What Makes a Leader?

We all need time to be alone,
to think ….
to dream…
to wonder

What Makes a Leader?

DANIEL GOLEMAN


SUPERB LEADERS HAVE very different ways of directing a team, a division, or a company. Some are subdued and analytical; others are charismatic and go with their gut. And different situations call for different types of leadership. Most mergers need a sensitive negotiator at the helm, whereas many turnarounds require a more forceful kind of authority.

            Psychologist and noted author Daniel Goleman has found, however, that effective leaders are alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence. In fact, Goleman’s research at nearly 200 large, global companies revealed that emotional - especially at the highest levels of a company-is the sine qua non for leadership. Without it, a person can have first - class training, and incisive mind and an endless supply of good ideas, but he still won’t make a great leader.

            The components of emotional intelligence – self-awareness, self-regulation, motivation, empathy, and social skill-can sound unbusinesslike. But exhibiting emotional intelligence at the work place does not mean simply controlling your anger or getting along with people. Rather, it means understanding your own and other people’s emotional makeup well enough to move people in the direction of accomplishing your company’s goals.

  
The Five Components of Emotional Intelligence at work

                                                Definition                               Hallmarks

Self-Awareness
The ability to recognize and understand your moods, emotions, and drives, as well as their effect on others
Self-confidence

Realistic self-assessment

Self-deprecating sense of humor
Self-Regulation
The ability to control or redirect disruptive impulses and moods

The propensity to suspend judgment – to think before acting
Trustworthiness and integrity

Comfort with ambiguity

Openness to change
Motivation
A passion to work for reasons that go beyond money or status

A propensity to pursue goals with energy and persistence
Strong drive to achieve

Optimism, even in the face of failure

Organzational commitment
Empathy
The ability to understand the emotional makeup of other people

Skill in treating people according to their emotional reactions
Expertise in building and retaining talent

Cross-cultural sensitivity

Service to clients and customers
Social Skill
Proficiency in managing relationships and building networks

An ability to find common ground and build rapport
Effectiveness in leading change

Persuasiveness

Expertise in building and leading teams
           





EMOTIONAL INTELLIGENCE

Leadership Competencies


  1. SELF-AWARENESS

    • Emotional self-awareness. Leaders high in emotional self-awareness are attuned to their inner signals, recognizing how their feelings affect them and their job performance.

    • Accurate self-assessment. Leaders with high self-awareness typically know their limitations and strengths and exhibit a sense of humor about themselves.

    • Self-confidence. Knowing their abilities with accuracy allows leaders to play to their strengths.

  1. SELF-MANAGEMENT

    • Self-control. Manage their disturbing emotions and impulses, a hallmark of self-control is the leader who stays calm and clear-headed under high stress or during a crisis.

    • Transparency. Leaders who are transparent live their values. Such leaders openly admit mistakes or faults, and confrom unethical behavior in others rather than turn a blind eye.

    • Adaptability. Leaders who are adaptable can juggle multiple demands without losing their focus or energy, and are comfortable with the inevitable ambiguities of organizational life.

    • Achievement. Leaders with strength in achievement have high personal standards that drive them to constantly seek performance improvements – both for themselves and those they lead.

    • Initiative. They seize opportunities – or create them rather than simply waiting.

    • Optimism. A leader who is optimistic can roll with the punches, seeing an opportunity rather than a threat in a setback. “glass half-full” outlook





  1. SOCIAL AWARENESS

    • Empathy. Such leaders listen attentively and can grasp the other person’s perspective. Empathy makes a leader able to get along will with people of diverse backgrounds or from other cultures.

    • Organizational awareness. Able to detect crucial social networks, power relationships, unspoken rules that operate among people there. Service. Such leaders monitor customer or client satisfaction carefully to ensure they are getting what they need.

  1. RELATIONSHIP MANAGEMENT

    • Inspiration. Leaders who inspire both create resonance and move people with a compelling vision or shared mission. Such leaders embody what they ask of others. They offer a sense of common purpose beyond the day-to –day tasks, making work exciting.

    • Influence. Leaders adept in influence are persuasive and engaging when they address a group.

    • Developing others. Such leaders can give timely and constructive feedback and are natural mentors or coaches.

    • Change catalyst. Leaders who can catalyze change are able to recognize the need for the change, challenge the status quo, and champion the new order. They also find practical ways to overcome barriers to change.

    •  Conflict management. They surface the conflict, acknowledge the feelings and views of all sides, and then redirect the energy toward a shared ideal.

    • Teamwork and collaboration. Leaders who are able team players generate an atmosphere of friendly collegiality. They spend time forging and cementing close relationships beyond mere work obligations. 

VALUE EDUCATION: BUILD THE PILLARS OF CHARACTER

            VALUE EDUCATION:  BUILD THE PILLARS OF CHARACTER

- Dr. Fr. Davis George, Principal, St. Aloysius College, Jabalpur, 482001

Two of the greatest gifts we can give our children are roots and wings.
-          Hodding Carter

1. Introduction: Erosion of Human Values

Drugs, kidnapping, stealing, beating, bullying, sexual abuse, violence are the many things that jeopardize the future of our youth, calling for alarm signals. Early influences play lasting roles in lives of kids. There has been a new light on bad habits that shape their character.  Youth grow up in a contemporary society which calls for an ever increasing ability to endure anxiety, overcome doubts, tolerate tension, resolve conflicts, reduce frustrations, manage stress and avoid peer and external pressures.

The erosion of human values in our society today, has become a phenomenon.  There is a maddening pursuit to accumulate wealth, power and status to the total exclusion of humanness in us.   A large number of our students are gripped with the pernicious fear of failure and inadequacy.  Failure in exams forces a number of school children to commit suicide; that number tends to increase year after year.  The tendency spreads to smaller children too.  Here, failure in exams becomes a personality-failure for the student, damages his self-image or shatters it.  Injured self-image drives the student to lies, alibis (excuses), pleasing, bribing and grovelling.  Many students seek help from psychiatrists.  Students show, the number of such students have increased by around 10% in towns, by 30% in cities like Madras and by 50% in cities like Bangalore.  The most common symptoms of such students are: depression, withdrawal, avoiding school, anxiety, etc.  These findings are revealing.

The Upnishads taught us the ideal of Vasudhaiva kutumbkam (the entire world is my family), yet today we fight among ourselves in the name of religion, region or race.  The mosques, the temples, the churches, the gurudwaras or other religion related structures are sought to be made more significant and focus of attention by vested interests than the grinding poverty of the Indian people, abysmal standards of nutrition, social injustice and famines.  We may resort to fast unto death, for example, to get cow slaughter banned but remain unconcerned or unmoved by the acute suffering of our people resulting from hunger, disease, malnutrition and even communal hatred.

Jainism and Patanjali Yoga teach us the ideal of Aprarigrahah (non-hoarding) but we are busy in accumulating colossal wealth and display a lust for power and status (gaddi).  The religious scriptures teach us the lofty doctrine of Ahimsa, yet most of our violence is perpetrated in the name of religion itself. We have no compassion for the millions of destitutes dying on the roadside in our metropolis.  In the name of religion we massacre people to serve our expediency rather than policy.  In public life we advocate rationality, democracy, secularism and scientific temper, but in our private life we follow blind rituals, guided by superstitions and orthodoxy and communal considerations. We theorize in social equity and yet, shamefully though, a large section of our people still continue to be treated as untouchables.  We politically profess democratic and secular values but exploit people on the basis of regionalism or casteism.  We teach theories of social justice but never practice them.  While we preach lofty ideals, our actions betray the basic form of duplicity and hypocrisy, creating a void between values enshrined and values practiced.  And there the situation is marked by violence, greed, rapes, thefts, bank robbery, drug addiction, terrorism, etc.  Our institutions of learning are no doubt preparing efficient individuals but not good citizens or human beings. As it is said ours is a world of nuclear giants and ethical infants.  We are still victims of the the Seven Sins, as given by Mahatma Gandhi:Politics without Principle, Wealth without Work, Pleasure without Conscience, Knowledge without Character, Commerce without Morality, Science without Humanity, Worship without Sacrifice”.

