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It is time for us to reflect upon our relationship with God’s creation and the great environmental challenges
that we as a nation and the world are facing. In recent years, the Catholic Church in Australia has
responded to many of these challenges, particularly by acknowledging their spiritual, theological, moral and
humanitarian aspects. The Catholic Church, through her agency, Catholic Earthcare Australia, has produced
several publications to raise community awareness of the challenges and possibilities for the environment in
which we live.
Caring for God’s creation and respecting our fragile ecosystems are now acknowledged as core elements of
Christian social responsibility. Our Christian vocation calls us to take this responsibility seriously and to
respond with appropriate action and lifestyle choices.
It is with great appreciation for all concerned that we endorse this document ‘On Holy Ground’ which is
available to the schools of the Archdiocese of Adelaide and the Diocese of Port Pirie. Educators are key
leaders in developing the ‘ecological conversion’ that Pope John Paul II sought. Pope Benedict has also
spoken powerfully about the ecological conversion required, linking world peace with ecological harmony.
We ask our school communities to respond to the challenge presented by ‘On Holy Ground.’ This ecological
vision document encompasses all aspects of Catholic education, from the classroom curriculum to the
ethical use of resources. It provides opportunities for communities to be active participants in the call to
care for the earth. However, the theological, ethical and social issues explored in this document are relevant
to the whole Church. All Catholic communities are encouraged to work with this document in developing
transformational and sustainable ways of living On Holy Ground.
This vision requires that all Church communities respond to the ecological challenges before us. Future
generations have a right to live fully and express their humanity within a sustainable and ecologically diverse
environment. Therefore we, together with all the people of planet Earth, have a responsibility to take
seriously our call to care for life, a life gifted by God.
We commend this document to all members of the Catholic Church in the dioceses of Adelaide and Port
Pirie, especially those working in education, for their reflection, prayer and action.
15 September 2010
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The core business of Catholic Earthcare Australia is ‘ecological conversion’. We believe that humanity has
been given a particular responsibility to help protect and sustain God’s Creation. We therefore find it truly
inspiring to see Catholic students, teachers and parents across Australia, opening their minds, hearts and
hands in response to the late Pope John Paul II’s call for an “ecological conversion”.
‘On Holy Ground SA’ is an ecological vision statement, which seeks to further stimulate this ecological
awakening within the whole Catholic Church, including Catholic schools, and help guide Her towards
sustainability. To facilitate such a transformation I am delighted to include in this South Australian version of
On Holy Ground, ASSISI - A Strategic, Systems-based, Integrated Sustainability Initiative. ASSISI offers a
formation program that aims to build a ‘spirituality of communion’ with Creation and Creator. The key to
this approach belongs to understanding who we are as Christians and what we have been called to do
while we live here on Earth. At this time, we are being called to change our lifestyles and organisations so
that they are sustainable within the ecosystems where we live, work and play. In addition to this formation
program ASSISI also includes practical tools. One of these tools enables organisations to measure and report
on sustainability outcomes, to make sustainable decisions, and to track the steady improvements of their
programs and initiatives.
We hope that On Holy Ground with the inclusion of ASSISI will assist all Catholic organisations to journey
further on the path to ecological sustainability so that, over time, sustainability becomes integrated into
every dimension of Catholic life.
We believe that we are called to reflect God’s love through the way we live our lives on Earth. And we
know that we have a unique capacity to make positive changes in the way we live that will help to grow
God’s kingdom on Earth. Building the kingdom in real and concrete ways is a potential in every moment.
May this moment be filled with the grace of God’s Holy Spirit to move you closer to God’s divine presence
in the beauty of Creation.
All the very best on the journey ahead from all at Catholic Earthcare Australia.
Jacqui Remond
15th September, 2010
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Definition of Ecological Education 5
Aims & Goals of Ecological Vision 5
Objectives of the Ecological Vision 6
Ecological Principles for Catholic Education 7
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A Call from the Earth 9
A Call from the Primary Custodians of our Land 10
A Call from Science 11
A Biblical Call 12
A Call from Catholic Theology 13
A Eucharistic Call 14
A Papal Call 15
A Call for Justice 16
Answering the Calls 17
The Church's Best Kept Secret 18
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ASSISI 22
Whole School Planning 23
Religious Dimension 23
Teaching and Learning 24
Ethical Resource Use 25
Cultivating Grounds and Buildings 26
Community Relationships 27
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A Whole School Approach 28
Implementing the Vision 28
Quality Teaching and Learning 29
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APPENDIX 1 - One Earth 33
APPENDIX 2 - ASSISI Phases in becoming Ecological Leaders 34
APPENDIX 3 - Good News Stories 36
APPENDIX 4 - Websites and resources 39
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Like much of the planet, our own country is Pope John Paul II has reminded us that, “the
deteriorating environmentally. There is environmental crisis is not merely a technical
incontrovertible evidence that our rivers, soil, one but a moral one”, calling for radical
land, air and oceans are in a worse state than changes “in lifestyle and unsustainable
twenty years ago.2 patterns of consumption and production”.
