of the Government and UGC.
2. Genesis of Indian Higher Education System: Glorious Past, Challenging Present and Promising Future
2.1 The Glorious Past
The system of education in India evolved from the early Gurukul system of the Vedic and Upanishadic period to  a huge University at Takshasila in the 6th century B.C. and then two universities namely Nalanda and Vikramsila were established in the 4th  and 5th - centuries A. D.
respectively.
The first institution to be given the status of university was Sera Moore College, near Calcutta in 1829. The first three universities established in India in 1857 were at Calcutta, Bombay and Madras which were affiliating universities following the model of the London University.
Allahabad University, which has completed hundred years, was a later formation and was established as a Unitary University. It was only during the period 1904 and 1913, that imparting instruction within the universities began in India. Even so, the general pattern of affiliation of colleges continues with most of the universities in the country. The sudden expansion of Higher Education has led to lowering of quality; many colleges do not have even adequate physical infrastructure, not to speak of innovative and community related, socially relevant courses.
2.2 Challenging Present: Affiliated Colleges
Historically, the affiliating system of colleges was originally designed when their number in university was less.  The university could then effectively oversee the working of its affiliated colleges, act as an examining body and award degrees.  However, with the rapidly growing increase in the number of colleges / educational institutions, the system became unmanageable and started losing its governance.  Now it is becoming increasingly difficult for any university even to effectively attend to the varied needs of the affiliated / constituent individual colleges in a regular way and that too within the reasonable time.  The Acts, Statutes, Ordinances and Regulations of the university and its common system, governing all colleges irrespective of their characteristic strength, weaknesses and locations, have adversely affected the academic  development of individual colleges.  Virtually all affiliated/ constituent colleges of a university are supposed to strictly adhere to the given system and any initiative or innovation, outside the given ambit, taken by a particular college at its own cost, is often treated by the university as an infringement of its dictum.  Since any college can hardly afford the unnecessary displeasure of its parent university even in respect of the matters falling in the gray areas, they look to the parent University for Guidance.  This delimitation restricts their involvement / initiative in the field of higher education and thus adversely affects healthy development of the colleges as well as the university.  Moreover, what is lamentable is that the existing system hardly encourages leadership in the field of higher education and prefers to operate in a domineering style.  In the given scenario, the colleges are required to follow the syllabus and academic calendar of the university.  They do not have the freedom to modernize their curricula to make it relevant to the locale specific needs, resources and aspirations.  Moreover, the colleges having capacity and capability for offering programmes of higher standards do not have the freedom to do so within the prevailing routine and rigid bureaucratic style of functioning of the university system.
The University's monitoring of the quality of teaching, research, physical facilities like library and laboratory equipment is often nominal. Although the university sets standards, there is no proper mechanism to monitor the observance of those standards. As it stands the University has become a huge examination mechanism conducting exams of thousands of students every year in regular and private streams, evaluating answer books and declaring results. The system of
affiliation gives the University an upper hand to manipulate and put road blocks and creates dependency syndrome, instead of helping out colleges seeking affiliation to improve the quality of education and the gross enrollment ratio.
