PILGRIM Compendium Johann Hisch, Piotr Kubiak, Christine Wogowitsch Eds PILGRIM in Dialogue with Sustainability and Spirituality
Directory ISBN 978-3-9519752-1-4 Edited by Johann Hisch, Piotr Kubiak and Christine Wogowitsch with the collaboration of Herta Ucsnik, Stefan Sampt, Gertraud Weixlbaumer and Erhard Mayerhofer Publisher: International Education Network PILGRIM in cooperation with the Specialist Department for Education for Sustainable Development & Spirituality at KPH Vienna/Krems International Education Network PILGRIM, Wiedner Hauptstraße 97, 1050 Vienna ZVR 967414110, office@pilgrim.at, www.pilgrim.at Design, layout and typesetting: Julia Scharinger-Schöttel, mindkitchen.info Logo and PILGRIM design: Christian Romanek, Julia Scharinger-Schöttel All images, unless otherwise stated, ©PILGRIM At the Beginning ............................................................................................ 7 Greetings from Federal Minister Leonore Gewessler ........................................... 8 Introduction ................................................................................................. 10 Greetings from PILGRIM in Poland .................................................................. 12 1 PILGRIM - CONCEPT .................................................................................... 13 Greetings 2003 ............................................................................................ 14 Research Project .......................................................................................... 16 PILGRIM Schools and Institutions ................................................................... 18 Aims ........................................................................................................... 20 Climate Change ............................................................................................ 22 Spirituality ................................................................................................. 24 Spiritual Learning Processes for an Ethic of Sustainability ................................ 26 PILGRIM Pedagogy: Education & Training ........................................................ 28 PILGRIM Pedagogy: Act & Serve ..................................................................... 30 Topics & SDGs & Spirituality .......................................................................... 32 LSAP - 7 Goals of Laudato Si' & 17 SDGs .......................................................... 34 Values ........................................................................................................ 36 Pedagogy of Relevance ................................................................................. 37 PILGRIM Mit-Welt Expert – lower level ........................................................... 38 PILGRIM Mit-Welt Expert – upper level ............................................................ 40 2 PILGRIM – INSTITUTION .............................................................................. 41 Supporters/Representatives .......................................................................... 42 Specialist department at the KPH Vienna/Krems .............................................. 44 How to become a PILGRIM institution ............................................................. 46 Data Sheet / Project Report .......................................................................... 48
At the Beginning Prayer of the United Nations Our earth is but a small star in the great universe. Yet of it we can make, if we choose, a planet unvexed by war, untroubled by hunger or fear, undivided by senseless distinctions of race, colour or theory. Grant us that courage and foreseeing to begin this task today that our children and our children's children may be proud of the name of man. Stephen Vincent Benét GL 20.1, 2013 edition. PILGRIM Statistics 2023 ................................................................................ 50 International & Dialogue ............................................................................... 52 PILGRIM Manifesto 2017 ............................................................................... 53 PILGRIM Board of Directors ............................................................................ 54 LAUDATO SI’ Action Platform: Caring for Our Common Home ............................. 56 "SysMind" - an Erasmus+ project .................................................................. 58 PILGRIM vine - Vitis Vinifera .......................................................................... 60 Academic Dialogue ....................................................................................... 62 3 DOCUMENTS .............................................................................................. 63 Ecumenical Conciliar Process 1989 ................................................................. 64 Earth Charta 2000 ........................................................................................ 66 Ecumenical Social Word of Austria 2003 .......................................................... 68 SDGs - Sustainable Development Goals 2015-2030 .......................................... 70 Laudato Si’ .................................................................................................. 73 Fratelli tutti ................................................................................................. 77 Martin Luther verbatim ................................................................................. 81 CHANC/GE ................................................................................................... 82 From Islam ................................................................................................... 84 From Buddhism ............................................................................................ 86 General Introduction to the Hindu scriptures ................................................... 88 From Indigenous Peoples ............................................................................... 95 4 PILGRIM’S SIGNIFICANCE FOR EDUCATION .................................................... 97 1. Comments from School Principals ............................................................... 98 2. Comments from Universities ..................................................................... 110 5 SPIRITIUAL TEXTS ..................................................................................... 133 Religious Texts ........................................................................................... 134 Abstract .................................................................................................... 158
8 9 Greetings from Federal Minister Leonore Gewessler "Living Consciously - Giving Future" has been PILGRIM's motto for 20 years, focussing on a sustainably secure future. A future in which biodiversity is intact and healthy vegetables still grow in the fields. Fresh air, clear water and clean energy. It is worth standing up for this vision of a promising coexistence. We know what it will take to realise this future. We need to move away from fossil fuels and high-risk energy sources and towards renewables. We need to build wind turbines and install solar power systems on our roofs. We must have the courage to stand by our convictions and come together to change our society for the better. An initiative thrives on the commitment that each and every individual can bring to the table. In the International Education Network PILGRIM, many people are actively involved in sustainability projects to develop a society viable for the future; they give their time, their commitment, their energy, ultimately a piece of their Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology Images © left: Johann Hisch, right: BMK / Perwein heart, for a future worth living and an understanding for one another. Within the network, 314 schools, parishes, associations and groups worldwide are committed to sustainable development. This deserves respect and recognition. I would therefore like to congratulate the PILGRIM International Education Network on this pleasing development over the last twenty years and wish it continued success in future projects, as well as a vibrant network that continues to have such a positive impact in its work towards a sustainable future.