Scientists tell us that we are losing species Our own Catholic Bishops, have been
(and biodiversity) at an exponential rate.3 challenging us to read these signs for the last
Climate change is affecting us all. decade. In 2002, they established Catholic
Earthcare Australia and published, for
The Federal Government’s State of the distribution throughout the whole church, “A
Environment Report indicates that shamefully New Earth: The Environmental Challenge” as
we have the highest rate of greenhouse gas their Social Justice Statement for that year.
emissions per capita in the developed world.4
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For many years, numerous Catholic schools have While there is a need for environmental education
taken their ecological responsibilities seriously, in all sectors of the Australian community, this
devising and implementing a range of booklet will serve as a recommended tool for
environmental initiatives within the classroom and encouraging and assisting the Catholic community
the school environs. in learning to live more sustainably. In the process,
it is hoped that young people experience the
In order to address the need for a wholistic inexhaustible love of the Creator, through the
Ecological Vision for all Catholic schools in South teachings and example of Jesus Christ.
Australia, Catholic Earthcare Australia produced
and actively promotes On Holy Ground in We must always remember that the future is not
partnership with the Catholic Education Office somewhere we are going; it is something that
South Australia. each of us creates every day.7
Across Australia people are taking a stand on As a people of faith we are today called to
behalf of the environment. Schools have been celebrate the splendour of God’s creation, to be
amongst the forerunners. In 2005, The Australian good stewards of Mother Earth and to safeguard
Government published “EDUCATING FOR A the integrity of all creation.
SUSTAINABLE FUTURE, A National Environmental
Statement for Australian Schools.” This is a
valuable and critical national statement. 6
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Ecological Education is a life-long process of recognising values and clarifying concepts
in order to develop skills and attitudes necessary to understand and appreciate the inter-
relatedness of all creation; to know of creation as a gift from God which requires equitable
sharing and wise stewardship. It also entails practice in decision making for living a life that
is ecologically and ethically sustainable.
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The long-term vision for Catholic The Goals within the Ecological Vision are:
ecological education is the embedding of
ecological values into school programmes • To foster in learners an appreciation of
and practices. creation as a gift, their relationship with it
and their responsibility as co-creators for its
This is critical for: future.
• Promoting ecologically sustainable • To develop in learners the knowledge, skills,
development.
attitudes, values and commitment to initiate
• Improving the capacity of people to address individual and collective responses that are
environmental issues. environmentally responsible and reflective
of their ecological vocation.
• Effective participation in decision-making.
• To inspire learners to decrease their
• Living out one’s ecological vocation. ecological footprint and increase their
spiritual one, as creatures made in the
image and likeness for God.
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Through direct contact with the environment • An informed sense of responsibility for the
and practice in ecological decision-making, environment, particularly the local catchment.
and by involvement in liturgy, prayer, justice
initiatives, scripture and study, learners are • A commitment to participate in environmental
able to develop: management and improvement.
• A moral and spiritual response as stewards of • A preference for a personal lifestyle compatible
the gift of creation. with ecological sustainability.
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Anne Pattel-Gray, Through Aboriginal Eyes: The Cry from the Wilderness,
World Council of Churches Publications, Geneva, 1991
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The 1990 World Day of Peace Message of • The right to a safe ecological environment is a
Pope John Paul II presented a comprehensive universal human right.
but concise overview of the spiritual and
moral dimensions of ecological problems. • The fascinating beauty and intricacy deep in the
From it can be drawn a set of principles for natural world has great value for the artist and
making ethical judgements about ecological for healing the human spirit and body.
issues. • Models of development, social structure and
• The natural world has value in itself and not styles of technology must integrate
merely for its use by humans. environmental factors if there is to be authentic
development.
• The world and all in it must be freed from what
can be termed a state of suffering. • Super-development, often for the purpose of
economic gain, poses an additional threat to the
• Humans are part of the created world and environment.
inextricably part of a material existence.
• Political leaders at every level have a duty to
• Earth belongs to God and is only on loan to administer a nation for the good of all, including
humans who are called to care for it. its environmental goods.
• Human choices in their use of the Earth gives • The richer nations have an obligation to
humanity a hand in forming its history, a dismantle structural forms of global poverty and
vocation to heightened consciousness within the help poorer nations experiencing social or
life of Earth. environmental problems.
• Ecological education provides the background • Future generations should not be robbed or left
for wise and moral decisions. with extra burdens for they have a claim to a
just administration of the world’s resources by
• There are limits to world resources and the this generation.
environmental services that Earth can meet
before pushing it to a new epoch. “Climate Change - Our Responsibility to Sustain God’s
Earth”, a Position Paper of the Bishops’ Committee for
• Excessive demands are imposed on the Earth by Justice Development Ecology & Peace, Nov 2005, p11,
nations with a consumerist economy and life- presented at Catholic Earthcare Australia Conference,
style. Canberra
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“The web of life on Earth is under threat from Earth and the rhythm of its systems. The suffering
accelerated climate change. That web compares to of any one part means that all creation groans,
a seamless garment and it needs the application and rapid global climate change dramatically
of a consistent ethic to protect it, one that displays that suffering.”
considers life now and in the future, and ranges
“Climate Change - Our Responsibility to Sustain God’s
from protection of the unborn child to cherishing
Earth”, a Position Paper of the Bishops’ Committee for
the diversity of species. Life is one, and human Justice, Development, Ecology & Peace, November
well-being is at its base interwoven with all life on 2005, page 7
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To access Catholic Earthcare's calculator go to
www.globalcarbonsystems.com/au-ce-ep and
register your details by clicking on the ‘Register’
tab.
Select your Diocese from the drop down list and
enter the requested details such as your postcode,
name, email address and password. Once you
have completed the requested details click ‘Save’.
Then click on the ‘Login’ tab and enter the email
address and password you used to Register.