The system is made so complicated that nothing gets done on time. Laws are often interpreted to suit delay and postponement of decision in favour of natural justice. Citizen’s charter and deadlines must be shown to ensure transparency and accountability of the University. The country needs to improve the gross enrollment ratio and for this more and more colleges and courses should be started. Even reaccredited colleges with very high CGPA have to proceed through unwarranted delay and harassment before starting new courses and getting affiliation. Higher Education Department and UGC should have a system in place to facilitate smoother and swifter functioning for the sake of the development of the country.
2.3 Promising future: Radical Departure from Affiliated to Autonomous Colleges
The affiliation system which persisted since 1857 worked well during the early decades when the number of colleges affiliated to the universities was small and the universities had direct interest and close association with the programmes and performance of its affiliated colleges. During the last few decades, however, the number of colleges affiliated to universities has grown to almost
unmanageable proportions. The relationship between the universities and affiliated colleges has degraded to merely filling up performa and chasing the files that are stranded at different offices, reducing the status of affiliated colleges to mechanical entities.
While evolving new directions for higher education and strengthening its quality and relevance, the various Commissions on education underlined the structural weakness of the affiliation system which inhibited the implementation of their major recommendations. College autonomy, in a phased manner was, therefore, advocated as a possible solution. 
Since 1968 when the first National Policy on Education based on Kothari Commission report was adopted, there have been continued emphasis on changing the affiliation system of colleges. The Kothari Commission (1964-66) has formally recommended college autonomy for the first time in India. In 1969, Dr. Gajendra Gadkar committee also suggested the concept of autonomy to the university department. Subsequently, in 1973, UGC sent a circular to all universities recommending them to set up Autonomous colleges. From 1978 onwards Autonomous colleges came into existence. The NPE-1986 suggested that autonomy should be available to the colleges in selection of students, appointment and promotion of teachers, determination of courses of study and methods of teaching and choice of areas for research and their promotion. The Programme of Action (PoA) for NPE-1986 recommended developing a large number of autonomous colleges as well as creation of autonomous departments within universities on a selective basis. 
The concept of ‘autonomy’ is a radical departure from the existing affiliating system to self-governance. The basic premise is that the college conferred with the status of autonomy shall exercise complete academic freedom in its functioning and for this purpose shall be required to perform many of the functions of its parent university. Revising / innovating / restructuring curricula, designing new courses, working out its own assessment / examination / evaluation system and declaring results. In addition to these functions, an autonomous college shall have to carry out many other ancillary functions, which were hitherto being performed by the affiliating university. 
Autonomy in principle enables a college to develop and propose programmes that are considered relevant by that college, to its immediate environment as well as the country as a whole. In other
words, a college should be able to identify the aspirations of the community that is around it and effectively translate those aspirations into a viable academic programme. An Autonomous college will have the freedom to decide on curriculum and course of study. The teacher himself / herself will study the individual and social needs, and based on the feedback from the industry, employers, faculty, students and current status of technology, will arrive at the course of study and design the curriculum in order that every student is well informed of the recent development in the discipline of his choice, is capable of self - learning, reasoning and is creative. The main thrust in an Autonomous college is maintaining and promoting academic excellence among its students. A substantial qualitative development in the students’ attitude, basic improvement in discipline, better staff and student interaction and higher employability are some of the key benefits of autonomy.

