#GLOBALEE CASE STUDY
Raising Awareness, Changing Attitudes and Behaviors on Climate Change Among Catholic Latinos in a Catholic Church Community thru Environmental Education
Introduction
The lack of knowledge and awareness of climate change is a contributing factor to the citizens’ low-level involvement and commitment to reducing climate change on a personal level. This case study developed an environmental education project in a New York City Catholic Church (The Church of the Ascension). The participants in the training were Catholic Spanish speakers/Latino immigrants. In order to capture different levels of participation, (participation as embodied learning, participation as socially situated learning and participation as action learning ) the project used different elements that contribute to high-level trusts (rational, dispositional, and affinitive trust) such as a priest, an environmental professional from the NYC Department of Environ Conservation, and an environmentalist from the Global Catholic Climate Movement. The content of this educational project was based on the knowledge base content from the Encyclical Laudato Si from Pope Francis, and the Bible (procedural trust).
Overview
In the last sixty years, the international scientific communities have found and demonstrated that the Earth’s climate temperature is increasing faster than it should be, which is causing climate change. In addition, it is proven that humankind has caused and accelerated the rise in the planet’s climate temperature. The human race has been provoking and increasing this change since the industrial revolution in 1830. IPCC (2014) stated that “human influence on the climate system is clear, and recent anthropogenic emissions of greenhouse gasses are the highest in history. Recent climate changes have had widespread impacts on human and natural systems.” Furthermore, scientific studies show that different natural events are caused by climate change. Among the most relevant events are the melting of the icebergs, an increase in the number and strength of hurricanes, drought, and flooding of different areas of the planet, rise in sea levels, changes in the seasons’ temperatures, increment or reduction of rainfall levels, etc. IPCC (2014). Consequently, if the current trend of CO2 emissions by human beings does not stop or is at least reduced by 40 to 70 percent of the current levels, this civilization or a great part of it is at risk of disappearing.
Climate change is considered the most important human, economic and social issue for the present and future of the human species and of planet Earth. The scientific community, the political and communal leaders locally, nationally and internationally understand the urgency of the problem, its relevancy, origin, and consequences. Nevertheless, the Pew Research Center (2015) in its study “Climate Change Seen as Top Global Threat”, found that a median of only 42% of the people from Europe and the United States consider climate change “the top-rated threat.” This finding reveals the low rate of individual and community involvement in actions to fight climate change. Psychological factors, education on the subject, as well as the lack of knowledge of the individual carbon footprints contribute to the low individual and community response to climate change and environmental issues.
With this project, we addressed climate change from a local perspective. The project was focused on changing attitudes and behaviors of the Latino Catholic community in order for them to reduce or switch the use of fossil fuel energy, recycle garbage, and also, raise awareness among their families and relatives about the fact of climate change. In addition, we focused on motivating the participants to organize or join local organizations to advocate for the environment. For these purposes, we used the following disciplines: Non-Formal-Transformative Environmental Education:, Environmental Communication, and Environmental Psychology: Minding the Self.
Environmental Education. Non-Formal and Transformative
In non-formal environmental education, this project applied the five components of environmental education which are raising awareness, transmitting knowledge, building skills, creating a positive attitude toward the environment, and motivating actions to protect and improve our environment. For this purpose we used a transformative environmental education approach to providing ecological learning for being a good Catholic, for making changes in our life, and for transforming and taking care of our environment, considering “ethics, values, empathy, and care.”
Environmental Communication
Taking into consideration the environmental communication concepts, we directed this environmental educational project to a specific audience, with similar beliefs and interests (Catholic members). In addition, speakers and/or educators who build trust (Priests, Catholic environmental educators, and a professional that works for the New York City Department of Environmental Conservation) participated.
Taking into consideration the environmental communication concepts, we directed this environmental educational project to a specific audience, with similar beliefs and interests (Catholic members). In addition, speakers and/or educators who build trust (Priests, Catholic environmental educators, and a professional that works for the New York City Department of Environmental Conservation) participated.
Environmental Psychology: Minding the Self
From a “minding the self” perspective, we presented the subject from a positive point of view. We presented that we need to continue taking care of our environment as a response to God’s calling. We directed the attention of the audience to see the environment as something that provides us with benefits for our spirit and body.
From a “minding the self” perspective, we presented the subject from a positive point of view. We presented that we need to continue taking care of our environment as a response to God’s calling. We directed the attention of the audience to see the environment as something that provides us with benefits for our spirit and body.
