Context Matters for Transformational Ecotheology

A Comparison of Swedish and American Theological Academies

Abstract

Environmental advocates identify that we have known for decades how
to mitigate anthropogenic climate change, yet main obstructions include
greed and apathy. To deal with these obstacles, information is not enough;
A transformation is needed. This examination argues that transformational
pedagogy applied to ecotheology within theological education can
be a vehicle in support of the needed transformation. However, the academic context matters, such that pedagogical approaches need to be strategically adapted to ethically engage cognitive, affective, behavioral, and spiritual dimensions of learning.

As a Hebrew Bible specialist who has taught in theological higher education
in both Sweden and the USA, the author compares academic frameworks
that can endorse or constrain transformational pedagogy when engaging
faith aspects that are inherent within ecotheology. The author’s
theoretical perspectives include transformational pedagogy aligned with
George M. Slavich and Philip G. Zimbardo’s principles, as well as a covenant
of vocation approach to creation care. The author’s methodological
approaches are shaped by different regulations for classroom instruction
in Sweden and the USA, as well as a postdoctoral ecotheology research project that engaged creation care education with the Maasai people group
in Tanzania. Finally, the author provides practical examples from these
contexts for applying transformational pedagogy principles for educators
and administrators.