The only solution to this socio-moral imbroglio lies in value based education - education that is rightly conceived and properly practiced, an education that is value based.  It is almost axiomatic that value education or more so moral education constitutes the sine qua non of education as such.  Without a moral base education is nothing but literacy.  Under such a situation, therefore, a case for value education becomes imperative, indispensable and inescapable.

2. Education for Transformation

Swami Vivekananda, an exponent of modern India, viewed education as “the manifestation of divine perfection already existing in man”.  “The highest education is that which does not merely give us information, but makes our life in harmony with all existence” says Rabindranath Tagore, the eminent educationist. According to J. Krishnamurthi, the great philosopher, “Education is not to imitate but to discover for oneself what is true”. In the words of Ashoka the Great, “India’s conquest is through Dharma or righteousness.”  The Rig Veda gives us two goals of life i.e., we must work for the liberation of our souls, but also must pay our debt to the society.  Truth and beauty are the keynotes of Indian civilization.    ‘I learn as long as I live’, said Sri Rama Krishna Paramahamsa. Gandhiji had a similar view on education.  He said, “Unless the development of mind and body goes hand in hand with a corresponding awakening of the soul, the former alone would prove to be a poor lopsided affair.  By spiritual training, I mean education of the heart”.  

Dr. S. Radhakrishnan said: “The three things - vital dynamism, intellectual efficiency and spiritual direction together constitute the proper aim of education.  Moral and spiritual training is an essential part of education”.  Swami Vivekananda had proclaimed: “We must have life-building, man-making, character building education.” Gurudev Rabindranath Tagore had a vision for such an education: “Education must aim at the development of moral, spiritual and ethical values and we should seek them in our own heritage as well as in other cultures and civilizations...It should be such that Indians do not lose sight of their rich heritage – their thought must be rooted to the ideals set forth in the great writing and works of our sages, poets and philosophers.  The noble goals and high values set forth in our precious culture must be adhered to.” The need to sustain this ethos in the emerging context has also been highlighted in the reports of various committees.

Education brings about transformation in the person.  Real education liberates.  Thus education of those times led to enlightenment.  As a result, the educated ones in that system were men who were not merely men of knowledge, but also men of great character.  The system of education produced best human beings full of love, compassion, self-confidence, self-reliance, fearlessness and a spirit of service.  Thus, in ancient India, education was indissolubly connected with such a culture.

Unfortunately education today is being measured in terms of total marks secured and merit positions acquired and awards the child has obtained.  It is observed that students identify their whole efforts at educating themselves with marks secured in the examination.  But marks obtained in the examination may not mirror the personality and character they possess.  Values one upholds are far more precious than mere marks obtained in the examination.  Surprisingly, nobody tells this fact to the students these days.

Our system of education at present is examination-oriented - as if we have no education system, but only an examination system.  So far our education has remained a passport to employment only, nothing more, nothing less.  The students are becoming just degree-oriented.  This slowly snatches away the essence of the academic system. One is remained of Eliot’s apprehension of a world where knowledge is overtaken by information. Similarly, passing an eligibility test never means he/she will become a worthy, capable, successful, self-actualizing teacher.  A teacher’s personality is not merely a collection of testimonials and certificates he or she produces. Professional competence is given priority but a professionally competent man without humanitarian values within him cannot contribute to the cause of a healthy nation.

A UNESCO report on Education for 21st Century entitled ‘Learning: The Treasure Within’ also pleads for an education which is ‘rooted to culture and committed to progress’.  It is said that developing a harmonious and integrated personality would just not be possible if the system does not inculcate values of culture, heritage and traditions.  Indian heritage, culture and values need to be thoroughly studied, analysed and incorporated comprehensively in the education system right from the initial stage to higher dimensions of education. This education should result in the transformation of the self and society.
3. VALUE-ORIENTED EDUCATION: Need of the Present Generation

3.1 Value Education: Historical Perspective

From ancient times India has a rich heritage of lofty ideals and values cherished and handed down the centuries. The four "purusarthas" or basic values traditionally recognized in Indian culture are: "Dharma", righteousness, "artha" or material goods, "kama" or satisfaction of primal urges and desires, and "moksha" or final emancipation or perfection of the self. Dharma is considered to be the most important among them because it should govern all others. It stands for the performance of both moral and religious duties. Indian tradition also emphasizes nine other moral virtues: "ahimsa" or non-injury, "satya" or honesty, "asteya" or non-stealing, "sauca" or cleanliness, 'indriyanigraha" or control of the senses, "dana" or charity, "dama" or self-restraint, "daya" or kindness and "ksanti" or forbearance. Our culture upholds and promotes these and many more lofty ideals and values of which we can be proud of. But the crucial question is whether our people really live up to those values or merely pay lip-service to them. What is the reality today in our country? Do we not see a breakdown of our traditional cultural values, held sacred for centuries? Don't we witness a total disregard for values in the public and private life of people?

The need for value education has been emphasized by Education Commissions in the past. Radhakrishnan Commission (1948) stated: “If we exclude spiritual training in our institutions we would be untrue to our whole historical development.”  Sri Prakasa Committee on Religious and Moral Instruction said: “Every effort must, therefore, be made to teach students true moral values from the earliest stages of their educational life.”  Kothari Commission (1964-66) reviewed the system of education in India and observed: “A serious defect in the school system is the absence of provision for education in social, moral and spiritual values.  A national system of education that is related to life, needs and aspirations of the people cannot afford to ignore this purposeful force.” The National Policy on Education (1986 ) reiterated:The growing concern over the erosion of essential values and an increasing cynicism in society has brought to focus the need for readjustments in the curriculum in order to make education a forceful tool for the cultivation of social and moral values.” We read in Programme of Action NPE (1992) “The framework emphasized value education as an integral part of school curriculum.  It highlighted the values drawn from national goals, universal perception, ethical considerations and character building.  It stressed the role of education in combating obscurantism, religious fanaticism, and exploitation and injustice as well as the inculcation of values.” 

The classroom sends messages to the people in the room – messages of love, safety, security, belonging, warmth, messages which say this is a place where the individual is respected and trusted, where human beings may engage in human activity.  In this classroom, learning and living are united.

3.2  Value Clarification

Value means literally something that has a price, something precious, dear, worthwhile and hence something one is ready to suffer and sacrifice for, a reason to live and a reason to die for, if necessary. Values give direction and firmness and bring to life the important dimension of meaning. Hence they bring joy, satisfaction, and peace to life. Values are like the rails that keep a train on the track and help it to move smoothly, quickly and purposefully. Values prove a great source of motivation or movement for the person. Values identify a person, giving him a name, a face and a character. Without values, one floats like a piece of driftwood in the swirling waters of the Ganga or Jamuna, however exciting they may appear to be at first. That is why values are central to one's life, since they are normative in one’s actions and undertakings. They bring quality to life.
The 1983 Report of the ‘Working Group’ of the Central Ministry of Education and Culture, when called upon to clarify the term ‘Value’ responded thus: Value is those desirable ideals and goals which are intrinsic in themselves and. …evoke a deep sense of fulfillment.” Values being “prioritizing choices” as Kluckhorn, the anthropologist, explains, being “preferred choices” as Alport, Vernon and Kindsay assert, being “preferential behaviour” as Morris sees it, they postulate a new concept of relations between Man and Nature, Man and Man, Man and God.  Values quicken the person’s journey from ‘being’ to ‘becoming’, widens his thinking and leads him to build a civilization of love. His values help him see things in the correct perspective, correct himself and act honestly to benefit himself, others, the society and the world.