10 11 Introduction With the symposium "sustainability and religion(s) - a pilgrimage" in May 2003, the institutes for religious education in Austria took a bold step towards Education for Sustainable Development (ESD). By including spirituality in ESD, it has been scientifically proven that the courses of action have been expanded to include this dimension. In the spirit of the European Ecumenical Assembly held in Basel in 1989 and parallel to the Ecumenical Social Word of Austria's 14 Christian churches in 2003, PILGRIM saw itself as a kind of pedagogical realisation. The fact that the results of the research project are still relevant 20 years later can be attributed to human inertia for serious debate. Now, in 2023, climate activists are calling for more intensive implementation in the political arena. ESD in the sense of PILGRIM remains undisputedly in line with the positively motivated implementation of sustainable projects in the educational field. Over the past 20 years, PILGRIM has undergone a development that becomes recognisable in this publication – like the waves of water over time. The first section deals with the content of the exposé, from ESD to the forms of spirituality. This is followed by the organisational section with the framework conditions for the actual work. The third section lists the relevant thematic texts in summarised form. Spiritual texts from different religions and Christian denominations form the fourth and final section. These were presented by representatives of the churches and religious communities at the certification events, so that a more precise origin cannot be given. The vision of PILGRIM has received a lot of impetus over the years, primarily through cooperation with state and private teacher training colleges, both in Austria and internationally. The many organisations, NGOs and individuals have also contributed to the diversity and spiritual depth. For PILGRIM, cooperation is a living practice and a reason for a big and heartfelt THANK YOU to all institutions. " In life one cannot awaken often enough the sense of a beginning within oneself. There is so little external change needed for that since we actually transform the world from within our hearts. If the heart longs for nothing but to be new and unlimited, the world is instantly the same as on the day of its creation and infinite." Rainer Maria Rilke In line with PILGRIM's motto "Living Consciously – Giving Future", the aim is to raise awareness of creation. The actions themselves should be characterised by the slogan "Save the earth – Serve the creation" in all its complexity. This is also the reason behind the title of this publication. In general, PILGRIM sees itself as a low-threshold introduction to ESD, as an additional approach that would otherwise not exist. PILGRIM develops as a continuous process as a sustainable development of itself, especially through the experiences of the diverse people and institutions that come to PILGRIM. Just as the water of the Danube's many tributaries makes the diversity clearly recognisable at the beginning, at the end the river has become a comprehensive unity at its mouth to the sea ... May the texts speak for themselves and invite you to join PILGRIM ... Johann Hisch, Piotr Kubiak, Christine Wogowitsch Eds Image © J. Hisch
12 13 1 PILGRIM | Concept Greetings from PILGRIM in Polen Education for Sustainable Development has been an important component of the school system in many countries around the world for decades. With the 17 Sustainable Development Goals, the United Nations has developed a global plan to protect our planet. Goal four is dedicated to "Quality Education", which should be made possible for all people equally, and for life. Almost simultaneously with the publication of the SDGs, Pope Francis issued the encyclical Laudato Si’ in 2015 and developed a master plan with the 7 Laudato Si’ Goals. The fifth goal of this encyclical, "Ecological education", is also dedicated to the concerns of sustainable education. The parallel and complementary initiatives are testimony to the importance of joint efforts to save our Mother Earth at various levels, but above all in the field of education. The International Education Network PILGRIM is a pioneer and initiator of scientific dialogue at university level in all areas of education, across many countries in Europe and worldwide, as well as of practical commitment in the form of projects at school level and in early childhood education. PILGRIM is a lively network that connects generations, acts interreligiously and interdenominationally, promotes interdisciplinarity and, which is highly important, links education with spirituality. On the occasion of its 20th anniversary, I wish the International Education Network PILGRIM that it will continue to ignite the flame of spirituality in education in such a dynamic and sustainable way. Prof. Dr Roman Buchta President, European Forum for Religious Education in Schools PILGRIM-Ambassador Image © private
