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.

_______________________________________________________________________

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.

RELATIONSHIP IN SCHOOL ADMINISTRATION: PROSPECTS AND CHALLENGES

Leadership through Relationship
“We are born in relation, we live in relation, and we die in relation. There is, literally, no such human place as simply 'inside myself'. Nor is any person, creed, ideology, or movement entirely 'outside myself'”, said Carter Hayward. The ability to cultivate and manage relationships both within and outside the organization is an integral aspect of effective leadership. Forming and maintaining relationship with students, teachers, employees, and suppliers is essential to safe guard the interests of the organization. The ability to network effectively with relevant parties is essential because it maximizes an organization’s chance of capturing new growth opportunities in the future and also enables leaders to learn from others and to gain expertise in new areas. Trying to walk alone in an increasingly competitive academic and business environment is a self-defeating act, particularly, since organizations are increasingly being rated on their innovation and knowledge capabilities.

Academic Leader who can do Mentoring, Team-building, Motivation, Respect, Appreciate challenge (Appreciate in public and Correct in Private), Promote Unity in Diversity, Challenging the Process, Empower Teachers’ through in-service training, would become an effective leader.

The most important ingredient we put into any relationship is not what we say or what we do, but what we are. “And if our words and our actions come from superficial human relations techniques (the Personality Ethic) rather than from our own inner core (the Character Ethic), others will sense that duplicity. We simply won't be able to create and sustain the foundation necessary for effective interdependence.” Stephen R. Covey.  Principals must understand interrelationships of various Groups:

Centrality of Leadership in Schools
The Principal is the pivot around which the whole administrative system revolves. The teaching, non-teaching staff, students, their parents, the neighborhood, the city and the society at large are influenced by that one person called – Principal. He can make or break the institution. It is said that outstanding schools have effective Principals. They remain focused on the vision and mission of the school. They are able to dream and make the dream come true. Your call is to become a visionary leader of the school. Principals of Catholic schools are inspired by the Spirit of Christ. Christ’s commandment to love God and neighbor inspires a caring ethos which is expressed in relationships within and beyond Catholic schools. Catholic Principals provide a high quality, value added and gospel-led educational experience for all pupils, inspired by the Spirit of Christ. They seek to ennoble and enrich the human person so that each can develop and fulfill his/her potential. Relationship with Christ is the key to effectiveness in educational apostolate. Catholic Principals help the person and message of Christ find expression in all the activities of the school. They help the schools become the light, leaven and salt of the earth. Their academic leadership and moral influence is incomparable. Hence, Catholic schools should have Principals who have proven record of visionary leadership.

The winners of the twenty-first century will be those who can transform their organizations into something that more resembles a jeep – an all-wheel drive, all terrain vehicles that is lean, mean and highly maneuverable.”  – Peter Drucker. Three conditions distinguish the work of school administrators from that of their colleagues in non-school contexts: the uniquely moral character of schools; a highly educated, autonomous, and permanent workforce; and regular and unpredictable threats to organizational stability. The resultant demand environment requires school administrators to rely more extensively on leadership than routine administration to influence teachers and to negotiate the complex interplay among the five situational imperatives of school administration: moral, instructional, political, managerial, and social.

         There is no denying the fact that leadership has a powerful impact on schools.
         When schools have good leaders, they become leading schools.
         Outstanding schools have effective Principals.
         Effective Principals develop outstanding schools.
         Crisis of leadership.

The message for future School leaders is very clear:
·         Improve quality.
·         Involve in constant learning.
·         Connect and Believe in Synergy.
·         Focus on the processes.
·         End the era of routines.
·         Encourage participation and interactive & team-oriented activities.
·         Paradigm shift: From result oriented to transformation oriented education.
·         Selfish monetary pursuits to building the nation.
·         Pay attention to the various stakeholders of education as given below:

Students: Future Leaders of the Society
The main stake holder of the educational system is students. Without them, schools would remain dead buildings and meaningless structures. Principals make significant contribution in the areas of student’s capacity building, teaching and learning. Interpersonal qualities of Principals showed a common and consistent set of personal traits, behaviors, values and beliefs, such as honesty and openness, highly developed communication skills, flexibility, commitment, passion, empathy with others, a sense of 'innate goodness', support of equity and social justice, a belief that all children are important and can succeed, being other-centred, high expectations and a belief that schools can make a difference. Principal’s relationship with students would be of great significance particularly in today’s context. He could be a connecting link between students belonging to different communities, religions, social status and back grounds. He could build the mind set of the future citizens on gospel values. In the context of communal violence and growing hatred towards Christian presence and missionary activity, it is vital that we let our students know who we are and what the main teachings of Christ are. The purpose of education is the healthy interaction between information and formation resulting in transformation of life. More than filling the empty minds with knowledge, we must enable them to develop soft skills, make them appreciate the good things in life and contribute to make this world a better place to live in. We must develop in them an attitude of gratitude and loyalty, lest they take our institutions as commercial entities. Focus on holistic development. We have introduced what is known as 4H Method (Head, Heart, Hands and Habits) for the integral development of students.

Mentoring: Enhancing Leadership
“Mentoring is a brain to pick, an ear to listen, and a push in the right direction,”
said, John C. Crosby. “If you touch me soft and gentle, if you look at me and smile at me, if you listen to me talk sometimes, before you talk, I will grow, really grow” – Bradley
A good mentor is willing to give the intern real and significant responsibilities, the opportunity to try without risk of reproach, time for constructive feedback and processing of those experiences, and understanding of "inside stories" and thinking that underlie administrative decisions and actions.

Teachers: Builders of the Nation:
“The quality of nation depends upon the quality of its citizens. The quality of its citizens depends- not exclusively but in critical measure-upon the quality of their education. The quality of their education depends, more than upon any other single factor, upon the quality of their teacher.” These words of the American Commission on Teacher     Education cannot be over-emphasized. Teachers are the back-bone of our schools. The Principal should build his team and this alone would ensure success. How true it is:


The mistake of a doctor lies buried in grave.
 The mistake of an engineer lies cremated in bricks.
 The mistake of the lawyer lies in lies. 
 But the mistake of a teacher is reflected on the Nation”

He should focus on the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. The analysis is grounded in two conceptions of leadership—transformational and instructional. It is found that transformational leadership is a necessary but insufficient condition for instructional leadership. When transformational and shared instructional leadership coexist in an integrated form of leadership, the influence on school performance, measured by the quality of its pedagogy and the achievement of its students, is substantial. It is said, “Knowledge is the best eraser in the world for disharmony, distrust, despair, and the endless physical deficiencies of man.” We need to empower Teachers through in-service training.

Team-building:
Principals as Academic Leaders foster collaboration, build spirited teams, and actively involve everyone in academic initiatives. The successful Principal understands that mutual respect makes a successful school, and strives to create an atmosphere of trust and dignity. They enable others by making each person feel capable and more powerful. Effective Principals understand that their staff has to have the freedom to grow and achieve their full potential. Teachers need to know they can be themselves and that diverse points of view are acceptable.
Employees won’t start respecting you until YOU start respecting them” -“Employees won’t start trusting you until YOU start trusting them.” An effective leader must be able to interact with employees, peers, superiors and many other individuals both inside and outside the organization. Leaders must gain the support of many people to meet or exceed established objectives. This means that they must develop or possess a unique understanding of people. The ability to coach mentor and teach leadership skills to others is the driving force that will create a winning organization. Being an effective leader requires the understanding of the principles that govern employee behavior. A leader must be able to attribute successes to each team member. He must learn to appreciate in public and correct in Private In any endeavor, there will be milestones; and each milestone can be measured for success. Celebrate these successes. No matter how small an accomplishment, it cannot be too small to be ignored. No task is unworthy. A leader who knows how to draw out the best in his team usually knows how to show appreciation for their efforts. Yet, a good leader also knows that showing appreciation is not limited to successes. There will be many stumbles along the path to success. Yet, each stumble, no matter how painful, still works towards bringing the team that one tiny bit closer to its objectives. Here lies the distinction between a good leader and a truly great leader. Balance the struggles of the team with its triumphs, reward the heart. Allowing even the weakest member to experience appreciation might do nothing for the “bottom line”, but the overall impact on the team is tremendous.
Principals use the leadership practice of encouraging the heart to show appreciation for their teachers and students and create a culture of celebration. A Principal’s praise and show of appreciation is a powerful motivator and helps teachers become creative in their work. Successful Principals create a culture where each staff member believes their accomplishments will be noted, appreciated, and celebrated by the school community