Concerning moral values, attempts have been made to identify the values of moral education.  The National Institute of Educational Research of Japan has done a commendable job in this regard.  Drawing upon the deliberations of six regional workshops with UNESCO, it has figured out a case of twelve moral values. Caring for others; concern for the welfare of the society, nation and the international community; concern for the environment; concern for cultural heritage; self-esteem and self-reliance; social responsibility; spirituality; peaceful conflict resolution; equality; justice; truth and freedom.

3.3 Value Based Education for Undergraduate Students


Good education is inconceivable if it fails to inculcate values essential to good life and social well-being.  As a general rule therefore value orientation is integral to all stages of upbringing formal education, interaction between individuals and social groups, political behaviour and probity in public administration.  Value education leads to personality development and gets reflected in the professional performance of individuals as well as of service institutions and the production processes of the country’s economy. 

The problem of value education at the undergraduate and postgraduate levels cannot be resolved unless we give it a special recognition in the curriculum of studies.  Since this is a new endeavour it will naturally give rise to administrative problems in every university.  Besides, the initial efforts would have to be concentrated on making the idea itself acceptable to faculty members and students alike.  While it is true that value education must be woven into the texture of college studies, the task of integrating it as a component of every academic discipline will be fraught with difficulties.

These difficulties are not insurmountable once we accept the imperative need to strengthen the moral fibre of the society through the education process at every level. Value education is an attempt to rehabilitate man as an ally of man and the environment in which he can best survive as an enlightened being.  In these introductory pages we can do no more than emphasize two fundamental points regarding the introduction of value education in the colleges.  Firstly, it must find a place in the curriculum of studies as a subject in its own right. Secondly, it should not be demoted to the status of an elective subject.



4. Value Education: Some Priority Areas


Living as we do in a country that is a mosaic of contradictions (modem and backward, very rich and very poor, democratic and feudal, socialist in slogans and capitalist in practice, steeped in religious traditions and notorious for corruption...) we need to challenge and revamp our values. What do we believe in? What values do we live by? What are our priorities? What should be our priorities?

Some areas requiring urgent attention are indicated below:

  1. Education for Peace
    • Communal harmony
    • Tolerance
    • National Integration
  2. Respect for life
·         Fundamental sacredness of life
·         Preventing loss of life.
  1. Justice
    • Direct involvement in the cause of justice
    • Becoming agents of social change
    • The debt owed by the educated to the majority (who are poor), on whose work our opportunities depend.

  1. Issues of Women
    • Change of attitudes towards women
    • Restoring their rightful place in society

  1. Job-Oriented Education
    • Education for self-employment
    • Employment that will generate jobs for others

  1. Faith in God
    • Strengthening the spirit of man
    • Counteracting materialism and consumerism

  1. Self-respect
    • Respect for the given work
    • Cleanliness of our person and surroundings
    • Taking pride in work well done

  1. Initiative and Creativity
·         Not resignation, slavishness and imitation

  1. Democracy
    • Equality of persons before the law
    • Involvement and direct action to get our rights
    • Holding the government accountable

  1. Ecology
    • Responsibility for our land, water, trees…
    • The danger of destroying ourselves
    • The hazards of industrial pollution
    • The ethics of business

  1. The Meaning of  "Success"
    • Is it merely scoring high marks?
    • Is it getting a good job, making money, getting ahead at all costs?

  1. Openness
    • Seeing people of other "groups" as persons like ourselves

  1. Noble Truths of all Religions
    • Being exposed to the teachings and great achievements of the various religions.
    • This diminishes prejudice and promotes respect.

These are some of the priority areas that should be given urgent attention in our value education programmes in the light of the situation of our country today, and the needs of the times.

Values have three anchor bases: First, they are anchored in the 'head'. I perceive, I see reasons why something is valuable, and is so intellectually convinced about the worth I prize so highly. Values have also an anchor base in the 'heart'. Not only the language of the head, but the language of the heart also tells me that something is worthwhile. Not only do I see it as worthwhile but I also feel it as such. When the mind and heart are involved, the whole person is involved, leading to the third anchor base, namely the 'hand' or in other words, values lead to decisions and actions.      

5.  Teacher: Friend, Philosopher and Guide

As it is said, “A Teacher affects eternity”. In our educational system teachers play an important role, irreplaceable by anyone else. As said by Daniel Webster, “If we work upon marble, it will perish; If we work upon brass, time will efface it; if we rear temples, they will crumble to dust; but if we work upon people’s immortal minds, if we imbue them with high principles, with the just fear of God and love of their fellow-beings, we engrave on those tablets something which no time can efface, and which will brighten and brighten to all eternity.”

The teacher has to be more of a facilitator, a catalyst, an agent of transformation. He meets the student who is a person he loves and respects and whose personality he strives to enrich. He is aware that the student is not quite a child nor quite an adult, but one who is in the process of  ‘becoming’.  His talents and abilities, mostly hidden, demand expression.  His powers physical, sexual, emotional, intellectual, spiritual - are seminal but fast growing.  He rebels against all fetters that curb his freedom to choose. 

What are your goals as Facilitator? Firstly, to make the student aware of his talents and abilities and awaken them. As Swami Vivekanand said, “Arise, awake and stop not until the goal is achieved.” Secondly, to make him aware of his fellow-students, his fellow-men, women and children, his neighbours, the less fortunate persons, the poor and the sick, the old and the infirm, the physically or emotionally handicapped, the lonely persons needing companionship.  And develop in him the concern for them and the will to help them in ways he can. Thirdly, to enable him say ‘No’ when he wants to say ‘No’ conscionably, politely and with consistency. Fourthly, to make him aware of the drawbacks and weaknesses of traditional society so that he may choose to be an instrument to convert it into a modern society. Fifthly, helps him to understand the difference of IQ, EQ, SQ. Lastly, to develop in him self-esteem and the ability for self-acceptance after having done SWOT (Strength, Weakness, Opportunities and Threats) analysis.

To realize the goals of value-education, the Facilitator will have to reach ‘the person’ and ‘touch him’ in-depth and ‘communicate with him on a level of equality and not by lecture method. When you talk to them, use their language, the situations you illustrate shall be from the circle of their experience. Many techniques are there for the Facilitator to choose from.  Some of them are listed here: A scene from a short story, film, novel or drama/a poem/Multiple choice questions/Ranking/Case history/Quiz/Completing a story/ Drama/ Role play/story-writing/writing the first two paragraphs (now missing) of a story/photo language/tape-recorded narration/pick up your answer/interview/ prioritizing/comparing/Debate/symposium/Group dynamics /sensitivity training games/Brain-storming/Counselling games/Radio play/Non-verbal communication games/Prayer service/Team games. It will be good to divide your students into micro-groups of four or five for the purpose of learning and help them critique their findings in all-group macro-sessions.  This will help them acquire many life-saving skills such as getting along with people, communication, leadership, etc.

6.  Conclusion: Give them roots and wings

The time has come when we should reconsider, evaluate and strengthen value education in our institutions. We have to take concrete steps to improve the quality of value education today, especially, when the young people are facing a value crisis, value confusion and conflict.

As you know the rational educational policy of India, despite its many drawbacks, insists that values, heritage and culture should be promoted through education in schools and colleges. Educational institutions should set new trends in this area and be a model to others. One of the ways to impart values through education is to design a course on human values and make it a part of the curriculum as well as make it a part of the valuation system.

Since teachers have to play a significant role in the value development of students, to all those who choose to be teachers, there is an urgent need to impart a strong and relevant value system. If the teacher has no sense of values, where shall the student seek guidance and direction from?