14 15 Greetings 2003 | Cardinal Dr Franz König A new word has recently found its way into our vocabulary: sustainability. Basically, it means nothing other than responsibility for creation. If we read the texts of the Bible carefully, we can discover that man is not meant to be a tyrannical ruler over nature. Rather, he is appointed by God to be the gardener of creation, as it were; he is to nurture and care for it, not to abuse and destroy it. It is therefore gratifying that the Institute for Religious Education of the Archdiocese of Vienna is addressing this important topic on the occasion of its 25th anniversary. Today's symposium is embedded in the Austria-wide interdisciplinary educational project "Sustainability & Religion(s)", which is being carried out this school year. The aim is to create the right conditions in schools so that more and more young people realise that it also depends on them whether this "beautiful, precious earth" entrusted to us can be a home for them and future generations. True education, which appeals to the intellect as well as the heart and conscience, will know how to awaken in young people the willingness to stand up for the preservation of creation. Education must convey a true picture of the world and man's responsibility in it to future generations: Religious education is particularly important in this context. The world is not a product of chance; according to the conviction of all those who believe in the God of Abraham, Isaac and Jacob, it is meaningful and orientated towards an ultimate goal. Living rightly means recognising this meaning and living up to this goal. Against this background, it becomes clear that the commitment to the preservation of creation cannot be a "hobby" of a few, but is deeply connected to the fundamental questions of mankind about where from, where to and what for in life. It is the task of school and, in particular, of religious education at school to teach young people about these connections and thus enable them to lead a responsible life. With this in mind, I would like to thank all those responsible for their great commitment and wish the symposium of the Institute for Religious Education all the best and God's blessing! Cardinal König Vienna, 21 May 2003 Images © left: Johann Hisch, right: Ferdinand Neumüller
16 17 Research Project "sustainability & religion(s) - a pilgrimage" - PILGRIM In February 2002, the Austrian institutes for religious education in Austria and "respect", Institute for Integrative Tourism and Development, launched the "PILGRIM" project on the initiative of the Federal Ministry of Education, Science and Culture and as part of Austrian cultural landscape research with the aim of linking the Austrian discourse on sustainable development with interreligious dialogue. (GZ 35.020/1-VI/A/4/2001). This was prompted by the UN World Summit on Sustainable Development in Johannesburg (South Africa) from 2-4 September 2002. The project initiatives were intended to stimulate new collaborations between scientists, world religions, schools and gardens for sustainable development and to further discuss research results. Hence in 2002/3, more than 60 scientists, teachers and garden and tourism practitioners were working on: > connections between sustainable development and theology > an interreligious dialogue on religion(s) and sustainability > the further development of environmental-ethical concepts and teaching content > gardens and religions in Austria The triangle of sustainability not only shows the complexity and multi-layered nature of the topic, but also highlights the contradictions and limitations of sustainable development. In the spirit of the "Sustainable Development and Religions" dialogue, spirituality was identified as the fourth dimension in the standard sustainability triangle. Publications: Margit Leuthold, Johannes Tschapka, PILGRIM - Nachhaltigkeit im Dialog der Religionen. Lehren und Lernen ohne Grenzen. Handout. bm:bwk 2003. Margit Leuthold, Im Dialog: Nachhaltige Entwicklung und Religion. bm:lfuw 2005. Project: Head: Dr Johann Hisch. Coordination: Dr Margit Leuthold. BMBWK: Dr Christian Smoliner. Image/graphics: Christian Romanek. PILGRIM design: Julia Scharinger-Schöttel. Sources: Informationsbroschüre PILGRIM 2002, title page and p. 15; Triangles: Im Dialog p. 14. Old High German/English = the pilgrim, the guest on earth 2002/3
