The global citizen and religious position statements on climate change

Author:

Shuttleworth Jay M.,Wylie Scott

Abstract

Purpose The purpose of this paper is to discuss opportunities to analyze religious position statements calling climate change action a moral imperative. Design/methodology/approach In a lesson suited for the secondary history classroom, students will analyze how religious leaders, theologians and ecological and religious academics use passages from sacred texts to establish a moral urgency to mitigate climate change. Findings After analyzing these interpretations of sacred writings from five global faiths (Hinduism, Judaism, Catholicism, Islam and Anglicanism), the lesson centers on a dialogical question, “How might climate change action be influenced by religious texts?” Originality/value Implications emphasize why social studies teachers should not teach climate change as a controversial issue.

Publisher

Emerald

Reference38 articles.

1. American Academy of Religion (2010), “Guidelines for teaching about religion in K-12 public schools in the United States”, available at: www.aarweb.org/sites/default/files/pdfs/Publications/epublications/AARK-12CurriculumGuidelines.pdf (accessed February 22, 2019).

2. Aronson, E. (2019), “History of the jigsaw classroom”, available at: www.jigsaw.org/#history (accessed February 22, 2019).

3. Teaching for justice, diversity, and citizenship in a global world;The Educational Forum,2004

4. Controversy in the classroom: religion in history and social studies;Perspectives on History,2010

5. Social studies education as a moral activity: teaching towards a just society;Educational Philosophy and Theory,2012

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