The teachers should be given adequate training to make them competent and effective value educators. And the institutions should provide the time and resources necessary so that value education classes may not be a burden for the teachers and the students, but a significant and beautiful part of their whole educational experience. Value education cannot be restricted to the few minutes spent every week in the classroom.  What matters is the whole set up of the institution – what it stands for, its policies, the values it upholds, the priorities chosen and the life and example of the staff members.

As we are looking forward with hope and optimism to the new decade and as we are considering the priorities in higher education in this decade, let us remember it is our responsibility to prepare our young people to meet the unknown challenges of the future. The education we provide should help them to appreciate our rich cultural heritage and values, to develop their own values and the value system which will guide them in their personal and social life and will form the foundation of the society we dream of. It is better to build children and youth than to repair people.


References

1. Pipeone, Davin. Sociolog,  New Jersey: Ptentite Halh _nglewood Cliffs, 1980.
2. Hall P. Brian. Value Clarification: A Learning Experience. New York: Paulist Press, 1973.
3. Simon B. Sidney, Howe, W. Leland, Kirshchenbaum HoWllfa. Value clarification. New York: Dodd, Mead and Company, 1978.
4. Kirshchenbaum, Simon B, Sidney. Readings in ValUe Clarification. Minneapolis: Winston Press, 1973,
5. Values (Indian), Indian and Philosophical Annual (19S__860) Vol. 18; pp.15-32.
6. Raths, E. Louis, Harmin, and Simon a. Sldfi_y. Values and Teaching. Columbus, Ohio: Charles E. Men-it Publishing Co., 1966.
7. Mani Jacob, Resource Book for Value Education. New Delhi, 2002
8. New Frontiers in Education, Vol. XXIII, No. 2, April-June, 1993, p.235 – 237.
9.  University News, Vol. 41 No. 22, June 02-08, 2003, p.11 – 14.
10.University News, Vol. 35 No. 41, October 13, 1997, p.12.
11.University News, Vol. 39 No. 43, October 22-28, 2001, p.1 – 2.

***
“The most rewarding things you do in life are often the ones that look like they cannot be done.”
- Arnold Palmer




Towards Value Based Education

A.   F. Alferd mascarenhas

Education is the process by which a human person develops oneself as a woman or man. It helps man to grow in all dimensions, mastering and controlling emotions and the will. The final result of education is a cultured person. Cardinal Newman could write of a liberal education that makes the gentleman who has a cultivated intellect and a delicate taste, with emphasis on the individual and hardly any concern for social responsibility. The Church speaks of the formation of the individual with respect to the good of the society of which he is a member. From the emphasis on the development of the individual for this own sake we have come round to considering the benefits that should accrue to society through the education of the individual.

One part of education that is common to all colleges is that of providing the knowledge and skills that will enable the young people to fulfill their aspirations. The other aspect of education which is particular to Christian colleges is the field of values and with special relevance to the gospel, thus leading to a truly cultured person. Institutions of learning began in monasteries and cloisters or in and around renowned teachers. Today, however, they are largely arenas where thousands are herded through structured courses and jam-packed syllabi: many have turned into commercial ventures, largely ignoring the growth of the person.

In the light of these continually increasing pressures, it is vitally necessary for Christian institutions of learning to consider their special role in education in human values, in line with the Christian message. The overall aim of this education in values should (a) from the students consistent with his ultimate goal, (b) contribute to her intellectual, moral and physical development, (c) instill in her a sense of responsibility to society, (d) prepare her for acceptance of leadership, (e) train her to distinguish between right and wrong, (f) enable her recognise her relationship to God, (g) facilitate her living a life in conformity with the gospel and (h) instill in her the courage and the readiness to bear witness to God.

Education in Values

Values are what woman and men live by and what they would die for. The preamble of our constitution mentions justice, freedom, equality and fraternity- these are values that do not depend on the circumstances or the individual, to acquire a meaning. Christ proclaimed the same values- Justice – in the face of social, economic, political and religious structures that oppress man and dehumanise him : Freedom- from the internal compulsions and external pressures that constrain man, Equality- arising from the common fatherhood of God and Fraternity- of mutual concern.

One experiences difficulty in arriving at a single and comprehensive definition of value. In very simple words, a value is yardstick of beliefs that influence and guide our behavior. Values literally means something precious precious, dear, worthwhile. Values give direction and firmness and bring to 





 
Suddenly everyone is concerned about values and is talking about the urgency of introducing values into education and society. This, I submit is a misperception. Every society and every individual lives by values. But the degree of dissonance between individual and societal values and between what the older and younger generations see as values has caused the present feeling of crisis. The pace of change in patterns of living and consequently in patterns of thinking and behaviour has been so rapid as to cause 'shocks'. Education, by its very nature, as a preparation for life, has been and will continue to be value oriented. So, the question is not how to introduce values into education, but how to deal with the present crisis.

Science-based technology has brought spectacular advance in various fields of human endeavour. Ascent of market economy and the growth of consumerism has resulted in the emergence of the economic man, the material man, the man of transience. A code of morality based on what works, what profits, what is convenient or what is pleasant has emerged. Due to this, shrinkage has come about in the multi-dimensional man. His spiritual dimension (using the term without any religious connotation), his humaneness and his linkage with his fellowmen has given way to a brutishly selfish attitude. Money and what money can buy has gained the highest value for many and has become the operating principle.

In the society of the future that is emerging and whose frontiers remain largely unknown, it is not possible, to provide a package of values to the student for use in his later life. Unlike in the past, the degree of confrontational and conflictual situations has largely increased. There is marked erosion of personal freedom, brought about by mass hysteria induced by the powerful electronic print media. To maintain one's selfhood and identity; to find the resources to make personal choices and decisions will become one of the major problems. This is also the educational problem. Whether we deal with this crisis as a source of peril or (as the Chinese use the term crisis) as an opportunity depends on us. This represents the agony and the ecstasy of the problem.

Education at present, with its emphasis on ‘consumerism’ and competition for achievement, has sidelined its central concern for the full development of the social, moral, aesthetic and spiritual side of human personality.  Value education which needs to be looked upon as an essential aspect for the over all qualitative improvement of education, is being neglected to a great extent.

In the process of learning different curricular subjects, one imbibes certain values, habits of thought, qualities of mind that are concomitant to the pursuit of that particular knowledge field.  In other words, value education spans the entire learning, cultivation of imagination, strengthening of will and training of character.  When we so relate value education to education we can identify the approach as one of integrating values into the very fabric of education. Values such as love, cooperation, trust, acceptance, joy, dignity, respect for individual differences, compromise, truth, understanding and reverence must be taught because they are the key to the survival of the human species.  Teaching human values is teaching survival skills.
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A year after gaining independence, in 1948, the Radhakrishnan Commission reported: “If we exclude spiritual training in our institutions, we would be untrue to our whole historical development”. Eleven years after, in 1959, the Sri Prakasa Committee exhorted: “Every effort must be made to teach students true moral values from the earliest stages of their educational life”. Nearly five years later, in 1964-66, the Kothari Education Commission Report (renowned as the Magna Carta of Indian Education) pinpointed the truth: “A serious defect in the school system is the absence of provision for education in social, moral and spiritual values. A national system of education…cannot afford to ignore this purposeful force.” About fifteen years later, in 1981, the ace educationist Dr. Karan Singh reasoned thus: “One of the major reasons for the erosion of our value system has been the lack of any value-orientation in our educational structure.  We have interpreted the term ‘secularism’ in such a way as to deny ourselves the advantage of even teaching basic moral and spiritual values that are subscribed to by all the great world religions”. 

