On Earth As In Heaven: Ecological Vision and Initiatives of Ecumenical Patriarch Bartholomew

6. Education and Economy: Conservation, Education, and People

6 Education and Economy Conservation, Education, and People Summer Seminars and RSE Symposia Opening Ceremony, First Summer Seminar, Halki, Turkey, June ,  environment and religious education By the grace of God, to whom we express our heartfelt gratitude, we are convening this interfaith gathering in this venerable center of Orthodoxy. We are pleased that it is being held within the hospitable environment of this monastery, where our ‘‘alma mater,’’ the Theological School of Halki, once flourished and this year celebrates the 150th anniversary since its establishment. Human beings were created by God to enjoy sovereignty over nature but not to exercise tyranny over it. Many sectors of society have now recognized that the ecological problem is associated with the moral crisis of the humanity and that the proper use of nature depends on the perception , position, and practice of human beings in relation to the cosmos. The ancient saying holds true: ‘‘Humanity is the measure of all things.’’1 Now that we have been awakened to the impending destruction of nature, and to all that this implies, how has society responded in recent years? We note here the so-called ‘‘plans for peaceful coexistence’’ (between humankind and nature) along with plans for the ‘‘development of 1. An axiom of the ancient Greek sophist, Protagoras, in the fifth century BC. 236 Conservation, Education, and People 兩 237 the environment.’’ All these concerns and actions are, of course, commendable . As we know, however, they are also limited in their effectiveness . For, who will find and apprehend those individuals responsible for forest fires? Who will restrain those who illegally cut down trees? Who and how will we control those unconscionable individuals who pollute our waters, rivers, and seas? Who can restrain the greedy? We, the Church, must assist willingly, firmly, and extensively, with this pressing and vital concern. We can help by enlightening the conscience of men and women in order to cultivate respect for their fellow human beings and for all created matter. Our goal is to instill in people a sense of feeling, as well as a sense of the fear of God so that they may avoid wrongdoing, vulgarity, impropriety, inhumanity, and especially selfish individualism . Usually those who torch forests, those who illegally cut down trees, and those who pollute our shores are egocentric individuals with hardened hearts, who do so out of greed and for purely utilitarian purposes . A good Christian cannot, rather a good Christian is by conscience not permitted to, destroy nature and the environment. A good Christian cannot be a source of immoral or destructive acts. According to Socrates, ‘‘virtue is taught.’’ In conformity with our position , therefore, and following much meditation and thought, we have chosen as the theme of this gathering the relationship between religious education and the natural environment. By restricting the discussion of the conference to religious education, we are neither excluding nor underestimating other forms and levels of secular and parochial education. Our goal—and we beseech the attention of the esteemed participants in this point—is to examine and explore ways and means by which we may sensitize and influence the desires and the attention, especially of our students, to this most urgent issue. parish education and communal action However, in order that we are not left with empty or vain words, we are of the opinion that our attention must be given to developing programs of practical application. For example, tree-planting initiatives must be undertaken, just as we have done today, and as we did last December on this island. Groups of students may cultivate gardens, while others can care and tend to forest regions. Along with a series of lectures, seminars 238 兩 Conservation, Education, and People should be organized with the express purpose of enlightening students on planting procedures, gardening, and other similar activities. Other groups of children in our secular, parochial, and catechetical schools may adopt vegetable or flower gardens, forested regions, church compounds, abandoned properties, or farm regions cultivated for the common good, as well as areas with natural beauty, which they will care for on a voluntary basis. Their example can serve to sensitize their parents and elders who can then be motivated to do likewise. We especially advise the clergy and others in parish ministry to encourage and promote a love for nature, to care for trees and shrubs as well as church properties and cemeteries. It is only fitting that...