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%+(%&7"01$;&%1&",")'1$"=&G+"&35*%&(71,"&(00&2)1%"#%&3($A.$/&
4)13&*"04D/"*%)5#%.1$=
Pope Benedict XVI, Caritas Inveritate
Pope John Paul II for many years drew attention to the environmental crises
facing humanity. In his 1990 New Year Message, he stated:
6:+).*%.($*<&.$&2()%.#50()<&)"(0.*"&%+(%&)"*21$*.7.0.%'&
-.%+.$&#)"(%.1$&($/&%+".)&/5%'&%1-()/*&$(%5)"&($/&
%+"&:)"(%1)<&()"&($&"**"$%.(0&2()%&14&%+".)&4(.%+=8
Nine years later, in his 1999 New Year Message, creation as “humiliating ... the earth, that flower-
Pope John Paul II warned that “the danger of bed that is our home”. Prophetically, in this
serious damage to land and sea, and to the address, the Pope called the world’s Catholics to
climate, flora and fauna, calls for a profound an “ecological conversion” to avoid planetary
change in modern society’s typical consumer life- “catastrophe”.
style, particularly in the richer countries”.
6P"41)"&.%@*&%11&0(%"<-"&$""/&%1&3(A"&
#15)(;"15*&#+1.#"*&%+(%&-.00&)"#)"(%"&(&
*%)1$;&(00.($#"&7"%-""$&3($&($/&"()%+=&
I"&$""/&(&/"#.*.,"&6THG8&%1&#()"&41)&
#)"(%.1$&($/&(&*%)1$;….%3"$%&%1&
)",")*"&%+1*"&%)"$/*&%+(%&).*A&3(A.$;&%+"&
*.%5(%.1$&14&/"#('&.))",")*.70"=8
Benedict XVI: “Pope Urges Young to care for Planet”,
Associated Press, 2nd September 2007
IL
<'?133'4#5'V%&/8=,
6?&#($$1%&7"&*.0"$%&-+"$&3'&7)1%+")*&($/&*.*%")*&()"&%+)"(%"$"/=&
?&7"#13"&%+"&,1.#"&14&%+1*"&-+1&+(,"&$1&,1.#"&===&%+"&,1.#"&14&
%+"&;"$")(%.1$*&%1
"&===&.%&.*&21**.70"&%1&3(A"&(&/.44")"$#"&
===&E"%&15)&)"*21$*"&$1-&7"&","$&31)"&;"$")15*&($/&"44"#%.,"=8
Pope John Paul II, May 10, 1980
I.%+&"$,.)1$3"$%(0&/";)(/(%.1$<&
6.%&.*&(0-('*&%+"&211)&-+1&-.00&7"&.32(#%"/&521$&/.*2)121)%.1$(%"0'=8
Fr. Sean McDonagh S.S.C, Catholic Earthcare Climate Change Conference, Canberra, 19 November 2005
6C*&1$"&14&%+"&-1)0/@*&7.;;"*%&"3.%%")*& 6C5*%)(0.($*&+(,"&*2"#.(0&)"*21$*.7.0.%'&%1&
2")&#(2.%(&14&;)""$+15*"&;(*"*<& (**53"<&1$&7"+(04&14&(00&+53($.%'<&
C5*%)(0.($*&()"&/.)"#%0'&.320.#(%"/&.$& *%"-()/*+.2&14&%+"&a(#.4.#&R#"($=&>+"&
+()3.$;&%+"&3($'&.$$1#"$%&2"120"*&14& #1$%.$5"/&+"(0%+&14&%+.*&($/&1%+")&1#"($*&
%+"&a(#.4.#&-+1*"&"#101;.#(0&411%2).$%& .*&#)5#.(0&41)&%+"&-"04()"&14&2"120"*<&$1%&
.)1$.#(00'<&.*&)(/.#(00'&0.;+%")&%+($&15)& 1$0'&.$&R#"($.(&75%&.$&",")'&2()%&14&%+"&
1-$=8 -1)0/=8
"Climate Change - Our Responsibility to Sustain God's “Ecclesia in Oceania”, Vatican City, 2001
Earth", a Position Paper of the Bishops' Committee for
Justice, Development, Ecology & Peace, November 2005,
page 18
6Y.)).7(%.&($/&1%+")&*3(00&$(%.1$*&.$&%+"&
a(#.4.#&()"&011A.$;&41)&(&B11/&G(3().%($=&
C%&%+.*&21.$%&.$&+.*%1)'<&-"&()"&(*A.$;<&
XI+1&-.00&7"&(&B11/&G(3().%($&41)&5*V@8
Monsignor Michael McKenzie, Catholic Earthcare Climate Change
Conference, Canberra, 19 November 2005
6>+")"&.*&$1%+.$;&(*&*%)1$;&(*&;"$%0"$"**&($/&$1%+.$;&(*&;"$%0"&(*&)"(0&*%)"$;%+=U
St Francis de Sales
IA
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3($/(%"&B1/&+(*&;.,"$&5*`&%1&7"&*%"-()/*&#(00"/&%1&
#100(71)(%"&-.%+&B1/&.$&-(%#+.$;&1,")&#)"(%.1$&.$&
+10.$"**&($/&-.*/13&===8
Pope John Paul II & Patriarch Bartholomew 1, 10 June, 2002
I01/'8&'#%5'5,&G#2&,'/#'/0#&,'-126'=133&W
I,'P1X,'1'?058&/812'+,&G#2&,'82'Q#.,)
UI"&#($&A$1-&B1/&2")*1$(00'&%+)15;+& U>+")"&.*&(&21-")&%+(%&+(*&7""$&*.$#"&(00&
O"*5*&D&(&2")*1$(0&B1/&D&+"&*"%*&15)& "%")$.%'&($/&%+(%&41)#"&($/&21%"$%.(0.%'&.*&
)"0(%.1$*+.2&%1&%+"Է$.%'&14&0.4"=8 ;)""$Q8
Bishop Chris Toohey, ABC Radio, Hildegard of Bingen
7th December 2005
I,'I#5X'/#T15$&'!=#3#98=13'?#2.,5&8#2)