Parents Compliment School Education:
Parent’s involvement in school education is of great importance for the integral development of the students.  Parents should be part and parcel of the planning and execution of the policies and programmes of the school to elicit active participation of their wards. Parent-teacher association can play a very important role in the holistic development of the students. Hence Principals are responsible for developing strong ties between school and home; parents can try to maintain a positive home environment which is conducive to academic achievement. The important home factors include the following: (1) work habits and daily schedule of the family; (2) available parental guidance, support, and assistance for the child's school and homework; (3) intellectual stimulation; (4) language development; (5) Parents willingness to spend time with children; and (5) parents' academic aspirations and expectations.

School and Local Community:
The school should cater to the needs of the neighborhood and thus make its existence relevant to the people around the place. Their needs, aspirations and struggles should be part of the school journey. We don’t exist in a vacuum. The Principal of a school is most directly responsible for maintaining the relationship between the school and the community; he or she must develop a strategy for school-community relations, who takes into account the community's values and power hierarchy. School Principals have the opportunity to interact with the community in many ways that may help to develop positive relations. For instance,
·   interpret school programs for the community
·   determine community expectations of the school
·   initiate special publicity campaigns
·   support student publications
·   appraise school community relations
·   work with industry and community image groups
·   determine the community power structure
·   Help students and teachers become responsible members of the neighborhood.
Government Officials: Give to Caesar what is His Due
The Principal should be a public relations officer with the government officials. Often the Catholic school is the visible face of the Church. And, Principal is its spokesperson, officially appointed by the Church or not. The school would need civil authorities from time to time for its existence and growth. We live in an interconnected world. Any time we ignore or show disrespect to a civil authority we are inviting trouble not only for our own institution but also for all the other institutions of ours. It has happened many times that a Principal who is haughty and power hungry would show disrespect through subtle ways and then face back lash of legal complication. In the long run relationship pays.

Political Leaders: Patriotism
Political parties have become an unavoidable part of our daily life. Like it or not we have to interact with them. Rising above party politics we need to consciously project an image of the school and Church which is never part of any party. Yes, we are always part of the ruling party!!  Christians being a micro minority, we need to realize that we cannot afford to ignore the current party system with all its corrupt practices and power games. Jesus’ word, “be shrewd as serpents and innocent as doves” should be our guiding principle. We are and we must project that we are patriotic and we are celebrating the political and social events of the country. The image of Christians as part of the western influence must be erased by our being rooted in the life and achievements of the country and our countrymen.

Religious Leaders: Religious Pluralism
India is a land of many religions.  Atrocities against Christians have come to us as a rude shock. Those of us who work in educational institutions must revisit and review our educational apostolate and see where we have faltered ‘or’ fumbles or failed or fallen. To me after twenty five years of being a Principal, I feel we have not made use of our leadership to build bridges with other religions; we have not sufficiently made use of the school assembly, value education classes, parent-teacher meetings and staff meetings to communicate gospel values, respect for other religions, and concern for the county. In a pluralistic society like ours, we need to be the cementing force between religions, without compromising our deep faith and commitment to Jesus. Educational institutions can play a vital role in promoting inter-religious dialogue which is the need of the hour. From Basic Ecclesial Communities we must branch off to Basic Human Communities, and thus, widen the circle of influence. Let us promote Unity in Diversity.

School Administration: Effective and Productive Synergy
What do we mean by a school? Is it a building? An Assembly Line? Results? Activities? Or a Living Organism? School is a network of relationships with its stake holders resulting in effective and productive synergy conducive to the holistic growth of students.