3. Critical Issues in Indian Higher Education
In India, the University system has passed through major political, economic and social changes. There have been several reviews of our education system, including the university system  especially after independence. The reports of the Radhakrishnan Commission (1948-49), the Kothari Commission (1964-66), the NPE-1968, the NPE-1986 and Review of NPE by Acharya Ramamurthi Commission (1992) contain significant observations and recommendations to strengthen the autonomous character of our university system.
At this stage, when our higher education system consists of 343 university level institutions and about 16,885 colleges, there are many nagging concerns about its role and performance. Higher education is continuing to expand, mostly in an unplanned manner, without even minimum levels of checks and balances. Many universities are burdened with unmanageable number of affiliated colleges. Some have more than 300 colleges affiliated to them. New universities are being carved out of existing ones to reduce the number of affiliated colleges.
3.1. Excellence and Expansion: Quantity and Quality in Indian Higher Education
Most observers agree that Indian higher education, the significant and impressive developments of the past few decades 1 notwithstanding, faces major challenges in both quantitative and qualitative terms.  Perhaps the clearest and boldest statement of this issue can be found in the “Report to the Nation 2006” of the National Knowledge Commission which concludes that there is “a quiet crisis in higher education in India that runs deep” 2, and that it has to do with both
the quantity and the quality of higher education in India.
Recognizing this dual challenge, the Indian Prime Minister, Manmohan Singh, severely criticized in a recent speech the serious qualitative deficiencies in Indian higher education while at the same time announcing plans for a major expansion of the system.  The Prime Minister expressed concern over the fact that only 7 percent of India’s 18 to 24 year olds enter higher education (compared to 21 percent in Germany, and 34 percent in the US 3. Agarwal 4 has compared, on the basis of UNESCO data, “gross enrolment ratios” 5; on that measure, in 2002-2003, India has a ratio of 12 percent, compared to 16 for China, 51 for Germany, and 83 percent for the US.), announced plans for the government to set up at least one “central University” in each of the 16 (of India’s 28) states that do not currently have one, and at least one degree-granting college in each of the 350 (of 604) districts that are without one. The “central universities” are to become “a symbol of excellence, a model of efficiency, and an example in terms of academic standards and university governance for other state universities to emulate”6. While these plans are considerably more modest than what the National Knowledge Commission has proposed (it foresees an expansion of the university system alone from the existing 350 to a future total of 1,500 institutions, including 50 “national universities” as centers of excellence 7  ; the added cost to the government of the Prime Minister’s expansion plans already is estimated at around $13 billion 8; total government expenditure on higher education 9 in 2005 has been calculated as amounting to Rs. 186,100 crores or approximately $45 billion10.
The qualitative deficits in Indian higher education and the need for a major quantitative expansion represent two major challenges for India, each of which would require an exceptional effort; to tackle them both at once, as experts and the government agree is necessary, is a particularly formidable task.