Two years after, in 1983, the report of the Working Group (to review teachers’ training programme in the light of the need for value education) declared unambiguously that “the future of the human race is dependent exclusively upon a radical transformation of human consciousness and that one of the most important means of effecting this transformation is an integral value-oriented education”.  Soon after, in 1985, ‘Challenge of Education-A Policy Perspective’ (Government of India) spotlighted the progressive erosion of values and resultant pollution in public life. “The fact that this crisis of values is as pervasive in schools, colleges and universities, amongst teachers as well as students as in other walks of life - a highly dangerous development.” Next year, in 1986, ‘National Policy on Education’ document stated: “In our culturally plural society, education should foster universal and eternal values oriented towards the unity and integration of our people. Such value-education should help eliminate obscurantism, religious fanaticism, violence, superstition and fatalism.”

The National Policy on Education of 1986 has very strongly recommended the need for value education due to the following reasons.  Tremendous advance in science and technology has resulted in a complete change in the lifestyle of people. Science and Life in the future is going to be faster and more complex.  The students of today have to face such moral situations in future in which instead of depending on others, they may be required to take their own decisions. The present youth has special problems.  It has begun to question the conduct of elders especially leaders.  They do not see the relevance of the values preached.



Splendor and Crisis of Creation: The Biblical Vision

1. Environmental Awareness: Respect for Nature

There is a growing awareness that world peace 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 a 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. Moreover, a new Environmental awareness is beginning to emerge which, rather than being downplayed, ought to be encouraged to develop into concrete programs and initiatives.

 Many ethical values, fundamental to the development of a peaceful society, are particularly relevant to the ecological question. The fact that many challenges facing the world today are interdependent confirms the need for carefully coordinated solutions based on a morally coherent worldview.

 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).

2. Development and Ecological Balance

Two decades ago it was common to speak of the need for economic "development" among "backward" nations. The assumption behind this language was that Western-style industrialization was the model of progress, and that all nations could be judged by how far they had come along on that road. Poor nations were poor because they were at some retarded stage of this evolutionary road of development. They needed economic assistance from more "developed" nations to help them "take off" faster.

In the mid-’60s there were two major movements of dissent from this model of "developmentalism." One of them occurred primarily among social thinkers in the Third World, especially Latin America, who began to reject the idea of development for that of liberation. They contended that poor countries were poor not because they were "undeveloped," but because they were miss-developed. They were the underside of a process in which, for five centuries, Western colonizing countries had stripped the colonized countries of their wealth, using cheap or slave labor, in order to build up the wealth which now underlies Western capitalism. One could not overcome this pattern of misdevelopment by a method of "assistance" that merely continues and deepens the pattern of pillage and dependency, which created the poverty in the first place.

A few years after this critique of development from a Third World standpoint, a second dissenting movement appeared, primarily among social thinkers in advanced industrial countries. This movement focused on the issue of modern industrialized societies’ ecological disharmony with the carrying capacities of the natural environment. It dealt with such issues as air, water and soil pollution the increasing depletion of finite resources, including minerals and fossil fuels; and the population explosion. This dissent found dramatic expression in the Club of Rome’s report on Limits to Growth, which demonstrated that indefinite expansion of Western-style industrialization was, in fact, impossible. This system, dependent on a small affluent minority using a disproportionate share of the World’s natural resources, was fast depleting the base upon which it rested: nonrenewable resources. To expand this type of industrialization would simply accelerate the impending debacle; instead, we must stop developing and try to stabilize the economic system and population where they are.

These two critiques of development -- the third World liberation perspective and the First World ecological perspective -- soon appeared to be in considerable conflict with each other. The liberation viewpoint stressed pulling control over the natural resources of poor countries out from under Western power so that the developmental process could continue under autonomous, socialist political systems. The First World ecological viewpoint often sounded, whether consciously or not, as though it were delivering bad news to the hopes of poor countries. Stabilizing the world as it is seemed to suggest stabilizing its unjust relationships. The First World, having developed advanced industry at the expense of the labor and resources of the Third World, was now saying: "Sorry, the goodies have just run out. There’s not enough left for you to embark on the same path." Population alarmists sounded as though Third World populations were to be the primary "targets" for reduction. Social justice and the ecological balance of humanity with the environment were in conflict. If one chose ecology, it was necessary to give up the dream of more equal distribution of goods.

2.1. Religious Responses to Environmental Crisis

In the late ‘60s there rose a spate of what might be called theological or religious responses to the ecological crisis, again primarily in advanced industrial countries. Two major tendencies predominated among such writers. One trend, represented by books, such as Theodore Roszak’s Where the Wasteland Ends, saw the ecological crisis in terms of the entire Western Judeo-Christian reality principle. Tracing the roots of this false reality principle to the Hebrew Bible itself, Roszak, among others, considered the heart of the ecological crisis to be the Biblical injunction to conquer and subdue the earth and have dominion over it. The earth and its nonhuman inhabitants are regarded as possessions or property given to "man" for "his" possession. "Man" exempts "himself" (and I use the male generic advisedly) from the community of nature, setting himself above and outside it somewhat as God "himself" is seen as sovereign over it. Humanity is God’s agent in this process of reducing the autonomy of nature and subjugating it to the dominion of God and God’s representative, man.

For Roszak and others, this conquest-and-dominion approach turned nature into a subjugated object and denied divine presence in it. Humanity could no longer stand in rapt contemplation before nature or enter into worshipful relations with it. A sense of ecstatic kinship between humanity and nature was destroyed. The divinities were driven out, and the rape of the earth began. In order to reverse the ecological crisis, therefore, we must go back to the root error of consciousness from which it derives. We must recover the religions of ecstatic kinship in nature that preceded and were destroyed by biblical religion. We must re-immerse God and humanity in nature, so that we can once again interact with nature as our spiritual kin, rather than as an enemy to be conquered or an object to be dominated. Only when we recover ancient animism’s I-Thou relationship with nature, rather than the I-It relation of Western religion, can we recover the root principle of harmony with nature that was destroyed by biblical religion and its secular stepchildren.

This neo-animist approach to the ecological crisis was persuasive, evoking themes of Western reaction to industrialism and technological rationality that began at least as far back as the romanticism of the early 19th century. But many voices quickly spoke up in defence of biblical faith. A variety of writers took exception to romantic neo-animism as the answer, contending that biblical faith in relation to nature had been misunderstood. Most of the writers in this camp tended to come up with the "stewardship" model. Biblical faith does not mandate the exploitation of the earth, but rather commands us to be good stewards, conserving earth’s goods for generations yet to come. In general, these writers did implicitly concede Roszak’s point that biblical faith rejects any mystical or animist interaction with nature. Nature must be regarded as an object, not as a subject. It is our possession, but we must possess it in a thrifty rather than a profligate way.

2.2. Economic Considerations and Environmental Crisis

One problem with both of these Western religious responses to the ecological crisis; there was very little recognition that the crisis took place within a particular economic system. The critique of the Third World liberationists was not accorded much attention or built into these responses; the ecological crisis was regarded primarily as a crisis between "man" and "nature," rather than as a crisis resulting from the way in which a particular exploitative relationship between classes, races and nations used natural resources. The "stewardship" approach suggested a conservationist model of ecology. We should conserve resources, but without much acknowledgment that they had been unjustly used within the system that was being conserved. The counter cultural approach, on the other hand, did tend to be critical of Western industrialism, but in a romantic, primitive way. It idealized agricultural and handicraft economies but had little message for the victims of poverty who had already been displaced from that world of the pre-industrial village. Thus, it has little to say to the concerns of Third World economic justice, except to suggest that the inroads of Western industrialism should be resisted by turning back the clock.
Is there a third approach that has been overlooked by both the nature mystics and the puritan conservationists? Both of these views seem to me inadequate to provide a vision of the true character of the crisis and its solution. We cannot return to the Eden of the pre-industrial village. However, many those societies may possess elements of wisdom, these elements must be recovered by building a new society that also incorporates modern technological development. The counter cultural approach never suggests ways of grappling with and changing the existing system. Its message remains at the level of dropping out into the pre-industrial farm -- an option that, ironically, usually depends on having an independent income!