It is important to keep the different Stake Holders focused on Vision and Mission of the School. It is not to keep the status quo. School leaders should develop a clear, educationally focused vision and a well-defined mission statement, collaborating with school staff and community members to agree on the type of learning, beliefs, and goals that are important. A vision means an image of what the school can and should become. It is deeply embedded in values, hopes, and dreams. A mission statement is more specific and often defines what the school is trying to accomplish and for whom. It can be developed from the vision itself. Goals and objectives are still more specific and concrete; are derived from the vision, and can be used to focus change and improvement efforts.
Leaders should help develop a mission that is centered on student learning. The schools mission should concentrate on key areas of high- quality student learning. But it also can concentrate on establishing a professional work environment that supports collegiality, improves professional growth, and an understanding of the importance of diversity and equity. Collective visions often grow out of collaboration, teamwork, and empowerment. Many schools broaden this goal by establishing collaborative and partnerships with outside agencies that serve students and their families.
The school's vision also can incorporate values and goals related to equity and justice, respect and appreciation for multiculturalism and diversity, and concern for the academic success of all students. These views of the school determine how people spend their time, what problems they solve, and how resources are distributed. Moreover, a clear understanding of the school's vision and mission statement may lead to greater parent and community support. Thus, having a clearly defined and communicated vision supports active improvement and accomplishment. How true, knowing how to do a job is not the key to success... It is more important to know how to work with people.
Motivation: Key Role of a Principal
There is a story of a mother eagle, which gently coaxed her offspring toward the edge of the nest. Her heart quivered with conflicting emotions as she felt their resistance to her persistent nudging. “Why does the thrill of soaring have to begin with the fear of falling? As in the tradition of the species, her nest was located high upon the shelf of a sheer rock face. Below there was nothing but air to support the wings of each child. “Is it possible that this time it will not work?” she thought. Despite her fears, the eagle knew it was time. Her parental mission was all but complete. There remained one final task - the push.

The eagle drew courage from an innate wisdom. Until her children discovered their wings, there was no purpose for their lives. Until they learned how to soar, they would fail to understand the privilege of having been born an eagle. The push was the greatest gift she had to offer. It was her supreme act of love. And so, one by one, she pushed them and they flew. Even the eagles need a push! A Principal is a Catalyst, Motivator, Facilitator and Builder of the Nation.

Conclusion: Purpose Driven School
As an academic leader build a “School Climate” that encourages performance. A positive school climate is an environment where learning and achievement can take root and grow. The foundation for a positive school climate rests on the integration of academic and behavior approaches that address the student as a whole person. Instructional practices teach to the standards and are culturally relevant. Curriculum and instruction engage students by providing personal meaning to them. Behavior is approached positively, with an emphasis on prevention. There are clear, positive expectations and behavior supports to increase academic achievement. There are systems in place to assure that continuums of strategies are used to match the need of the students. Adults have high expectations and they team effectively with colleagues to help the students achieve at their maximum level. The environment welcomes and values all cultural and racial groups, and staff view difference as strength upon which to build.

Leadership is key in developing a positive school climate. While leadership is clearly not the job of just one person, the Principal must be a key player in guiding, leading, inspiring, and supporting staff and students in establishing relationships where they can work and learn.

Principals as Academic Leaders must have a vision of what they want the institution to accomplish. A clear vision allows the Principal to focus on the most important issues, and prioritize what is essential to the academic development of the institution. They envision the future, creating an ideal image of what their school can become, and enlist others in their effort. They are able to inspire their staff to work and strive for a common goal. It is their personal conviction, confidence and belief in the vision that keeps them focused and sustains them. Twenty Years from Now????  Share the Vision and Ignite the Big Dream.
  

Dr. Fr. Davis George, Principal, St. Aloysius College (Autonomous), Jabalpur   482001 (M.P) India, Accredited A+ By NAAC. College with Potential for Excellence. Phone No. (0761) 2629655, ® 2628702, Mobile: (+91)9425152081, Email: dgeorge55@gmail.com, Website: www.staloysiuscollege.ac.in

Improving Quality of Higher Education: Autonomy to Colleges, What Next?