Approach
Using an environmental education approach, this project’s objectives were first, raising awareness about climate change. Second, disseminating knowledge about the current climate change situation and how we contribute to it on a daily basis. Third, providing the skills needed to identify environmental problems. Fourth, inspiring and forging a positive attitude or a “set of values and feelings of concern for the environment.” (Monroe & Krasny, 2015). And fifth, to promoting the participation of the catholic community to engage in environmental education and projects to protect the environment. Furthermore, we used a transformative learning approach, in which emotional and Christian spiritual elements were applied. Through preaching and prayers, we looked to cement a commitment to behavioral change amongst participants by acknowledging God’s creation of nature and the mission of each of them to care about it. After acknowledging the responsibility we have to take care of God’s creation, participants were introduced to the current climate change status and prognosis using the Encyclical Laudato Si and scientific proof. In addition, climate change communication was taken into consideration, especially relating it to health and poverty. Elements of environmental governance were addressed, particularly the one referring to the different levels of participation. The last section of the training taught the participants different ways by which they can take care of Mother Earth.
The Catholic Church has traditionally approached the environment from what it is called the “Catholic Social Teaching”. Catholic Social Teaching involves issues of poverty and wealth, economics, social organization and the role of the state. Furthermore, on June 17, 2015, Pope Francis, the highest authority of the Catholic Church, promulgated the encyclical Laudato Si. Laudato Si is a Catholic teaching document that addresses climate change and the environment from a very broad perspective. This encyclical call for action not only to the members of the Catholic church but to all members of our society including politicians, governments, international organizations, businesses, and the scientific community.
Outcome
Participants expressed their commitment to change behaviors and take actions, such as recycling and the use of low energy consuming lighting bulbs. An environmental community action group was created. These outcomes definitely contributed, from a local perspective, to address the wicked problem that is climate change. Furthermore, a climate change knowledge and attitude assessment questionnaire was submitted before and after the training. The questionnaires showed that 95 % of the participants had basic knowledge about climate change. Then after the training survey indicated that the audience was motivated to change attitudes and behaviors that benefit the environment. In addition, all of them we willing to participate in a community effort or environmental group to take action to benefit the environment.
REFLECTIONS/LESSONS LEARNED:
This was a great experience. Bringing together members of our faith community to discuss the climate change provoked a great impact in the community so that other churches are asking for our help to organize this initiative in their parishes. This event was very meaningful given the fact that climate change and the environment was approached from a faith perspective, which created a major impact on the audience and in our leadership (our pastor is looking into engaging more people in this project and making changes in the parish to reduce the church carbon footprint). Nonetheless, I believe developing this environmental educational project in a natural environment -surrounded by trees, birds, animals, and/or rivers- would influence our audience to a greater level.
Anexo
Knowledge Questionnaire
References
Cooper, Sunny. Jack Mezirow: Transformative Learning. Retrieved from
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http://www.lifecircles-inc.com/Learningtheories/humanist/mezirow.html
Francis, Pope (2015). Laudato Si. Retrieved from
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IPCC (2014). Summary for Policymakers. Climate Change 2014: Impacts, Adaptation, and
Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group
II to the Fifth Assessment Report of the Intergovernmental Panel on Climate
Change. 1-32. Retrieved from: http://www.ipcc.ch/
Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group
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Change. 1-32. Retrieved from: http://www.ipcc.ch/
Laessoe, Jeppe (2016). Participation [video lecture]. Retrieved from
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https://www.youtube.com/watch?v=JDcy4Ar_c24#t=27
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https://www.youtube.com/watch?v=JDcy4Ar_c24#t=27
Maibach, E.W. et al. (2010). Reframing climate change as a public health issue: An exploratory study of public reactions (Links to an external site.). BMC Public Health, 10, 299.
Monroe, M. C., & Krasny, M. E. (Eds.). (2015). Across the Spectrum: Resource for Environmental
Educators. NAAEE. Retrieved from
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Overview of the Encyclical Laudato si. Retrieved from
Pew Research Center (July 2015). Climate Change Seen as Top Global Threat. Retrieved
From
http://www.pewglobal.org/files/2015/07/Pew-Research-Center-Global-
Threats-Report-FINAL-July-14-2015.pdf
From
http://www.pewglobal.org/files/2015/07/Pew-Research-Center-Global-
Threats-Report-FINAL-July-14-2015.pdf
Stern, M.J. and K.J. Coleman (2015). The multi-dimensionality of trust: applications in collaborative natural resource management. Society and Natural Resources
28(2): 117-132. Retrieved from
28(2): 117-132. Retrieved from
http://www.tandfonline.com/doi/full/10.1080/08941920.2014.945062#.VxgbuTArKM8
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