The stewardship approach, with its mandate of thrift within the present system, rather than recognition of that system’s injustice, lacks a vision of a new and different economic order. Both the romantic and the conservationist approaches never deal with the question of eco-justice; namely, the reordering of access to and use of natural resources within a just economy. How can ecological harmony become part of a system of economic justice?

 

3. Protecting the Environment for Future Generations

 

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."1
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 and social well-being.2 Development policies that seek to reduce poverty with an emphasis on improved education and social conditions for women are far more effective than usual population reduction programs and far more respectful of women's dignity.3

 

Developing countries have a right to economic development that can help lift people out of dire poverty. Wealthier industrialized nations have the resources, know-how, and entrepreneurship to produce more efficient cars and cleaner industries. These countries need to share these emerging technologies with the less-developed countries and assume more of the financial responsibility that would enable poorer countries to afford them. This would help developing countries adopt energy-efficient technologies more rapidly while still sustaining healthy economic growth and development.4 Industries from the developed countries operating in developing nations should exercise a leadership role in preserving the environment.

 

4. Misinterpretations of Scripture

To find a theology and/or spirituality of eco-justice, I would suggest that, in fact, our best foundation lies precisely in the Hebrew Bible -- that same biblical vision which, anachronistically, the romantics have labeled as the problem and which the conservationists have interpreted too narrowly and un-perceptively. Isaiah 24 offers one of the most eloquent statements of this biblical vision that is found particularly in the prophets of the Hebrew Scriptures. The Puritan conservationists have too readily accepted a 19th century theology that sets history against nature -- a theology which is basically western European rather than biblical. The biblical vision is far more "animistic" than they have been willing to concede. In Scripture, nature itself operates as a powerful medium of God’s presence or absence. Hills leap for joy and rivers clap their hands in God’s presence or, conversely, nature grows hostile and barren as a medium of divine wrath.

The romantics, on the other hand, have blamed Scripture for styles of thought about nature that developed in quite different circles. The concept of nature as evil and alien to humanity began basically in late apocalyptic and Gnostic thought in the Christian era. The divine was driven out of nature not to turn nature into a technological instrument, but rather to make it the habitation of the devil; the religious "man" should shun it and flee from it in order to save "his" soul for a higher spiritual realm outside of and against the body and the visible, created world. Christianity and certainly Judaism objected to this concept as a denial of the goodness of God’s creation, though Christianity became highly infected by this negative view of nature throughout its first few centuries, and that influence continued to be felt until well into the 17th century.

The new naturalism and science of the 17th century initially had the effect of restoring the vision of nature as good, orderly and benign -- the arena of the manifestation of God’s divine reason, rather than of the devil’s malice. But this Deist view of nature (as the manifestation of divine reason) was soon replaced by a Cartesian worldview that set human reason outside and above nature. It is this technological approach -- treating nature as an object to be reduced to human control -- that is the heart of modern exploitation, but it does not properly correspond to any of the earlier religious visions of nature. Any recovery of an appropriate religious vision, moreover, must be one that does not merely ignore these subsequent developments, but that allows us to review and critique where we have gone wrong in our relationship to God’s good gift of the earth. In my opinion, it is precisely the vision of the Hebrew prophets that provides at least the germ of that critical and prophetic vision.


4.1. A Covenantal Vision: Eco Justice

The prophetic vision neither treats nature in a romantic way nor reduces it to a mere object of human use. Rather, it recognizes that human interaction which nature has made with nature itself. In relation to humanity, nature no longer exists "naturally," for it has become part of the human social drama, interacting with humankind as a vehicle of historical judgment and a sign of historical hope. Humanity as a part of creation is not outside nature but within it. But this is the case because nature itself is part of the covenant between God and creation. By this covenantal view, nature’s responses to human use or abuse become an ethical sign. The erosion of the soil in areas that have been abused for their mineral wealth, the pollution of the air where poor people live, are not just facts of nature; what we have is an ethical judgment on the exploitation of natural resources by the rich at the expense of the poor. It is no accident that nature is most devastated where poor people live.

When human beings break their covenant with society by exploiting the labor of the worker and refusing to do anything about the social costs of production -- i.e., poisoned air and waters -- the covenant of creation is violated. Poverty, social oppression, war and violence in society, and the polluted, barren, hostile face of nature -- both express this violation of the covenant. The two are profoundly linked together in the biblical vision as parts of one covenant, so that, more and more, the disasters of nature become less a purely natural fact and increasingly become a social fact. The prophetic text of Isaiah 24 vividly portrays this link between social and natural hostility in the broken order of creation: Behold the Lord will lay waste the earth and make it desolate, and he will twist its surface and scatter its inhabitants . . .The earth shall be utterly laid waste and utterly despoiled; . . . The earth mourns and withers, the world languishes and withers; . . .The earth lies polluted under its inhabitants; for they have transgressed the laws, violated the statutes. Broken the everlasting covenant. Therefore, a curse devours the earth, and its inhabitants suffer for their guilt; the city of chaos is broken down, every house is shut up so that none can enter . . .Desolation is left in the city; the gates are battered into ruins. [Is. 24:1, 3, 4-5, 10, 12]
                                         
But this tale of desolation in society and nature is not the end of the prophetic vision, when humanity mends its relation to God, the result must be expressed not in contemplative flight from earth but rather in the rectifying of the covenant of creation. The restoration of just relations between peoples restores peace to society and, at the same time, heals nature’s enmity. Just, peaceful societies in which people are not exploited also create, peaceful, harmonious and beautiful natural environments. This outcome is the striking dimension of the biblical vision. The Peaceable Kingdom is one where nature experiences the loss of hostility between animal and animal, and between human and animal. The wolf dwells with the lamb, the leopard lies down with the kid, and the little child shall lead them. They shall not hurt or destroy in all my holy mountain, for the earth shall be full of the knowledge of the Lord. . . . (Is. 11:9).

The biblical dream grows as lush as a fertility religion in its description of the flowering of nature in the reconciled kingdom of God’s Shalom. The wilderness and the dry land shall be glad, the desert shall rejoice and blossom; like the crocus it shall blossom abundantly, and rejoice with joy and singing. [Is. 35:1-2] "The tree, bears its fruit, the fig trees and vine give their full yield. Rejoice in the Lord, for he has given early rain the threshing floors shall be full of grain, the vats shall overflow with wine and oil." [Joel 2:22-24]  "Behold the days are coming." says the Lord, "when the plowman will overtake the reaper and the trader of grapes him who sows the seed; the mountains shall drip sweet wine, and all the hills shall flow with it." [Amos 9:13]

In the biblical view, the raping of nature and the exploitation of people in society are profoundly understood as part of one reality, creating disaster in both. We look not to the past but to a new future, brought about by social repentance and conversion to divine commandments, so that the covenant of creation can be rectified and God’s Shalom brought to nature and society. Just as the fact of nature and society grows hostile through injustice, so it will be restored to harmony through righteousness. The biblical understanding of nature, therefore, inheres in a human ethical vision, a vision of eco-justice, in which the enmity or harmony of nature with humanity is part of the human historical drama of good and evil. This is indeed the sort of ecological theology we need today, not one of either romance or conservationism, but rather an ecological theology of ethical, social seriousness, through which we understand our human responsibility for ecological destruction and its deep links with the struggle to create a just and peaceful social order.