The crucial problems of improving the quality of higher education, though has been one of the nucleus concerns of Indian higher education system over the decades, assumed alarming proportion with the mushroom growth in the number of higher education institutions in the recent past.  Most of such institutions are generally known to have problems of bare minimum necessary academic and physical infrastructure, acute resource crunch, and extremely poor enrollment.  However, magnitude of these problems varies from institution to institution.  These problems are specific not only to the private colleges as even the colleges / institutions established by the government have been found wanting on these and similar accounts.  The concerned statutory regulatory bodies have invariably directed such institutions to create necessary infrastructure and support facilities and also take other measures within the given time frame and after having found them failing in compliance has even suggested/recommended appropriate action against them.  However, the experiences show that in the past such suggestions/ recommendations were hardly accepted by the State due to obvious reasons.  Unfortunately one of the very relatable suggestions of the University Grants Commission (UGC) also met the same fate.  In order to address the developmental needs of the colleges who were non-eligible for allocation of development grants in the Ninth Plan under the college development scheme of the Commission on account of their poor enrolments, the UGC suggested conglomeration of developmental needs of such colleges so that those could be probably addressed by allocating so that those could be properly addressed by allocating them admissible development grants.  However, it is learned that did not cut much ice either with the State or the affiliating university resulting into non-allocation of development grants to many such college, which gratuitously deprived them to tide over their acute resource crunch position hindering the very growth of the institution.
Higher education quality improvement intervention strategies formulated and implemented during the successive Plan periods by the concerned bodies responsible for coordination, determination and maintenance of standards of higher education in the country have attracted serious attention of all the stakeholders in the field of higher education.  One of the such intervention strategies emerged out of the recommendations of the Education Commission (1964-66) and is being experimented with by the UGC since 1976 in the field of higher education is to confer the status of autonomous college to the well –established and reputed colleges, through their parent universities, and thus give them academic autonomy to improve quality of higher education through various teaching-learning innovations/pedagogies.  By the end of the fiscal 2002-2003, a total number of 135 colleges in the country were conferred with the autonomous status, which is supposed to be an instrument for promoting academic excellence.
Quality Education and Autonomy
Drawing upon its experiences of implementing the autonomy scheme in collegiate sector across the country, the UGC document on the X plan Profile of Higher Education in India, highlighted the importance of the scheme and stated that: ’The only safe and better way to improvement the quality of under-graduate education is to delink most of the colleges from the airlifting structure.  Colleges with academic and operative freedom are doing better and have more credibility.  The financial support to such colleges boosts the concept of autonomy.  It is proposed to increase the number of autonomous colleges to spread the culture of the autonomy, and the target is to make 10 per cent of eligible colleges autonomous by the end of the Plan.”  In order to achieve this set ambitious target, the UGC has recently invited proposals from the recognized colleges for consideration under the scheme.  Colleges whose proposals are pending with it for want of NOC from the state and / or university have been asked only to inform about their interest to get the proposals considered as per the Tenth Plan guidelines.  However, target to have 500 colleges autonomous by the end of the Seventh Five-Year Plan itself was envisaged even by the national policy on Education 1986--92).  Anyway it is better to be late than ever.  It is expected that this pro-active role of the  UGC for improving quality of higher education in the Country will receive loud appreciation and encouragement from all those who earnestly seek quality in higher education.
Against this backdrop, it seems prudent to examine and evaluate efficacy of the scheme by looking at the achievements and constraints at the operational level.  This introspection exercise is likely to help the policy planners and educational administrators to achieve the target set for the Plan period and improve quality of higher education in the country to make it more competitive at the global level. The sole parameter seems to be that in case the scheme has so far not been able to yield desired results to the perceptible degree even after a period of more than a quarter century and with substantial expenditure out of the central budget, then what next?  Moreover, is granting autonomy the only safe and better resort to improve quality of higher education?  If yes, then how it should be best implemented?  And if not, whether other intervention strategies being implemented for improving quality of higher education need a re-look for revision to complement and supplement the autonomy scheme?  What may be the other strategies, which may support or accelerate the on-going efforts for attaining quality in higher education?  The experiences gathered so far are of a mixed bag.  Some have proved their abilities to innovate specially in terms of curriculum revision; teaching, learning and evaluation process; and research, consultancy and extension.  Such colleges have also attracted better assessment on the nine point rating scale of NAAC.  