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September 10, 2001 Rosemary Radford Reuther: "The Greening of Theological Education" The Greening of Theological Education involves reform in three different dimensions: Curriculum, Greening the Institution, and Outreach. Curriculum Ecology and ecological awareness affects all aspects of curriculum, not just ethics. It involves faculty from all different fields: ethics, theology, biblical studies, history, comparative religions, religious studies, field education, Christian Ministry, etc. In Chicago, (where Rosemary teaches at Garrett-Evangelical) the eco-reform movement has been lead by Biblical Scholars. The type of reform that is needed is like the reforms that had to take place to combat sexism and racism. In order to make these changes at Garrett, a survey of students was done in all areas of studies to see how much racism / sexism existed in the curriculum. This is what needs to be done with regards to ecological issues. Reflections on the "greening of curricula" is automatically a cross-disciplinary venture. It takes reflection from all different fields in Religion (broadly defined), not to mention other fields of study, because all affect and are affected by ecological issues. This may be a difficulty at the GTU because: a) there are nine different schools under one umbrella, and b) there are 8 different fields of study at the GTU (plus MTS and MDiv programs) and folks in different areas dont necessarily talk with one another. This sharp separation of fields must be addressed as it does not reflect the inherent, inter-disciplinary nature of green studies. Greening of the Institution Greening of the curricula must be accompanied by the greening of the actual institution. This includes, among other things, addressing issues of energy consumption, waste-management, and food services. At Garrett, food services was persuaded to let other people in the Garrett community take food to homeless shelters thus combating the waste of food so prevalent in many institutions. This is something that could be replicated at the GTU. In looking at energy and waste issues, any institution must address the main buildings as well as apartments and dormitories. What is needed is a committee that crosses the staff, administration, faculty, and student lines to address these issues. (At Garrett, the person most involved in changing the institution is a maintenance person). Cross-class/ Cross-role reflection is needed because the greening of the institution will take changes in all aspects of the community that makes up the institution. The change will take vision, reflection, and "getting down in the basement" of these institutions. This aspect of greening the curriculum reflects another component of an ecological worldview, viz. a non-hierarchical, cross-class, cross-disciplinary approach to dealing with issues. Likewise, this will also include analysis of the relationship between economics, environment, and race within and beyond the institution. All institutions have a hierarchy and institutions of theological education are no different. We must examine this hierarchy and learn who and what the hierarchy privileges. This is part of the process of realizing that, in actuality, all members of the institution are necessary in order for the institution to work. This reflection is part of the process of learning to appreciate all in the community, learning to appreciate the diverse forms of life within the community. The community at a given institution must also make sure that it provides room for the community to grow (ecologically) and to maintain its commitment to ecological issues. This could involve green spaces, community gardens, etc. In institutions of higher education, maintaining a community is more difficult because there is such a high turnover rate (students come and go, faculty move around, etc.). Something should be done to provide continuity to the community from one year to the next. Professor Reuther mentioned a school that has implemented an ecological component to the freshman orientation. One other way in which the "greening of the institution" can be fostered is through a pilot project such as an apartment building or house that really commits itself to the greening agenda. Outreach One important part of greening higher education is making sure that the institution is more aware of the local community, bioregion, country, and global situation in which it exists. In other words, these levels of analysis should be kept in mind during the process of greening the institution. One form this takes in theological education is field education. Field education can be a major way that the greening of theology can be taken to local congregations and thus, the community / bioregion. In Chicago, "the Lutherans" are very involved in terms of the greening of buildings. This concern extends to considering the larger community in which the educational institution exists. The Center for Neighborhood Technologies and some theological seminaries in Chicago came together to map out a study program, which is trying to bring many different religious congregations together to work on issues of eco-justice in their own neighborhoods. It represents a multi-faith, collaborative effort on the part of CNT, institutions of higher education, and local religious communities on issues of eco-justice. This program urges religious communities to commit to specific, local projects, with the underlying theme that they are healing the whole bioregion in which they exist. Conclusion How do we get theological institutions to put issues of "greening" on the front burner? No one is really against the ecological agenda, but it is a question of making it a priority. Part of the problem is that the crisis seems very gradual for those of us that are in comfortable positions. We are numb. The large-scale nature of the eco-crisis coupled with the fact that the adverse effects from ecological degradation are often dispersed and often felt in "other" communities, leads to our feeling less urgency around ecological issues. Part of the motivation will come from study by students and faculty. Perhaps "study days," during which faculty, administration, students, and staff come together to discuss these issues, are necessary. How is it that issues of racism and sexism came to the forefront in the form of movements? Part of this had to do with those that are directly affected by issues of racism and/or sexism speaking out, and banding together to combat injustice. Once we get to environmental issues, many of those affected dont have their own voices: air, water, earth, trees, non-human animals, etc. Likewise, as stated earlier, the people most affected are in "two-thirds" world countries while most of the damage is being done by "one-third" world countries. Most often it is hard for the voices of the "two-thirds" world to reach the "one-third" world. Once the connection between economic inequity, consumerism, and ecological destruction are realized more widely, the movement will probably gain momentum.

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