3.2 Regulation and Governance
Besides its quantitative limitations and qualitative deficits, Indian higher education is also considered to be sub optimally organized and significantly overregulated, limiting initiatives for change and stifling or misdirecting private efforts. In its assessment of the existing regulatory arrangements, the Knowledge Commission concludes: “In sum, the existing regulatory framework constrains the supply of good institutions, excessively regulates existing institutions in the wrong places, and is not conducive to innovation or creativity in higher education.” Pratap Bhanu Mehta, President of the Centre for Policy Research, concurs: “Our regulation is faulty, because it contemplates very little place for diversity of experiments.”
It is not surprising that one of the key recommendations of the National Knowledge Commission, behind the expansion of the system, is to change the system of regulation for higher education, claiming that “the system, as a whole, is over-regulated but under-governed” and proposing to establish an “Independent Regulatory Authority for Higher Education (IRAHE)” that is to operate “at an arm’s length from the Government and independent of all stakeholders”. A particularly interesting part of the debate on this issue centers around the need
for new forms of governance in Indian higher education, where the focus would be on the twin postulates of Autonomy and Accountability. An important step was taken in this regard by the Central Advisory Board of Education (CABE) which set up a special committee to design ways for promoting both autonomy and accountability in Indian higher education. The Committee has come up with a wide range of recommendations in 2005 11 though no major breakthrough in this matter seems to have been achieved as yet. However, the debate over new forms of governance, especially with regard to the twin issues of autonomy and accountability, is thus of critical importance for the future of the system.
4.  Autonomous Colleges: Benchmarking Quality Initiatives
The Education Commission (1964-66) pointed out that the exercise of academic freedom by teachers is a crucial requirement to the development of the intellectual climate of our country. Unless such a climate prevails, it is difficult to achieve excellence in our higher education system. As students, teachers and managements are co-partners in raising the quality of higher education, it is imperative that they share a major responsibility towards this end and hence the Education Commission recommended college autonomy, which, in essence, is the instrument for promoting academic excellence.  Consequently, it was decided to confer autonomous status to such institutions as have the capability to design their own curriculum, evolve innovative teaching and testing strategies.
The UGC, on the recommendation of an Expert Committee and in consultation with the State Government and the University concerned, confers autonomous status on colleges to enable them to determine their own curricula, rules for admission, evolve methods of assessment of student work, conduct of examination, use modern tools of educational technology and promote healthy practices such as community service, extension activities for the benefit of the society at large.  There are at present 204 autonomous colleges spanning over 11 States and 43 Universities.
The Tenth Plan Profile of Higher Education in India prepared by UGC indicated the vision for  higher education system in India for the 21st century. Pointing out the changing trends towards flexibility, the document states: “World over, the higher education is passing through an interesting phase. It is changing radically, by becoming organically flexible in diversity of programmes, in its structure, in its curricula, in its delivery systems and it is adopting itself to
innovative use of information and communication technologies.” The document proposed the agenda to “identify colleges and universities with potential and fund them to reach excellence in teaching and research with greater academic, administrative and financial flexibility; and cultivate and support credit based cafeteria approach education especially in autonomous colleges as well as in colleges and universities with potential for excellence”.
4.1 Recommendations of Central Advisory Board of Education (CABE)
UGC sent a circular titled “Autonomous Colleges: Criteria, Guidelines and Pattern of Assistance” to all universities highlighting the distortions and consequences of the affiliation system and attributing the failure of all attempts at the reform of University education to
the existing rigidity in the structure of the higher education and the lack of academic autonomy.
Some of the salient recommendations Central Advisory Board of Education (CABE) constituted on the subject of “Autonomy of Higher Education Institutions” under the chairmanship of     Shri Kanti Biswas, Hon’ble Minister for Education, Government of West Bengal are as follows:
Academic Matters: The Central Advisory Board of Education (CABE) strongly recommended that there is a need to grant autonomy to individual institutions for designing curriculum. Universities may provide a broad framework within which individual faculty member both
within the university and in the colleges should be encouraged to innovate and experiment to transform teaching and learning into a fascinating and rewarding experience; exercise innovative approaches in undertaking periodic revision of curriculum every two to three years and an intensive revision every four to five years depending on the developments in the subject area. Apex bodies like UGC, AICTE may evolve appropriate mechanisms of overseeing the quality of curricular changes envisaged by the institutions and provide feedback for improvement wherever required; adopt the practice of performance appraisal of teachers initiated through self appraisal based on objective parameters; improve the quality of the Orientation Programmes and Refresher Courses.