Contrary to this in majority of cases the curriculum has not been substantially revamped to suit the locale specific needs, resources and aspirations.  The changes made have been more or less superficial and do not respond to the changing needs.  In few cases the parent university has not favoured the changes made in the curricula and thus the academic autonomy has proved partial.  Sometime the parent university itself has questioned  Continuous internal assessment system.  The universities have generally been found not encouraging the college autonomy due to the fear that it would lead to diminishing of their own power, authority and financial revenue.  These and similar other set of questions deserve pragmatic solution as it is learned that quite a few autonomous colleges are not functioning at the satisfactory level and the even in some cases their autonomy has been withdrawn.  This attainment falls short of the expectations of the scheme and therefore, sincere efforts should be to ensure effective implementation of the scheme.  This will help building a strong ’human resource reservoir in the country, through the instrumentality of quality in higher education, to cope with the ever growing and demanding and fast changing and challenging scenario at the national and international platforms.
Affiliation Vs Autonomy
Historically, the affiliating system of colleges was originally designed when their number in university was small.  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 act, statutes, ordinances and regulations of the university and its common system, governing all colleges skills, 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 nu the university as an infringement on its dictum.  Since hardly any college can 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 infatuation 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 Under 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 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.  Even if at all the freedom is granted, it generally comes with a lot of riders of ‘its’ and ‘buts’.  Realizing such constraints of our higher education system, the Education commission (1964-66) observed that exercise of academic freedom by the teachers is a crucial requirement for development of the intellectual climate of the country.  Further, it felt that unless such a climate of academic freedom to the teachers prevails in the country, it is difficult to achieve excellence in our higher education system.  It is imperative that the university, college management, teachers, students, and non-teaching staff etc.  being as stakeholders, have to share major responsibilities in raising the quality of higher education.  Hence, the Education Commission recommended colleges autonomy, which is essence, was presumed as an instrument for promoting academic excellence.  Pursuant to this, the UGC formulated the scheme of Autonomous Colleges in the Fourth Plan (196973), but could implement the same only w.e.f. 1976.
Autonomy Objectives
The National Policy on Education (1986-92) visualized that the autonomous colleges will have the freedom to determine and prescribe their own courses of study and syllabi, prescribe rules for admission in consonance with the reservation policy of the State, evolve methods of assessment of student work, the conduct of examinations, and notification of results; use modern tools of educational technology to achieve higher standards and greater creativity; and provide healthy practices such as community services, extension activities, etc.  The explicit intention, therefore, was to provide more opportunities to teachers to play a crucial role in promotion and development of an intellectual climate in the college, conducive to pursuit of scholarship and excellence and the become role models for those who seems to have insulated themselves from the changes.
Distribution of Autonomous Colleges
As on 31st March 2002, only 130 autonomous colleges spread over 29 universities of nine states were there in the country – Tamil Nadu (48), Madhya Pradesh (24), Andhra Pradesh and Orissa (17 each), Chhattisgarh (11). Himachal Pradesh (05), Uttar Pradesh (04), Maharashtra (03) and Gujarat (01):
The pace of acceptance of the scheme by the collegiate sector has been rather slow as an increase of only 11 colleges (119 to 13.) was registered in the list of autonomous colleges during the entire five –year period of the Ninth Plan.  However, for the purpose of improving quality of higher education, at least 10 per cent of the 5013 eligible colleges (as on 31st March 2002 under Section 2(f) and 12 (B)of the Act, 1956)n have now been targeted by the UGC for making them autonomous by the end of the Tenth Plan.   Incidentally it is learned that in spite of the sincere efforts and persuasion made in thepast, not many takers o fthe scheme were there even during the first year  (2002-2003) of the Tenth Plan (2002-2007) itself, of 130 autonomouscolleges, thus raising the total number of autonomous colleges in the country to 135 as on 31st March 2003.  Thus in view of the current pace of acceptance of the scheme by collegiate sector, the target set by the Plan end is difficult, if not impossible, to achieve.  If average 92 new colleges every year, i.e., about eight colleges every month will be required to be conferred with the status of autonomous colleges beginning from the fiscal 2003-2004 itself till the end of the Plan period, in addition to the continuation of 135existing autonomous college.  To fasten the belt for achieving the set target, a more pragmatic approach needs to be rigorously pursued as lack of enthusiasm of the governments and the universities has been reported as the crucial impediment in the acceptance and implementation of the scheme.  In this context, regional disparities in the spread over of autonomous colleges are an eye opener and a matter of serious concern.
Regional Disparities