U?%&.*&$"#"**()'<&%+")"41)"<&%1&*%.350(%"& U?&7"0.","&"#101;.#(0$,")*.1$&.*&(715%&
($/&*5*%(.$&%+"&X"#101;.#(0$,")*.1$@&===& *"".$;&-.%+&$"-&"'"*&(4%")&(&#+($;"&14&
2)1%"#%.$;&%+"&)(/.#(0&;11/&14&0.4"&.$&(00& +"()%=8
.%*&3($.4"*%(%.1$*&($/&2)"2().$;&($&
Bishop Chris Toohey, ABC Radio,
"$,.)1$3"$%&41)&45%5)"&;"$")(%.1$*&%+(%& 7th December 2005
.**")&%1&%+"&20($&14&%+"&:)"(%1)=8
Pope John Paul II, 17 January 2001
I,'482$'82$8.8$%13'12$'=#--%28/6'T16&'/#'38.,'#%/'#%5'!=#3#98=13'
>#=1/8#2'82'#%5'5,&G#2&,'/#'/0,'=133'/#'F,'?#U=5,1/#5&)
6!","0(%.1$&%"(#+"*&%+(%&3"$&($/&-13"$&()"&#)"(%"/&.$&%+"&X.3(;"&($/&0.A"$"**&14&
B1/@&ZB"$"*.*&[L]b_&($/&%+5*&===&"$(70"*&%+"3<&7'&%+"&-1)A&14&%+".)&+($/*&%1&)"40"#%&
B1/@*&1-$&#)"(%.,"&(#%.,.%'=&?$&(&)"(0&-('&%+"'&()"&3"($%&%1&7"&X#1D#)"(%1)*@&-.%+&
B1/<&5*.$;&%+".)&A$1-0"/;"&($/&*A.00&%1&*+(2"&(*31*&.$&-+.#+&%+"&/.,.$"&20($&
#1$*%($%0'&31,"*&%1&4504.03"$%=8
Pope John Paul II, Address, 8 November 2004
IM
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?$&]^^c&%+"&6:132"$/.53&14&%+"&G1#.(0&M1#%).$"&14&%+"&:+5)#+8&-(*&2570.*+"/=&
>+.*&/1#53"$%&2)1,./"*&(„)"+"$*.,"„.0(%.1$&14&-+(%&+(*&7""$&
/"*#).7"/&(*&%+"&6:+5)#+@*&7"*%&A"2%&*"#)"%8D&$(3"0'<&%+"&*1#.(0&%"(#+.$;*&14&
%+"&:+5)#+&%+(%&+(,"&/","012"/&1);($.#(00'&1,")&%+"&0(*%&[^^&'"()*=&>+"*"&
31/")$&%"(#+.$;*&+(,"&)"#0(.3"/&(&7.70.#(0&+").%(;"&%+(%&20(#"/&;)"(%&
"32+(*.*&1$&%+"&2)12+"%.#&%)(/.%.1$&14&95*%.#"&($/&%+"&2)"4")"$%.(0&20(#"&
14&%+"&211)&.$&%+"&A.$;/13&14&B1/=&
>+"&:132"$/.53&2()%.#50()0'&.$&:+(2%")&>"$<&6G(4";5()/.$;&%+"&
H$,.)1$3"$%8&+(*&"$5$#.(%"/&2).$#.20"*&(22)12).(%"&41)&)"*21$/.$;&%1&%+"&
"#101;.#(0&#).*"*&%+(%&+53($.%'&.*&#+(00"$;"/&7'&%1/('=&?$&%+"&-1)/*&14&%+"&
:132"$/.53&%+"*"&%"(#+.$;*&()"&144")"/&6(*&411/&41)&+53($&($/&*2.).%5(0&
;)1-%+<&41)&.$/.,./5(0*&($/Է$.%."*&(0.A"=8
D#-,'M,6'@,2,513'H582=8G3,&'N>0<8H.0(*-()7898.,7*9(9)-2OP
!'A0,'H582=8G3,'#4'?5,1/8#2'12$'/0,'N8928/6'#4'/0,'H,5
God freely confers being and life on everything gratuitousness in “the garden” where God has
that exists. Men and women created in God’s placed them “as cultivators and custodians” of
image and likeness are called to be the visible sign the goods of creation.
and the effective instrument of divine
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While the dignity of the human person is affirmed, common use and the overall “common good of
individuals live in common with others and the the whole of creation.” There is a social mortgage
rights of the individual must be balanced with the on private property conditioned by the strict
wider common good of all. The rights and needs requirement of prudent stewardship.
of others must always be respected.
b] The preferential option for the poor calls us, in
However, the common good of society is not an a world marred by deepening divisions between
end in itself; it has value only in reference to rich and poor, to heed the story of the last
attaining the ultimate ends of the person “and the judgment (Mt. 25.31-46) and instructs us to put
universal good of the whole of creation”. the needs of the poor and vulnerable first. This
means, in the words of the Catholic Bishops of
The implications of this principle gave birth to a] the United States that “the needs of the poor take
the principle of the universal destination of goods priority over the desires of the rich; the rights of
and b] the preferential option for the poor. workers over the maximization of profits and the
preservation of the environment over uncontrolled
a] The universal destination of goods means that
industrial expansion”.