Administrative Matters: Acts, Statutes and Ordinances of the universities should be reviewed for their better management as also for granting autonomous status to affiliating colleges. The new form of management in the university should encourage speedy decision making, networking, team effort and collective responsibility to meet the challenges of the new millennium.
Financial Matters: Funding to individual institutions should be provided on block grant pattern so that they have greater degree of freedom to set up their own priority.
General:
All higher education institutions need to be given full autonomy to establish linkages for academic and research collaboration with their counterpart academic and research institutions, industry and professional organizations both in India and abroad.
There is a strong need for developing effective synergies between research in the universities and their application in and utilization by the industry to the mutual advantage of both the systems. Likewise industry should be persuaded to establish organic linkages with the universities to seek solutions of problems faced by the industry.
There is a need for making organized efforts and enhance the level of funding support for deployment of new technologies for ensuring quality education for all and promote excellence. New technologies have potential to change the teaching-learning paradigm in a way that has not been possible before.
There should be a charter of responsibility and devolution and delegation of authority defined for different levels within the university system and both should be monitored together.
4.2     Response: Dichotomy in Implementing Autonomy
As Principal of St. Aloysius College (Autonomous), reaccredited ‘A’ (CGPA 3.5/4.0), College with Potential for Excellence, for the past 19 years I have worked under both affiliating and Autonomous systems. I feel proud that UGC has been daring enough to give autonomous status to colleges that have been accredited and reaccredited with A Grade and give sufficient financial assistance to them.  If the UGC takes feedback from Autonomous colleges on the
administrative difficulties they experience from the affiliating Universities and State Governments, it could be a real eye opener and would serve as a performance indicator of the great Indian dream of Autonomous colleges. It is a sad story of dependence at each phase and
level, delay in all decisions, interference in almost all activities except in conducting the exams and declaring results. The UGC has to give clear instructions to the affiliating Universities and concerned Department of Higher Education on the purpose of granting Autonomy to such Colleges who have proven record of academic and administrative excellence. Coordination between UCG and State Government higher education will ensure less duplication of work for autonomous colleges when dealing with universities. Apprehensions regarding autonomous college degrees not recognized may be removed.  To ensure quality of education, competent and committed teachers are required. The State Government should pay 6th pay commission salary to teachers of Autonomous aided Colleges as they do with Government Colleges. UGC should ensure equal remuneration for equal work to institutes of quality education. Changes in Acts and Statues be considered based on the best practices of reaccredited autonomous institutes. The much awaited degree awarding status or status of University should be given to reaccredited Autonomous colleges with ‘A’ grade. Freedom from undue interference, fixing up dead lines, Citizens charter and helpful attitude, making it easy to effectively function and do benchmarking in quality teaching and learning should be upheld and promoted.
4.3 Challenges in Implementing Autonomy: Unfounded Apprehensions
An effective regulatory mechanism should be established by the UGC to monitor the functioning of the colleges.  Before extending Autonomous status to other colleges, objective evaluation and revamping of the existing Autonomous colleges may be done.
To ensure effective implementation, the Scheme has undergone review and revision from time to time.  However, the focus so far has been on problems relating to innovations and changes under autonomy, administrative and financial matters, etc., so as to make the concept of autonomy popular in the academic circles.  The gray areas still exist which call for serious dialogue for removing unfounded apprehensions in the minds of teachers, managements and the governments, mainly concerning the service conditions, security of jobs and proper implementation of the scheme, and the college/university –State Government – UGC relations. Changes in acts and statutes of the Universities are also needed to provide them necessary powers to confer autonomous status to the identified and selected colleges.  Matters falling in the gray areas are generally open for multiplicity / duplication of efforts by more than one stakeholder and, therefore, call mutually acceptable approach.  Such areas include criterion for admission of pass out graduates of the autonomous college in the post graduate programmes being run by the parent university on its campus and merit position secured in the university by the students of autonomous colleges.  It has often been reported that students of autonomous colleges are treated ‘less than equals’ by their own university.  Universities generally feel that due to obvious reasons, performance of the students are not evaluated by the autonomous colleges on the same set of parameters as applied to the parent  university.  Such suspicions / apprehensions, unless based on ground realities, bring down the reputation of the institution in the eyes of the public, which in turn demoralizes institution management and the students.  Such kind of suspicions / apprehensions need to be resolved and ambiguities removed. 
