Religion and Ecology - Main Monotheistic Traditions WF-OB-SURAE
Wykład (WYK) Semestr letni 2022/23

ALLISON, Elizabeth. 2007. Religious Organizations Taking Action on Climate Change. Garrison, NY: Garrison Institute.

BAUMAN Whitney A., Richard R. BOHANNON and Kevin J. O'BRIEN. 2011. Grounding Religion: A Field Guide to the Study of Religion and Ecology. London - New York: Routledge.

GOTTLIEB, Roger S. (ed.). 2006. The Oxford Handbook of Religion and Ecology. Oxford: Oxford University Press.

GRIM, John and Mary E. TUCKER. 2014. Ecology and Religion. Washington, DC : Island Press.

SADOWSKI, Ryszard F. 2009. „Religion and Ecology” – nowy paradygmat poznawczy. Studia Ecologiae et Bioethicae, 7(1), 213-220.

SADOWSKI, Ryszard F. 2012. Religious motivations for the protection of forest ecosystems. Folia oecologica, 39(2), 139-146.

SADOWSKI, Ryszard F. 2017. Resources within Spiritual and Mystical Christian Traditions for the Care of Earth—our Common Home. In: Alliance for the Care of Our Common Home: Taking Forward Laudato si’, edited by Joshtrom I. Kureethadam, 176-189. Rome: LAS.

TUCKER, Mary E. 2003. Worldly Wonder. Religions Enter Their Ecological Phase. Chicago - La Salle: Open Court.

KNOWLEDGE

Student defines and identifies the importance of religion in overcoming the ecological crisis.

SKILLS

Student, on the basis of logical premises, elaborates the right hypotheses concerning the importance of religion in overcoming the ecological crisis.

COMPETENCE

Student is aware of the importance of religion in overcoming the ecological crisis.

KNOWLEDGE:

Grade 2: Student doesn't define and identify the importance of religion in overcoming the ecological crisis.

Grade 3: Student to a limited extent defines and identifies the importance of religion in overcoming the ecological crisis.

Grade 4: Student defines and identifies the importance of religion in overcoming the ecological crisis.

Grade 5: Student fluently defines and identifies the importance of religion in overcoming the ecological crisis.

SKILLS:

Grade 2: Student, on the basis of logical premises, is not able to elaborate the right hypotheses concerning the importance of religion in overcoming the ecological crisis.

Grade 3: Student to a limited extent, on the basis of logical premises, is able to elaborate the right hypotheses concerning the importance of religion in overcoming the ecological crisis.

Grade 4: Student, on the basis of logical premises, is able to elaborate the right hypotheses concerning the importance of religion in overcoming the ecological crisis.

Grade 5: Student, on the basis of logical premises, is perfectly able to elaborate the right hypotheses concerning the importance of religion in overcoming the ecological crisis.

COMPETENCE:

Grade 2: Student is not aware of the importance of religion in overcoming the ecological crisis.

Grade 3: Student is barely aware of the importance of religion in overcoming the ecological crisis.

Grade 4: Student is aware of the importance of religion in overcoming the ecological crisis.

Grade 5: Student is perfectly aware of the importance of religion in overcoming the ecological crisis.

The final grade consists of:

1. Class participation and attendance = 25% of your grade

unjustified absence of 1 class - 5,0

unjustified absence of 2 classes - 4,5

unjustified absence of 3-4 classes - 4,0

unjustified absence of 5-6 classes - 3,5

unjustified absence of 7-8 classes - 3,0

unjustified absence of more than 8 classes - 2,0

2. E-learning exercises = 25% of your grade

3. Paper preparation (1500-2000 words) = 50% of your grade

The final grade is the average of the attendance rating (25%), e-larning exercises (25%) and the paper (50%).

1. General introduction to the course

2. Judaism and ecology

3. Christianity and ecology

4. Islam and ecology

5. Religion-based environmental organizations

6. Religious initiatives towards environment conservation

KNOWLEDGE EFFECTS

Didactic method: information lecture

Verification - paper and e-learning exercises

SKILLS EFFECTS

Didactic method: reading texts

Verification - paper and e-larning exercises

COMPETENCE EFFECTS

Didactic method: analysis of text content

DESCRIPTION OF TEACHING METHODS:

Information Lecture - will cover topics, structure and manner of conducting classes; It will also be used in the explanation of working methods: principles of scientific discussion, methods of paper preparation.

E-learning exercises - students after completed of some topics will receive material from the classes, based on which they will do exercises left to them as part of the e-learning course accompanying the activities at the university.

Reading texts - individual reading of texts for analysis during individual classes (compulsory reading before classes as preparation for them)

Analysis of text content - conducted jointly during classes to get a good understanding of the content and explain the incomprehensible.

Paper preparation - the verification of learning outcomes will also take place through preparation of paper concerning religion and ecology connection and through e-learning exercises.