God intends that the goods of creation are meant
for all. Each person must have access to the level It has been recently observed that nature is the
of well-being necessary for their full development. “new poor” in its fragility and vulnerability, as the
Although the Church upholds the right to private world’s ecological crisis deepens.
property this is subordinate to the right to
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It is impossible to promote the dignity of the their life supporting natural environs - as close as
person or creation without showing concern for possible to the grassroots. The people or groups
the family, groups, associations or “local territorial most directly affected by a decision or policy
realities”. Implicit here is recognition of the should have a key decision-making role in
person’s right to experience an affinity with their determining their closeness to the earth, the
environs - identify a sense of place within, and fertility of the soil and locally grown produce, the
right relationship with, their local catchment area well-being of other creatures, and the health of
and biogeographical region. Society does not exist natural waterways within their local catchment
in isolation from the natural world but is and biogeographical regions. These people should
intimately connected with and dependent upon it be only interfered with in order to support them in
for survival. cases of need, and to help coordinate their
activities with the activities of the rest of society
The principle of subsidiarity places responsibility with a view to the common good.
for the well-being of people and the health of
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This principle means that basically we are all In an era of globalization, our responsibility for
responsible for each other. It involves a one another is not only local and international, it
determination to commit oneself to working for is also intergenerational - we have a sacred duty
change so that everyone will be able to meet their to ensure that the planet [understood as a “single
potential. In regard to God’s other creatures we ecosystem”] that future generations inherit,
are called to a kinship with them, to find in them reflects undiminished the marvel of creation in all
what God sees as 'good’ (Gen 1:4), to recognize its beauty, diversity and complexity.
them for what they are and to establish with each
of them a relationship of responsibility.
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Within this dimension Catholic schools develop reviewing governance structures to enable
strategies, goals and actions that lead to the sustainability principles to inform the school's,
following: a School Environmental Management developing environmental policies (underpinned
Plan which is linked to the school's strategic plan, by the principles of Catholic Social Teaching).
reviewing the school's mission statement,
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Through ASSISI students, staff and parents in an introduction); developing liturgy, prayer and
Catholic schools are encouraged to read the ‘Signs celebrations that enable schools to focus on caring
of the Times’ and become ‘Word in Action’. for God’s Creation.
Schools are encouraged to regularly reflect and Celebrating environmental days throughout the
respond to Sacred Scripture drawing attention to school year is made easy with Catholic Earthcare’s
the relationships between humanity, our Creator educational resources. See the environmental
and Creation; reflecting and responding to calendar for themes and dates at:
Catholic Social Teaching on Ecology (see The www.catholicearthcare.org.au/Calendar
Church's Best Kept Secret on pages 18 and 19 for
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5(,,#"3
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1+02"$)3+"4 1")/%$4
C/?4/@%/)6D6E@&%<,6F4(,
+,14&%"/41%&*67&(%'/,8
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!"#$%&9!"#$%& !"#$%&9'()7#(+-<%#+,
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=>"6/"6?4(36,&?%@A
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The journey of ecological conversion calls us to exercise our human freedom, to choose
life and take greater responsibility for the gifts God has given. In giving back we further
advance our ecological conversion - being at one with Creator and Creation.
( A,1=0829'12$'Q,152829'U'?%558=%3%-
B/'8&'8-G#5/12/'?1/0#38='&=0##3&)
• Identify and integrate areas of the Religious • Conduct an audit of existing environmental
Education curriculum relevant to ecological education practices and develop an annual
education. Spirituality, moral teaching, liturgy, School Environmental Management Plan which
prayer and social / ecological justice are key incorporates the six ASSISI ecological focus areas
focus areas within this. (in green) in the ASSISI Model, page 20-21 (and
for a guide to develop each of these focus areas
• Identify and integrate outcomes related to see Appendix 2).
sustainability and ecological (environmental)
education within the relevant curriculum • Plan / co-ordinate / integrate professional
documents, frameworks and scope and development opportunities on the theme of
sequences specific to CESA (Catholic Education, ecological conversion and sustainability for staff.
Sth Australia). Crossways, Religious Education
Framework for SA Catholic Schools is a pivotal • Plan / co-ordinate / integrate community
document. education opportunities especially for parents,
family and parish.
• Use the extra-curricula opportunities provided by
special events and school community actions to
enhance the classroom curriculum learnings.