18 19 Basic Principles • General educational objective of the Austrian school curricula • "Justice, Peace and the Integrity of Creation", Ecumenical Conciliar Process, Basel 1989 • "Charta Oecumenica", Conference of European Churches, Strasbourg 2001 • "Sozialwort" (“Social Word”), Ecumenical Council of Churches in Austria, 2003 • "Laudato Si'", encyclical, Pope Francis, 2015; "Fratelli tutti", 2020 • "The Religious Dimension in Intercultural Education", Council of Europe, 2015 • SDG-Sustainable Development Goals, UN, 2015 • COP 21-Paris Agreement, 2015 and COP 24-Kattowice, 2018 PILGRIM Schools and Institutions Education for Sustainable Development & Spirituality PILGRIM combines education for sustainable development with spirituality in the religious-ethical-philosophical dimension of education. It focusses on a sustainable future by encouraging change and strengthening trust in the present. The PILGRIM schools and institutions have been realising this as an educational concept since 2003/4. Spirituality Even in a secularised and secular world, there are existential questions that affect the concrete shaping of life. The questions of life affect all people at every age: Why am I here? How do I want to live? What is good? A deep view of the world and spirituality emerge from the respective religion that is taught, lived and reflected upon. Social Issues Ecology Economy Spirituality Social Issues Ecology Economy Spirituality Science Culture Values "The future of education is one of the decisive challenges of a modern society. Education that does justice to the human being is rooted in a lively interest in the world that comes from a deep sense of wonder, respect and gratitude. Curiosity, mindfulness, a sense of responsibility, the ability to relate and openness to the world are fundamental goals of personality development, which is established as early as in one’s childhood and must be developed throughout life." Sozialwort (Social Paper of the Church), 2003, (18) Levels of Education Every level of education has internal and especially external effects: the values and basic attitudes that manifest themselves in the culture (school culture) arise from its core, the spirituality. All subjects and branches of science contribute their questions and answers in such a way that the deep dimension of reality becomes tangible. Spirituality is therefore intrinsic to all areas. Therefore, in addition to the three pillars of sustainability - ecology, economy and social responsibility - we see spirituality as the “fourth dimension” of sustainable development. Ecology is thus experienced as marvelling at the world, as reflection on the place and task of mankind. Economy then appears as a gift and a task, labour as a form of service to God and mankind. Social issues become a mission to see all people in their dignity and likeness to God. Spirituality can therefore enrich and bring together the various educational contents, embrace the person as a whole and promote commitment to sustainable development. Those who know the why can change their behaviour. Seeing the world with sacra mente ... 2003/4
20 21 Aims Skills The participants should be able to • experience the world as God's creation • treat creation, people and all living beings with responsibility • understand the economy in the service of life and for fellow human beings • perceive globalisation as an opportunity for more solidarity • advocate for humane economic and financial practices • have a positive attitude towards their own personal circumstances • develop respect for life itself – the Mysterium Vitae PILGRIM sees • Education for Sustainable Development & Spirituality" as a paradigm shift in education • the religious dimension of education in all learning areas • an interconnection of objects and educational topics • transdisciplinarity and transculturality • sciences and cultures • research projects and research initiatives • new forms of education and personal development • independent action by learners and teachers • intensive networking in basic and advanced education and training • dialogue between religions and ecumenism as models for integration as "conviventia" and "confidentia" – coexistence and trust • quality assurance and development of institutions What are the benefits of being a PILGRIM institution? • Advanced training courses at the KPH Vienna/Krems and other PHs • Information via the newsletter • Scientific support for research projects • Professional support and guidance • International cooperation • Cooperation with local agenda initiatives • Member of the PILGRIM network • Teaching materials and project database • Recognition in the form of certification and PILGRIM Youth Award • Other qualifications and awards possible Every PILGRIM institution receives an official certificate. Who can become a PILGRIM institution? Kindergartens, after-school care centres, compulsory schools (in Austria: VS, MS), special educational institutions, vocational schools, agricultural and forestry schools, secondary schools (in Austria: AHS, BMS, BHS), teacher training colleges, universities, educational institutions, companies, parishes, municipalities, etc. Pictures: BG-Purkersdorf, VS Oberloisdorf