We could make it a national policy to wean agriculture from its dependence on fossil fuels as rapidly as possible. This effort would merge with existing movements for sustainable agriculture and organic farming. We should also encourage the production of food near the places where it is consumed, reducing dependence on packaging and transportation. Systematic national programs of these sorts would lead to a steady and substantial decline in the emission of greenhouse gases and greatly increase our ability to lead the family of nations into international agreements on the environment. We need to reexamine our basic commitment to economic growth. Why are we so convinced that growth is needed? It does not contribute to general economic betterment. Most of the monetary gains go to the wealthiest 1 percent, and it is doubtful that they are any happier as a result. Why not redirect our emphasis from economic growth to economic improvement as one element in a total improvement of the human and ecological situation?

Our God has for so long been in economic growth that such a proposal may seem heretical and unrealistic. We are called to worship God, not wealth. God cares for the earth. Surely we should put the long-term well being of the earth and all its inhabitants above the enrichment of the rich. If we did so the solution to the problem of global warming would be far easier. We could make it a national policy to wean agriculture from its dependence on fossil fuels as rapidly as possible. This effort would merge with existing movements for sustainable agriculture and organic farming. We should also encourage the production of food near the places where it is consumed, reducing dependence on packaging and transportation. Systematic national programs of these sorts would lead to a steady and substantial decline in the emission of greenhouse gases and greatly increase our ability to lead the family of nations into international agreements on the environment.

We need to reexamine our basic commitment to economic growth. Why are we so convinced that growth is needed? It does not contribute to general economic betterment. Most of the monetary gains go to the wealthiest 1 percent, and it is doubtful that they are any happier as a result. Why not redirect our emphasis from economic growth to economic improvement as one element in a total improvement of the human and ecological situation?  Our god has for so long been economic growth that such a proposal may seem heretical and unrealistic. Christians, however, are called to worship God, not wealth. God cares for the earth. Surely we should put the long-term well being of the earth and all its inhabitants above the enrichment of the rich. If we did so the solution to the problem of global warming would be far easier.

5. Splendor of Creation: Biblical Vision

In Genesis, God said, "till it and keep it", (Gen 2:15) 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 empathies and participate with, delight in, and accompany the creatures to bring about a communion of all sections of creation whose head is God himself.13 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".

5.1 Creation: Story of Ecological Balance

When we read the Bible we understand that the entire story of creation of the world is so intrinsically connected with the story of ecological balance from within. At His command the earth brought forth vegetation: plants yielding seed of every kind, and trees of every kind bearing fruit with the seed in it and the waters bring forth swarms of living creatures, and birds fly above the earth and the great sea monsters and every living creature that moves, of every kind, with which the waters swarm, and every winged bird of every kind. …Then God said, “Let us make humankind in our image, according to our likeness; and let them have dominion over the fish of the sea, and over the birds of the air, and over the cattle, and over all the wild animals of the earth, and over every creeping things that creeps upon the earth.” So God created humankind in his image in the image of God he created them; male and female he created them.  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 1:1- 1:28) The covenant with Noah is indicative of God’s concern for all living creatures along with human beings. Strange but true! (Gen 8:18–9:17)



Seasons of the year and productivity of the land are intrinsically connected with God. You shall keep my Sabbaths and reverence my sanctuary: I am the Lord. If you follow my statutes and keep my commandments and observe them faithfully, I will give you your rains in their season, and the land shall yield its produce, and the trees of the field shall yield their fruit (Lev 26:2–4). But if you will not obey me, and do not observe all these commandments, if you spurn my statutes, and abhor my ordinances, so that you will not observe all my commandments, and you break my covenant, I in turn will do this to you: I will bring terror on you; consumption and fever that waste the eyes and cause life to pine away. You shall sow your seed in vain, for your enemies shall eat it (Lev 26:14–16). Human beings conduct has direct connection with nature’s blessings. “I will break your proud glory, and I will make your sky like iron and your earth like copper. Your strength shall be spent to no purpose: your land shall not yield its produce, and the trees of the land shall not yield their fruit” (Lev 26:19–20). Sensitivity to animals in trouble is appreciated and acknowledged in the Bible. “You shall not watch your neighbor’s ox or sheep straying away and ignore them; you shall take them back to their owner. If the owner does not reside near you or you do not know who the owner is, you shall bring it to your own house, and it shall remain with you until the owner claims it; then you shall return it. You shall do the same with a neighbor’s donkey; you shall do the same with a neighbor’s garment; and you shall do the same with anything else that your neighbor loses and you find. You may not withhold your help.” (Deut 22:1–4) Again we read: “If you come on a bird’s nest, in any tree or on the ground, with fledglings or eggs, with the mother sitting on the fledglings or on the eggs, you shall not take the mother with the young. Let the mother go, taking only the young for yourself, in order that it may go well with you and you may live long.” (Deut 22:6–7)

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 honor and praise by their very existence. However, there is also the perception that creatures can really praise God only through human beings.

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 animals, and they will teach you; the birds of the air, and they will tell you; ask the plants of the earth, and they will teach you; and the fish of sea will declare to you. (Job 12:7–8). 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.

5.2 Jesus, an Ecologist

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, energizes 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 (thirty seven 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.’

6. Estrangement of Humans from Nature

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 and 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 in the Scriptures with ecology. 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 toil on it forever!"

In today's world, the links between social injustice and environmental degradation can be seen everywhere: the placement of toxic waste dumps in poor neighborhoods, the devastation of indigenous peoples and the extinction of their cultures when the rain forests are destroyed, disproportionate levels of lead and toxic air pollution in inner-city ghettos, the corruption of many government officials by people who seek to profit from the unsustainable exploitation of resources.

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 (see Lev 25). Every seventh year, the land and people were 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. It invited the whole community to taste the goodness of God in creation. In worship, moreover, the Sabbath continues to remind us of our dependence on God as his creatures, and so of our kinship with all that God has made. But people did not honor the law. A few went on accumulating land, many were dispossessed, and the land itself became exhausted. God then sent his prophets to call the people back to their responsibility. Again the people hardened their hearts; they had compassion for neither the land nor its people. The prophets promised judgment for the evil done the people of the land, but they also foresaw a day of restoration, when the harmony between humanity and the natural world would be renewed (see Is 32:15b-20). Saints like Benedict, Hildegard, and Francis showed us, that we form a community with all creation.

7. Conclusion: Respect the Dynamic Balance in Nature

Theology, philosophy and science all speak of a harmonious universe, of a "cosmos" endowed with its own integrity, its own internal, dynamic balance. This order must be respected. The human race is called to explore this order, to examine it with due care and to make use of it while safeguarding its integrity. On the other hand, the earth is ultimately a common heritage, the fruits of which are for the benefit of. In the words of the Second Vatican Council, "God destined the earth and all it contains for the use of every individual and all peoples" (Gaudium et Spes, 69). This has direct consequences for the problem at hand. It is manifestly unjust that a privileged few should continue to accumulate excess goods, squandering available resources, while masses of people are living in conditions of misery at the very lowest level of subsistence. Today, the dramatic threat of ecological breakdown is teaching us the extent to which greed and selfishness -- both individual and collective -- are contrary to the order of creation, an order that is characterized by mutual interdependence. Our ancestors viewed the earth as rich and bountiful, which it is.  Many people in the past also saw nature as inexhaustibly sustainable, which we now know is the case only if we care for it.  It is not difficult to forgive destruction in the past that resulted from ignorance.  Today, however, we have access to more information.  It is essential that we reexamine ethically what we have inherited, what we are responsible for, and what we will pass on to coming generations.