DK
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6I"&35*%&#+($;"&15)$*532%.1$& 6H#101;.#(0&:1$,")*.1$&.*&%1&.$#)"(*"&
+(7.%*&===&%+"&H()%+@*&)"*15)#"*&()"& 15)&*2.).%5(0&411%2).$%<&($/&(%&%+"&
4.$.%"&($/&#($$1%&7"&*%)"%#+"/&===&I"& *(3"&%.3"&%1&0.;+%"$&15)&"#101;.#(0&
()"&0.,.$;&7"'1$/&15)&"$,.)1$3"$%(0& 411%2).$%=8
#(2(#.%'=&I"&+(,"&%1&4(#"&%+"&+()/& Col Brown - Director, Catholic Earthcare,
.**5"*&14&)(/.#(00'&#+($;.$;&15)& Australia, ABC Radio, 7th December 2005
+(7.%*&===8
“Let the Many Coastlands Be Glad”, Page 21,
Catholic Earthcare, June 2004
!=#3#98=13'E##/G582/'A##3'^!?BD_
Catholic Earthcare Australia has partnered with
CarbonSystems to provide Catholic organisations
with the means for measuring and reporting on
their environmental performance as a part of the
ASSISI sustainability initiative. The purpose for this
partnership is firstly, to enable Catholic
organisations to measure their ecological footprint
and secondly, to reduce their footprint using the
intelligence gained from the audit tool ‘ECIS’
(Energy & Carbon Intelligence System).
6?$&(&*"$*"&*5*%(.$(7.0.%'&.*&;11/&
*%"-()/*+.2&%+)15;+&%.3"&($/&.$&"44"#%&(&
3(%%")&14&.$%");"$")(%.1$(0&95*%.#"=
?%&3"($*&%+(%&%+"&H()%+@*&)"*15)#"*&()"&
%1&7"&5*"/&-.%+&45%5)"&$""/*&.$&3.$/=8
Australian Catholic Bishops Conference,
“Commonwealth for the Common Good”
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* ?%3/8.1/829'@5#%2$&'12$'K%83$829&
U:(%+10.#&H()%+#()"&20($*&%1&/","012&%+"&;)15$/*&*1&
%+(%&B1/@*&:)"(%.1$&4015).*+"*&1$&:(%+10.#&2)12")%."*<&
#)"(%.$;&*2(#"*&41)&2"120"&%1&)"40"#%&($/&4""0&$5)%5)"/&7'&
B1/@*&:)"(%.1$`&($/&"$(70.$;&C5*%)(0.(@*&7.1/.,")*.%'&%1&
.$#)"(*"=U!
Jacqui Remond, Report on ASSISI, May 2010,
Australian Catholic Bishops Conference
E"()$*#(2"*&()"&20(#"*&-+")"&(&0"()$.$;&2)1;)(33"&+(*&7""$&/"*.;$"/&%1&2")3.%&
5*")*&%1&.$%")(#%&-.%+&($&"$,.)1$3"$%=&&>+"'&3('&7"&$(%5)(0&1)&75.0%`&.$%").1)&1)&
"J%").1)`&01#(%"/&.$<&$"()&1)&7"'1$/&*#+110*`&($/&)"0(%"/&%1&($'&1$"&14<&1)&
3($'<&A"'&0"()$.$;&()"(*=&&>+"'&35*%&7"&*(4"&($/&(##"**.70"=
G#+110*&.$,10,"/&.$&E"()$*#(2"&2)19"#%*&+(,"&.$#)"(*"/&%+"&/.,")*.%'&14&%+".)&
*#+110&;)15$/*&($/&75.0/.$;*&7'&(//.$;&4"(%5)"*&*5#+&(*&;()/"$*<&41)"*%*<&
21$/*<&*+"0%")*&($/&15%/11)�(**)113*=&&>+"&.$#)"(*"/&/.,")*.%'&14&%+"&&
;)15$/*&($/&75.0/.$;*&(001-*&41)&%+"&/"*.;$&14&(&-./")&)($;"&14&0"()$.$;&
"J2")."$#"*&($/&%+"&#)"(%.1$&14&(&E"()$*#(2"&"$,.)1$3"$%=
E"()$*#(2"*&()"&;(.$.$;&-1)0/-./"&(##"2%($#"&(*&,(05(70"&2"/(;1;.#(0&
.$$1,(%.1$*=
Sources: The School Learnscapes Trust, 2000, www.learnscapes.org
`?%3/8.1/829'@5#%2$&L' K%83$829&'12$'!=#3#98=1336'D%&/1821F3,'
School grounds are increasingly being seen as an
N,&892'^!DN_
exciting place to enable outdoor learning in all Refurbishing older buildings to incorporate energy
areas of education. Many schools are developing efficient elements, water saving devices and where
their grounds for teaching and learning or possible making use of natural light and
‘Learnscapes’. ventilation is encouraged.
Students, staff and parents can be actively New buildings should be designed with
involved in the sustainable management of the ecologically sustainable design principles in mind.
grounds through activities such as habitat
creation, mulching, vegetable gardening, For Catholic Schools, the grounds can be symbolic
landscaping, productive enterprises and litter and representative of the school’s ecological
reduction. The opportunities are limited only by vocation. One way that schools are responding is
the imagination and enthusiasm of the school to adopt a local native species and grow a suitable
community. The most effective learnscaping habitat where the species can live for part or all of
projects are those that have been planned and the year.
involve students, parents and the wider
community in active participation.
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K%83$829'+,31/8#2&08G&'T8/0'6#%5'Q#=13'?#--%28/6'4#5'D%&/1821F838/6
Many ecological education developments are best achieved through
collaborative partnerships with the local and broader community. This
might include partnerships with other educational institutions, local
councils, businesses, industry, and community groups and networks.
K%83$829'+,31/8#2&08G&'T8/0'6#%5'@3#F13'?#--%28/6'4#5'D%&/1821F838/6
Catholic Schools are encouraged to respond to the moral and spiritual
challenges on a global scale, and some have been doing a great job at
this.