It seems that the most crucial missing component of the scheme has so far been its poor monitoring.  A Regional / State level monitoring mechanism through networking may provide practical solutions to many of the problems being encountered by the colleges during the implementation of the scheme.  Cross fertilization of ideas between and among the autonomous and non-autonomous colleges, at regular intervals, and also about the ‘successful’ and ‘not so successful’ innovations made by the autonomous colleges may improve quality of higher education as,   such interaction and may provide much deeper insight into the problem areas and offer alternatives to the existing remedial / correctional practices.  This exercise may also motivate others to seek autonomy status in due course of time in the interest of improvement of higher  education.
5.      Conclusion: Autonomy to Institutionalize Quality and Accountability
The concept of autonomy is a structural solution intended mainly to provide an enabling environment to improve and strengthen the teaching and learning process, benchmarking quality initiatives. Autonomy alone may not guarantee higher quality, just as non-autonomy need not
preclude better performance. The essential factors for high quality education are the caliber and attitudes of students towards learning, the competence and commitment of teachers towards educational processes, the flexibility and foresightedness of the governance system and the social credibility of the educational outcome. Autonomy is expected to provide a better framework for fostering these factors than the affiliation system with all its constraining conditions hanging as a dead weight on the higher education system. Even the limited evidence so far suggests that autonomous colleges have by and large fulfilled the expectations. 
At the core of the concept of autonomy is the decentralized management culture. The delegation of responsibility with accountability for academic as well as associated management functions is essential for the success of autonomy. For understandable reasons, there has been a great deal of reluctance on the part of the higher echelons to delegate these responsibilities to decentralized units. At the same time there are hesitations on the part of the functional units to undertake the decentralized responsibilities. Those who have successfully instituted autonomy consist of visionary leaderships with stable foundations and creditable track records. Others are afraid of treading untested waters. This is a constraint that should be overcome sooner than later.
The successful implementation of the concept of autonomy requires willing and honest participation of the students, teachers and management in the education process. They should be willing to stand up to intense scrutiny of their role in autonomy. A system of academic audit at every step of the implementation of the concept of autonomy should be acceptable to all concerned parties. The facilities for carrying out autonomous functions such as innovations in curricular content, systems of examination and evaluation, teaching methods, supplementary learning, etc. require not only sufficient financial resources but also continuous training and upgradation of teachers.  Autonomous institutions should, therefore, have the means to mobilize
resources on a predictable basis. Their dependence solely on UGC or State Governments which have limited allocations for higher education will be a serious draw back. 
In the rapidly changing teaching-learning environment, an autonomous system can facilitate much needed innovations such as inter-disciplinary programmes, inter-institutional sharing of academic loads, and transfer of credits between different modes of learning and so on.
Autonomy should necessarily lead to excellence in academics, governance and financial management of the institutions. If it does not lead to this, it can be safely concluded that autonomy has been misused. Academic autonomy is the freedom to decide academic issues
like curriculum, instructional material, pedagogy, techniques of students’ evaluation. Administrative autonomy is the freedom to institution to manage its own affairs in regard to administration. It is the freedom to manage the affairs in such a way that it stimulates and encourages initiative and development of individuals working in the institutions and thereby of the institution itself. Financial autonomy is the freedom to the institution to expend the financial
resources at its disposal in a prudent way keeping in view its priorities. Autonomy and accountability are two sides of the same coin.
Accountability enables the institutions to regulate the freedom granted to them by gaining autonomous stature.
References:
1.      Such as the remarkable growth of the system between independence and now: from 28 universities in 1950 to 348 in 2005/06, and from an enrolment of 200.000 students to ten and a  half million now (Agarwal 2006, Table A2, p. 155).
2.      National Knowledge Commission (NKC) 2007, 48. For similar assessments from various angles, see Kapur and Mehta 2004; Tilak 1997 and 2004; Agarwal 2006; Singh 2004.
3.      OECD, Education at a Glance 2006. Paris: OECD, 2006, Table A.3.1 (some care is advised in the comparison of these statistics, as they are gathered differently in different countries.
4.       2005, Table A5, p. 158
5.      The ratio of total enrolment in higher education to the population of the appropriate age group (17/18 to 23/24 years); on that measure, in 2002-2003, India has a ratio of 12 percent, compared to 16 for China, 51 for Germany, and 83 percent for the US.
6.      CHE, June 15, 2007, A40.
7.      NKC 2007, 43-44.
8.      CHE, June 15, 2007 (Volume 53, Issue 41, Page A40.
9.      UGC, central government, state government.
10.  Agarwal 2006, Table A8, p.159; cf. Kapur and Mehta 2004, 4-5 and Tilak 2004, 2160.
11.  CABE 2005.