Clearly this is a pivotal generation.  Global communication is possible, yet confrontations take place more often than meaningful dialogues for peace.  Our marvels of science and technology are matched, if not outweighed, by many current tragedies, including human starvation in some parts of the world and extinction of other life forms.  Exploration of outer space takes place at the same time 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.  We must act before it is too late. The concepts of an ordered universe and a common heritage both point to the necessity of a more internationally coordinated approach to the management of the earth. In many cases the effects of ecological problems transcend the borders of individual States; hence their solution cannot be found solely on the national level. Recently there have been some promising steps towards such international action, yet the existing mechanisms and bodies are clearly not adequate for the development of a comprehensive plan of action. Political obstacles, forms of exaggerated nationalism and economic interests -- to mention only a few factors – impede international cooperation and long-term effective action. Hence we need to take pro-active steps at the personal, national and international level to keep up the dynamic balance in nature

Bibliography

1)         Bailey, Liberty Hyde. The Holy Earth. New York: C. Scribner’s Sons, 1915.
2)         Bergant, Dianne. The Earth Is the Lord’s: The Bible, Ecology, and Worship. Collegeville, Minn.: Liturgical Press, 1998.
3)         Berry, Thomas, and Thomas Clarke. Befriending the Earth: A Theology of Reconciliation between Humans and the Earth. eds. Stephen Dunn and Anne Lonergan. Mystic, Conn.: Twenty-Third Publications, 1991.
4)         Berry, Thomas. The Dream of the Earth. San Francisco, Calif.: Sierra Club Books, 1988.
5)         Bhagat, Shantilal P. Creation in Crisis: Responding to God’s Covenant. Elgin, Ill.: Brethren Press, 1990.
6)         Black, John. The Dominion of Man: The Search for Ecological Responsibility. Edinburgh: Edinburgh University Press, 1970.
7)         Boff, Leonardo. Cry of the Earth, Cry of the Poor. Translated by Philip Berryman. Maryknoll, N.Y.: Orbis, 1997.
8)         Bonhoeffer, Dietrich. Creation and Fall: A Theological Exposition of Genesis 1–3. ed. John W. de Gruchy. Translated by Douglas Stephen Bax. vol. 3 of Dietrich Bonhoeffer Works. Minneapolis, Minn.: Fortress, 1997.
9)         Burrell, David B., and Elena Malits. Original Peace: Restoring God’s Creation. New York: Paulist Press, 1997.
10)       Carmody, John. Ecology and Religion: Toward a New Christian Theology of Nature. New York: Paulist Press, 1983.
11)       Christiansen, Drew, and Walter Grazer, eds. “And God Saw That It Was Good”: Catholic Theology and the Environment. Washington, D.C.: United States Catholic Conference, 1996.
12)       Clinebell, Howard J. Ecotherapy: Healing Ourselves, Healing the Earth. Philadelphia, Pa.: Fortress, 1996.
13)       Clines, David J. A., ed. The Bible and the Future of the Planet: An Ecology Reader. The Biblical Seminar, no. 56. Sheffield, England: Sheffield Academic Press, 1998.
14)       Cohen, Jeremy. “Be Fertile, Fill the Earth and Master It”: The Ancient and Medieval Career of a Biblical Text. Ithaca, N.Y.: Cornell University Press, 1989. Reprint, Lanham, Md.: University Press of America, 1991.
15)       DeWitt, Calvin B. Caring for Creation: Responsible Stewardship of God’s Handiwork. eds. James W. Skillen and Luis E. Lugo. Grand Rapids, Mich.: Baker Books, 1998.
16)       Edwards, Denis. Jesus the Wisdom of God: An Ecological Theology. Maryknoll, N.Y.: Orbis, 1995.
17)       Elsdon, Ron. Greenhouse Theology: Biblical Perspectives on Caring for Creation. Tunbridge Wells, England: Monarch, 1992.
18)       Faricy, Robert. Wind and Sea Obey Him: New Approaches to a Theology of Nature. London: SCM Press, 1982. Reprint. Westminster, Md.: Christian Classics, 1988.
19)       Gottlieb, Roger S., ed. This Sacred Earth: Religion, Nature, Environment. New York: Routledge, 1996.
20)       Granberg-Michaelson, Wesley. Redeeming the Creation: The Rio Earth Summit: Challenges for the Churches. Geneva: World Council of Churches Publications, 1992.
21)       Gray, Elizabeth Dodson. Green Paradise Lost. Reprint. Wellesley, Mass.: Roundtable Press, 1981, c1979.
22)       Gregorios, Paulos Mar. The Human Presence: Ecological Spirituality and the Age of the Spirit. New York: Amity, 1987. Originally published as The Human Presence: An Orthodox View of Nature (Geneva: World Council of Churches, 1978).
23)       Hiebert, Theodore. “Re-imaging Nature: Shifts in Biblical Interpretation.” Interpretation (January 1996): 36–46.
24)       Jegen, Mary Evelyn, and Bruno V. Manno, eds. The Earth Is the Lord’s: Essays on Stewardship. New York: Paulist Press, 1978.
25)       John Paul II, Pope. “Peace with God the Creator-Peace with All of Creation.” World Day of Peace Message, 1 January 1990. Origins, CNS Documentary
26)       Jung, L. Shannon. We Are Home: A Spirituality of the Environment. New York: Paulist Press, 1993.
27)       Vorster, W. S., ed. Are We Killing God’s Earth? Pretoria, South Africa: University of South Africa, 1987.


Ecological Stewardship: The Biblical Perspective
Rev. Dr. Davis George
Abstract
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 have affected the earth's atmosphere for many decades, regardless of where they are produced or used.

The ecological crisis, at its core, is a moral challenge. It calls us to examine how we use and share the goods of the earth, what we pass on to future generations, and how we live in harmony with God's creation. Caught in a spiral of poverty and environmental degradation, poor people suffer acutely from the loss of soil fertility, pollution of rivers and urban streets, and the destruction of forest resources. Overcrowding and unequal land distribution often force them to overwork the soil, clear the forests, or migrate to marginal land. Their efforts to eke out a bare existence adds in its own way to environmental degradation and not infrequently to disaster for themselves and others who are equally poor. Sustainable economic policies that reduce current stresses on natural systems and are consistent with sound environmental policy in the long term, must be put into effect. At the same time, the world economy must come to include hundreds of millions of poor families who live at the edge of survival. In the face of these challenges, a new spirit of responsibility for the earth has begun to grow.

 

We have become more aware that we share the earth with other creatures. But humans, made in the image and likeness of God, are called in a special way to "cultivate and care for it" (Gen 2:15). Thus the Creator of this Universe made human beings stewards of his creation. Men and women, therefore, bear a unique responsibility under God: to safeguard the created world and by their creative labor even to enhance it. Safeguarding creation requires us to live responsibly within it, rather than manage creation as though we are outside it. The human family is charged with preserving the beauty, diversity, and integrity of nature, as well as with fostering its productivity. 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. Gandhi once remarked, “in the world, there is enough for man’s need, but not enough for man’s greed.” Humanity's arrogance and acquisitiveness, however, led time and again to our growing alienation from nature (see Gen 3–4, 6–9, 11ff) The whole human race suffers as a result of environmental blight, and generations yet unborn will bear the cost for our failure to act today. In the proposed paper, we shall explore the ecological stewardship from the Biblical perspective and encourage the present and future generations to take concrete steps to prevent environmental crisis and replenish this world so that the heavens may continue to proclaim the glory of God and the earth may continue to sustain life.

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Rev. Dr. Davis George, Principal, St. Aloysius’ College, Jabalpur-482 001. E-mail: davisgeorge@rediffmail.com




1           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.
2               John Paul II, On Social Concern, ch. four. This chapter of the encyclical gives a more complete definition of the concept of authentic development.
3               Second Vatican Council, Pastoral Constitution on the Church in the Modern World (Gaudium et Spes), nos. 50-51, in Austin Flannery, ed., Vatican Council II: The Conciliar and Post Conciliar Documents, new rev. ed., 1st vol. (Northport, N.Y.: Costello Publishing, 1996).
4               See also treatment of this topic in Stewardship: A Disciple's Response (Washington, D.C.: United States Conference of Catholic Bishops, 1993), 27.