The slogan “Live simply so that others may simply live” is integral to
the modern Christian life.
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Schools implementing a whole-school sectors in the school and a structure to
approach to ecological education for ensure that the workload is spread.
sustainability typically indicate the
following key points as important for • Starting with a clear overview of school
success: operations (waste, water, energy, grounds
and canteen), school policies, curriculum,
• Active participation of the school leadership and teaching and learning, before
team from planning through to moving on to action planning.
implementation.
• Moving at a rate that is compatible with the
• A vision of future directions for the school, school’s ability to change.
shared with the school community.
• Keeping the school and local community
• Sustainability principles embedded in school informed and ensuring that successes are
policies. celebrated.
B-G3,-,2/829'/0,'>8&8#2
• Go to Catholic Earthcare Australia’s ASSISI your whole school community (refer to
web page and register your interest to Appendix 1).
participate in the ASSISI initiative.
• Enquire about the ‘Creation and
• Email earthcare@catholic.org.au and ask to Reconciliation’ program for adults and
have a staff day that focuses on ecological senior students.
conversion and sustainability on a date that
• Promote initiatives that are happening at
would suit your staff.
your school to care for God’s Creation
• Request an ASSISI planning workshop (1.5 through Catholic Earthcare’s newsletter and
hours) and invite staff, some students and website.
parents so that your School Environmental
• Celebrate significant environmental days or
Management Plan (SEMP) can emerge.
weeks during the school year using Catholic
• Embed the SEMP activities into your school Earthcare’s online calendar and resources
ethos and link it to your annual school plan. for liturgy and learning.
• Ask a staff member and your student • Enquire about becoming an ‘Earthcare’
leaders to host the ‘One Earth’ passion accredited school.
building program, to raise awareness for
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I"&()"&#(00"/&%1&0.,"&($/&2()%.#.2(%"&.$&(&4500'$*#.15*&($/&)"*21$*.70"&-('&.$&
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()"&./"(00'&20(#"*&-+")"&'15$;&2"120"&#($&/)"(3&(715%<&.3(;.$"&($/&
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Learners, educators and leaders within Catholic Every facet of life within a Catholic school
Education South Australia (CESA) are called to community provides opportunity for students to
participate in, educate within and contribute to a experience the gracious activity and presence of
sustainable vision of life. Catholic schools aim to God. In implementing and living out the principles
educate the whole person, taking into account the outlined within this booklet and using the Assisi
students’ intellectual, moral, spiritual, religious, Framework, we are guided by the CESA Strategic
religious, physical and social development. Plan and by national initiatives in sustainability.
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Sustainability is embedded in the Australian Successful learners understand their place as local
Curriculum and school communities are called to and global citizens, sustaining and improving both
engage learners in pedagogy and curricula natural and social environments.
exploring a commitment to sustainable patterns of
living across all learning areas. Two key Australian Government documents which
support the development of a repertoire of rich
It states that, “Knowledge, skills and educational practice in sustainability for CESA are:
understandings related to sustainability in natural,
social, cultural and economic environments are • Educating for a Sustainable Future, A National
crucial to world class, future focused national Environmental Education Statement for
curriculum.” Australian Schools.
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Rich experiences are vital to authentic learning, Educators have a responsibility to participate with
and the collaborative processes of inquiry, action students in reforming, living and monitoring ways
and reflection are necessary in nurturing a of being that sustain God’s creation now and for
respectful and integral relationship with God’s the common future of the community of life.
creation.
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• AAEE (Aust Assoc of
Environmental Educators)
• N.E.E.N. (National Environmental C<AB:C<Q''
Education Network) !C>B+:CP!CA<Q''''
A!+AB<+b • Environmental :+@<CBD<AB:CD
• Adelaide University Education Centres • A.N.Z.E.C.C. (Aust & New
• University of South Australia Zealand Environmental
Conservation Council)
• Adelaide College of Divinity • Threatened Species Network
• Flinders University • Australian Botanic Gardens
• Australian Catholic • Australian Plant Society
University • National Trust
• C.S.I.R.O.
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• Recycling and Waste SA
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• Environment Australia
• Australia Catchment
Management • Australian Tourist Commission
• Dep't of Education • Murray River Water Authority
& Training
• Natural Resources
Management
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• Catholic Earthcare Australia
• U.N. Environment Programme
• Marine Learning Centre at
Star of the Sea, Henley Beach !7C7@7:7D' • O.U.C.N (World Conservation Unit)
• Edmund Rice Centre
R6-S,<8-4)->*9(%8-(
• U.N.E.S.C.O.
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• NATSICC
• The Wilderness Society (TWS) • W.W.F.
• Caritas
• Australian Water Association -
Water Education Network
• Nature Conservation Council
• Trees for Life
• Landcare
• A.C.F.
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(See Appendix 4 for a list of valuable websites)
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To assist schools, in the words of Pope John Paul II to ‘stimulate and sustain the
ecological conversion’, we would recommend using the ECIS Tool to track, measure
and report your school's ecological footprint and a careful study of the chart in
Appendix 2.
The chart has been adapted from the NSW government’s DET Environmental Policy
for Schools - “Steps in Becoming an Environmentally Active School”.
We have included in the chart two additional columns specifically designed for
Catholic schools, namely “Community Involvement” and “Religious Dimension”.