A close look of the distribution of autonomous colleges across the country reveals that majority of autonomous colleges are located only in the selected States.  Does this pattern suggest that political leadership and leadership of education institutions in these States had comparatively better entrepreneurship qualities and, therefore, so far have been quick to grab and experiment with such an important quality intervention initiative of the apex statutory body?  Apparently this postulate seems to hold water as generally the educational institutions located in the southern states (50 percent of the autonomous colleges are located in the States of Andhra Pradesh and Tamil Nadu alone) are known to have sustained quality improvement endeavours and as a result have attracted more than the proportionately sizable share under various heads/ schemes/ programmes of higher education sector.  One may even plausibly argue that the leaderships of many of such educational institutions had ventured to implement the autonomy scheme primarily to attract more financial support from funding bodies to supplement and further consolidate their financial health and gain credibility and thus enable them to branch out in the hitherto unknown fields of higher education.  Anyway whatsoever were the field of higher education in the country and leaving many other behind to follow them.  In this context, the lukewarm response of the otherwise known progressive and prominent State like Delhi, Punjab and Hariyana and a big State like Uttar Pradesh is really astonishing.  This situation certainly calls for an in-depth introspection as if such States have so far been reluctant in accepting the scheme, then how the culture of the autonomy will spread and get momentum in the country so necessary to meet the target set for the Plan.
Financial Support
To meet their additional and specific needs under the Scheme, financial assistance is available to autonomous colleges offering not fewer than six programmes, of which two may be at post-graduate level.  In addition to the autonomy grants, the autonomous colleges are also eligible for admissible grant under other schemes of the Commission subject to fulfillment of prescribed conditions.  During the Ninth Plan period alone, grants amounting to Rs. 2009.82 lakhs were released by the UGC to autonomous colleges for carrying out the assigned function/responsibilities:
Table 2: Grants released by UGC for Autonomous Colleges
With a view to give boost to the prospects of the scheme in the Tenth Plan, ceiling of financial assistance has been enhanced by about one and a half time of the Ninth Plan assistance level,  For the single faculty under graduate colleges, the ceiling is no. Rs. 5.00 Lakh per annum and for more than one faculty colleges, it is Rs.7.00 lakh per annum.  Both for under-graduate and post-graduate colleges, the revised ceiling for single faculty is Rs. 6.00 lakh per annum and for multi-faculty is Rs.12.00 lakh per annum.  In addition to this, UGC will also provide VSAT to each autonomous college for Internet connectivity.  Increase in the quantum of annual assistance and provision of VSAT facility are expected to play as strong motivating factors to attract potential colleges to the scheme.
Radical Departure: Affiliated to Autonomous
The concept of ‘autonomy’ is a radical departure from the existing affiliating system.  It means self-governance i.e. teacher oriented system.  The basic premise is that the college conferred with the status of autonomous college 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.  Devising / innovating / restructuring curricula, designing new courses, working out its own assessment / examination /a evaluation system and declaring addition to these functions, an autonomous college shall have to carry out many other ancillary functions, which were hither to being performed by the affiliating university.  Since this change in the role of the college, from affiliated to autonomous is not gradual, the college generally finds it extremely difficult to cope with the new roles and responsibilities envisaged under the scheme.  It has often been observed that an autonomous college, though having requisite enthusiasm and initiative, finds it difficult to do justice to its changed role for want of necessary experience of handling such situations independently.  Lack of necessary infrastructure facilities at its commend further aggravate the situation.  What adds to the problems of most of the principals that often they fail to muster willing support from their colleagues and secretarial staff at the crucial junctions?  Initial enthusiasm and support gradually fades away and often the principals  are virtually left alone to carry on the enormous responsibilities, each one demanding equal attention.  Once granted autonomy, generally the parent university keeps itself aloof and leaves it to the college to run the show at its own.  Visualizing such problems / pitfalls, guidelines of the scheme have provided that autonomous college will have freedom to draw upon the expertise available with different departments of the parent university to continuously update curricula and devise innovative methods of teaching, examination and evaluation.  The university will accept such changes / innovations adopted by the college and will facilitate / encourage it to develop its own academic programmes and also improve the faculty.  However, this resolution needs to be translated into reality.
A complete change in the psyche of all concerned, adequate academic preparations, and stong support of the management to realize and accept the implications of such a changeover are crucial pre-requisites for successful implementation of autonomy granted to the college.  Incidentally this is not happening to the desired extent, in a fairly large number of the cases due to variety of reasons.  Objective identification of potential colleges for including the selected colleges is bound to result into tangible improvements in the quality of higher education.  This requires intellectual honesty, a high degree of emotional commitment and administrative competence.
Symbiotic Relationship
