Climate-Sensitive Religious Education Curriculum in the Unified Schools of the Archdiocese of Lipa

Renniel Jayson Rosales

doi:10.63931/ijchr.v6i2.2

Authors

Renniel Jayson Rosales De La Salle University - School of Innovation and Sustainability https://orcid.org/0000-0002-5680-1697

DOI:

https://doi.org/10.63931/ijchr.v6i2.2

Keywords:

Catholic Social Teachings, Climate Change, Curriculum, Environment, Laudato Si

Abstract

The Catholic Church recognizes the role of Catholic schools in teaching the faith to students and how it can be applied in their daily lives. With the global challenge we face due to climate change, the education sector plays an essential role in promoting awareness, adaptation, and mitigation against climate change. This study describes the possibility of integrating climate sensitivity into the religious education curriculum for the senior high school level, the Unified Schools of the Archdiocese of Lipa (USAL). Through a focus group discussion among religious education teachers of USAL, climate sensitivity is found in the elements of the religious education curriculum through the objectives, contents, learning experience, and assessment. A climate-sensitive religious education curriculum in USAL is evident through the integration of environmental education into religious education subjects by the teachers on selected lessons for the senior high school level that aims to bring out the relationship between the faith being taught and the action that the students must do toward the environment to care and protect it. Thus, climate sensitivity bridges how one must live the faith in favor of God’s creation.

Author Biography

Renniel Jayson Rosales, De La Salle University - School of Innovation and Sustainability

The author is a part-time lecturer at De La Salle University - School of Innovation and Sustainability and is currently finishing his dissertation for the degree PhD in Applied Theology with specialization in Religious Education.

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