This chart may be used for planning, implementing, monitoring and evaluating the
school’s progress towards more ecologically sustainable operations.
Another framework for measuring a school’s sustainable systems and approaches where all
growth in ecological awareness can be found decision making considers environmental,
in the Appendix (Indicators for a Sustainable social and economic consequences. For more
Future) to the Australian government details please visit: www.decs.sa.gov.au/efs/
document, “Educating for a Sustainable files/pages/EfS_Guide_Introduction.pdf
Future - A National Environmental Education
Statement for Australian Schools” accessible For inspiration and ideas, make contact with
at www.curriculum.edu.au. This framework other eco animators who have initiated
enables schools to measure certain aspects of projects in Catholic schools. Many ecologically
change in areas like school staff participation, active schools are listed in Appendix 3.
curriculum innovation, progress of the Subscribe to Catholic Earthcare Australia’s
management plan, water consumption, E-newsletter and visit its website for
electricity consumption, waste minimisation resources, more information about the audit
and management, prudent use of school tool, calendar and latest news.
grounds and resources and car pooling. www.catholicearthcare.org.au
A number of SA Catholic schools are
participating in AuSSI (Australian Sustainable
Schools Initiative).
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One Earth is lead by students in the school community who encourage their fellow students to
create the following pieces of work over the period of one month:
A night time event is held at the conclusion of the program where the students' work is on display and the
whole school community is invited to attend, students, parents and staff.
Special guests are invited to the school to see the students' creative work and to help celebrate by giving a
small speech, i.e. your local member.
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The RE Team leads an inquiry project on sustainability which aims to provide fertile
ground for the growth and development of a ‘green Catholic imagination’ in participants'
learning communities and within themselves. Educators and consultants work alongside
each other in forming a research stance where dialogue, debate and conversation are
valued.
Over the two years of the project each school community form their own inquiry focus,
document their experiences (tell the story), and spend time together reflecting, analyzing
and wondering ‘what’s next?’ The RE Consultant takes on the role of ‘intimate outsider’ in
offering a different lens through which to view and review their local experiences within
the parameters of the religious dimension of the school.
The inquiries themselves are quite diverse and touch on issues such as: sacramentality and
sustainability in the year 11 RE curriculum with indigenous young men, implementing
and using the ASSISI Framework, integrating the wetland experiences into the religious
dimension of the whole school curriculum, fostering prayer, meditation and silence,
and, wondering how indoor and outdoor play deepens young children’s experience and
understanding of religious education.
There are currently seven schools, eleven teachers and two RE consultants involved in this
project.
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The centre first opened its doors in 2006 and it now hosts more than 50
weird and wonderful critters. We have an assortment of reptiles, mammals,
birds, fish, arachnids, crustaceans and invertebrates housed on a
permanent basis. The Centre provides a unique experience and
opportunity for the students to discover the wonders of the natural
environment. We established a Butterfly Garden which has been
recognised by the Butterfly Conservation Society.
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Marymount has more than 160 girls who are a part of the Hove Enviro
Group which formed in 2008 with only six students. The girls run the
group themselves and they educate and activate others in the school to
recycle and reduce the school’s waste output. They aim to become a ‘no
waste’ school. Some things the group have initiated in the school are:
bokashi bins for compost, container and newspaper recycling which
earns money for the school. With the funds they have raised they will
purchase a bank of solar panels. The young women involved in this
initiative call themselves the “Enviro Angels” and they know that their
commitment to sustainability at Marymount makes a difference.
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St Francis' School won the Greenest School in the West, for the
development of its frog pond and ecological initiatives. The Poddleblonk,
also known as the Eastern Banjo Frog, is one of the three local frog
species to have thrived in the evolving wetlands area. Plant development
continues for the schools butterfly garden and the erection of
environmental murals. The St Francis community values and fosters the
innate curiosity of young people and has developed comprehensive
environmental and ‘hands on’ learning experiences and curriculum
across the school.
Photo: May 2010 issue of The Southern Cross newspaper,
photographer Christian Le Ray
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The students and staff at St Anns have cultivated a vegetable plot and
they lovingly tend to it each day. The herbs and vegetables grown in
the garden are used in the cooking classes and when we sit together
to eat our food we delight in and celebrate our success in ‘plot to
plate’. We also plant native shrubs to commemorate our Joy Days
and St Anns days.
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Trees for Life: Trees For Life provides education and opportunities for people to do something practical to
improve their local natural environment:
www.treesforlife.org.au/home
NRM Education: NRM Education supports early learning centres, schools, TAFEs and Universities that are
interested in exploring environmental sustainability in their learning programs and management practices:
www.nrmeducation.net.au
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Educating for a Sustainable Future – A National Environmental Education Statement for Australian Schools:
www.environment.gov.au/education/publications/sustainable-future.html
www.environment.gov.au/education/publications/pubs/sustainable-future.pdf
Education for Sustainability Curriculum Framework: Education for sustainability helps students learn to
design and implement actions that can contribute to a more sustainable future:
www.environment.gov.au/education/publications/curriculum-framework.html
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Roots and Shoots, The Power of Youth is Global, Jane Goddall Institute:
www.rootsandshoots.org
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1. United Nations, Eco-systems Reports (2005)
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Patriarch of Constantinople Bartholomew, I4th Symposium on Religion Science and
the Environment, June 2002
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Joint Declaration on Environment, June 2002
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Sr. Elizabeth Johnson, Joseph Cardinal Ratzinger 1995
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June 1999