Dr. Fr. Davis George, Principal, St. Aloysius’ College (Autonomous), Jabalpur - 482 001, Re-accredited A (3.5/4.0)by NAAC,

College with Potential for Excellence, Tel: 0761-2629655(O), 0761-2620738(O), E-mail: dgeorge55@gmail.com,

Director, St. Aloysius Institute of Technology, Jabalpur. Website: http://www.saitjbp.orgtaloysiuscollege.ac.in.



My Journey towards Becoming The BEST ALOYSIAN.

It gives me immense pleasure to pen down my experiences and above all to tell what the 4 years that I spent in St. Aloysius Institute of Technology has given me.

I came across a full 360° change in me once I became a part of the Aloysian family. The short stay at St. Aloysius College was learning for me where I came out of my comfort zone and took initiative to express my thoughts & ideas. I attentively attended & also presented one of the best assemblies in the Prerna hall. Fr. Davis always repeated a quote “They can because they think they can”, & I adopted it in my life. “I think I can, I think I can, I think I can...Wait no... I know I can! And I will!” I made this statement my friend and that broke the ice. I was a student who was loved by all the teachers there. Although it was a brief stay but it was surely a learning for me.

After 3 months I took admission in SAIT. The first semester went well. The motivation I got from Fr. Davis made me work hard and stay focused, and it was my privilege that in the 4th month itself I, along with Ms. Ankita Shrivastava, won the first award for the college in the National Seminar on “Nanotechnology: A Futuristic Application in all Disciplines of Science” , where we presented a Poster on “Carbon Nanotubes”. I was awarded as the 2nd runner up. That was indeed a great honour for me and for my college as it was the first ever prize received by any student from SAIT.

The 2nd year of the college was not at all good for me and I faced a lot of hardships n downfall. The only people who supported me during this dark phase of my life were my parents, Fr. Davis & Dr. R.C.Ghai. Fr. Davis & Dr. Ghai motivated me to the fullest. They made me realize that I lack nothing and showed me the right path & my parents stood by my side so that I could not lose hope. With the shear motivation I was able to gather myself up and put in my entire mind, might n soul into my Academics. Although it took me some time but of course I started improving n soon I was back on track.

I still remember Dr. Ghai’s words, a famous quote by Winston Churchill which said “Success isn't measured in "leaps and bounds". It's the little steps you take each day.” & Fr. Davis saying “We are what we repeatedly do. Excellence then is not an act but a habit”. They were not mere quotations for me. They were crutches which supported me when I was crippled.

I never looked back after that. The 3rd year passed by smoothly. During this time I passed the NCC ‘C’ certificate examination with an ‘A’ grade. Only 5 Students from Engineering background got this Grading in the city and I was happy to be one of them.

The final year in the college was the most amazing year of my life. It was the time where I could be the actual me. Once in a Parent Teacher Meeting, Dr. Ghai happened to meet my parents & he told my mother that “Nair will be the first one to get a job from the college because I see the spark in him”. For my parents it was very difficult to believe these words at that point of time when I was not doing well, but he had that faith in me and by god’s grace just in the second month of my final year, I got a job offer from one of the reputed companies in India. I realised the depth of the support for me and the belief of my teachers in me. I had promised it to myself that come what may I won’t ever let down the people who have faith and hopes in me.

I then got a chance to take part in a national seminar titled “Advances in Electrical & Electronics Engineering” where I presented a paper on “High Voltage Generation using a Solid State Tesla Coil”. Amongst a total of about 100 papers (UG + PG), from all across the country, my paper & presentation was awarded the best. It was the proudest moment for me as I could take the name of St. Aloysius Institute of Technology to the pinnacle of a national level competition, as I had promised to Fr. Davis once long back.

For all these and other small achievements, I was awarded the Overall Best Outgoing Student from the first batch of SAIT.

I cherish each and every moment I spent in SAIT. It groomed me as a complete professional and above all a better human being. I can now proudly say “I am what I am, but what I am is what SAIT made me”.

I would like to say just a small thing to all my friends and juniors out there at SAIT. Never lose faith in yourself and never ever give up. There comes a time when you are put to test by your own destiny. The winners are the ones who can actually gather themselves and start running faster towards their goals.

And since I have moved out of the city and working in a Corporate Sector, I can actually relate to a phrase which we come across, “The World aims at the SURVIVAL OF THE FITTEST”.

AKHIL C. NAIR
2009 BATCH

Testimonial by Akhil C. Nair – Student of 2009 Batch (EX Branch)

Dear Fr. Davis,

i am sending herewith a letter that describes what SAIT has given me. I am proud to be an aloysian and i am greately indebted to what SAIT has given me and the changes which being an aloysian has brought in me. i am working very hard here also and i am happy to tell you that i am the top scorer in the assessment and i have been straight away absorbed into an Australian Process which is the best process in this company. And this confidence and this art of expression has been given to me and nurtured in me by the activities and the assemblies that i conducted in SAC & SAIT. and the past two months have surely made me realize ont thing that u always have told us.. this world believes in th survival of the fittest.

waiting to hear from you soon. seeking your blessings and prayers for all the steps i take in my future.. keep me in your prayers.

~Akhil