The guidelines envisaged that it is the academic autonomy empowering the college to experiment with innovation switch renewed vigor and vitality and thus attain quality in higher education.  Healthy rivalry or cutthroat competition in matters related to academic performance and governance is welcome in the larger interest of promotion of excellence in higher education.   In fact it will be a rewarding learning opportunity, if both the parent university and its autonomous colleges are a supplementing and complementing each other’s endeavours in the much interest of promotion of quality of higher education in the region.  Timely necessary academic, administrative and other supports of the university will not only enable the autonomous college to function effectively and efficiently but also the feedback received about the functioning of the colleges will be mutually beneficial.  Ironically, the parent university is generally found lukewarm in its response and reluctant in providing necessary academic and administrative support to such colleges and often treats them as its rival drawing advantage at the cost of the University.  The suggested symbiotic relationship is possible only when there is mutual respect in the minds of leaderships of such institutions and each one is utmost willing to give its best to the system under the synthesis of dynamic leadership and academic acumen.
Gray Areas
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 about 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 stockholder and, therefore, call mutually acceptable approach.  Such areas include criterion about 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 ‘les than equals’ by their own university.  In the mind of the university there is a general feeling 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 sorts of suspicions / apprehensions need to be re resolved.  The existing ambiguities often lead to certain amount of misunderstanding leaving a bad taste in the mouth.
Networking and Monitoring
Timely review for extension of autonomy is utmost necessary as in the absence of autonomy status and admissible autonomy grants, it becomes virtually difficult for the college to maintain the tempo of initiatives with the same sense of commitment and dedication.  Timely nomination of experts on different committees is also very important to enable the college to transact its business smoothly.  Long delay in such matters deadly slowdowns the pace of the working of autonomous colleges.
Instances of leakage of examination papers, unfair evaluation criterion, subjective practices resulting into favoritism and nepotism etc. be taken care seriously for appropriate intervention before they rolled into snowballs.  In few cases recurrences of such instances had compelled students and faculty to openly charge the college management for adopting unfair practices in the name of autonomy and have even demanded for withdrawal of the autonomous status of the college.
In case of government colleges are conferred with autonomous status, the State has added responsibility.  It should equip such colleges with necessary faculty and infrastructure support facilities to implement the scheme successfully.  Transfer of faculty of such colleges be resorted to only as the last measure and that too only under exceptional circumstances.  State’s efforts should be to ensure uninterrupted continuity of the functioning of the autonomous college.  To augment it further, services of the highly qualified, experienced and motivated faculty be placed at the disposal of the autonomous colleges to enable them to serve as centers of excellence.
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 with 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 may provide much deeper insight into the problem areas and after 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.
Last but not the least, prior to deciding to bring 10 per cent of the eligible colleges under the ambit of the scheme by the end of the Plan, a status paper on the working of the autonomous colleges in the country could have been brought out for wider circulation, consultation and discussion.  This would have given a fairly good insight to the States, universities and the hitherto non-autonomous colleges about the working of the autonomous colleges and helped them to make up their minds to go for autonomy.  Moreover, prior to widening the network of autonomous colleges in the country, which would call huge budgetary allocation under higher education sector, attempt could have been first to consolidate the gains made so far under the scheme, document it and then bring the potential and aspirant colleges to the take off stage, i.e., affiliated status to the autonomous status.  Initially the best 100 colleges in the country be selected and their universities be impressed upon to encourage such colleges to apply for autonomous status.  Once this is done, other colleges would be motivated to join the elite group.
Summing Up
Conferment of autonomous status to a college, like AICTE’s accreditation to a programme, is initially for a period of five years which may be extended further subject to the satisfactory performance of the college / programme.   Therefore, it is the august and pious responsibility of State, Parent University, college management, teaching and non teaching staff and students not only to continue to maintain quality / standard of education but also make sustained efforts to improve the same by plugging the loose ends. Withdrawal of autonomy of college / accreditation of a programme will not only be a serious blot on its public image but will also demoralized the all concerned,  This will also make them to think several times for implementing any innovative areas / scheme in future of betterment of the standard of higher Education.  However reasons for not getting/withdrawal autonomy be communicated to the concern institution, parent university and the State so as to give clear, transparent and impartial indications of the strengths and weaknesses of the institution.  This may help them to take necessary remedial measures and submit the matter at an appropriate stage for reconsideration.