22 23 Climate Change Climate – Shift – Change Sustainability = Question of Justice Sustainable development ensures "that the needs of the present generation are met without compromising the ability of future generations to meet their own needs." Dr Gro Harlem Brundtland, Chair of the World Commission on Environment and Development = Brundtland Commission, 1987 Experiencing the richness and beauty of nature, but also the consequences of its exploitation and destruction, makes us humans realise our responsibility for creation. Creation is entrusted to mankind. Created in God's image and themselves part of creation, humans are not rulers, but stewards and servants of creation. It is our responsibility to respect and preserve creation, also for future generations. Sozialwort (Social Word) 2003 (285) "As long as it’s cheap" was the hallmark of globalisation and "As long as it’s better" is the essence of the post-Covid era "Tight is right", "I’m not giving things away for free" "Suum Cuique" = "To each his own" – is the message of justice "More for you" – is the attitude of the well-meaning "And the most for me" – is the credo of the neoliberal economy Competition – is the beginning of a displacement mechanism Co-operation – a foreign word in the neoliberal era, always at the expense of the weaker party ... Pope Francis calls for "ecological conversion". "We have sinned against the earth, against our neighbours, and ultimately against the Creator," said Francis. We must regain a "sacred respect" for the earth; it is "not only our home, but also God's home”. https://www.vatican.va/content/francesco/en/audiences/2020/documents/ papa-francesco_20200422_udienza-generale.html The world has enough for everyone's need, but not enough for everyone’s greed. Mahatma Gandhi The greatest evils of mankind: greed and avarice Günther Brandstetter, DerStandard, 29. November 2013 Greenhouse gases Fossil energy Overexploitation of natural resources Deforestation Pollution Social Issues Ecology Economy Globalisation Financial transactions Transport Industrial agriculture Animal transports Poverty … Refugee situation Unemployment Persecution Discrimination Situation of the disabled … 2003 Images © J. Hisch, pexels.com
24 25 Spirituality Cry of the Earth and Cry of the Poor – Laudato Si', 2015 "Humanity is waging a third world war against nature ..." Bartholomew I, Ecumenical Patriarch of Constantinople, 02/02/2010 "If you want to cultivate peace, preserve creation." Benedict XVI for the celebration of the World Day of Peace on 1 January 2010 "I believe that God has made me and all creatures." Martin Luther, Small Catechism 1540 "For I am both your pilgrim and your citizen, like all my veterans." Nicolaus Selneccer, 1571 Ps 39:13 Francis X. D’Sa: "It's not possible to save the earth, but we have to serve the earth." In this sense, see everything we do as service. On Holy Thursday – Communion & foot washing as "devotion". Devotion: Everything must surrender to the cycle of life; the plant gives flowers, nectar and fruit without being asked or owed – and receives the waste back as a resource. Only man always wants more! Give and take – but only as much as everyone really needs • The goods of the earth are meant for everyone! Church Fathers. • Ecological justice is a question of human rights. Creation as a common heritage of all peoples – international law. Markus Vogt • I have spent my whole life researching matter and now we realise that matter does not exist. Hans Peter Dürr (1929-2014), natural scientist, physicist, winner of the Alternative Nobel Prize • The true art of living is to see the miraculous in the everyday. Pearl S. Buck (1892-1973), writer • Finding God in all things and finding all things in God. Ignatius of Loyola (1491-1556), theologian, founder of the Jesuit Order • Do not do to others what you would not want them to do to you. Gratitude Only possible together – benedicere Experiencing manking Through the THOU a person becomes I (Buber) Living and celebrating together, Gratitude and joy, Exchange, awareness of togetherness Amazement Creation That I am, may be Being able to experience everything Above all that is, is life Life has priority and permeates everywhere Psalm 104, 2 Psalm 8 Seeing the world with sacra mente. Francis X. D’Sa Key Questions Who is the human being: a PILGRIM – a guest on earth. What is the earth/world/cosmos/nature: adamah - humus - earth 2010 Social issues Ecology Economy Longing for meaning – plenty – fulfilment Satisfactio Man's longing for peace, love and security (Gal 5) as an indication of transcendence. See Konrad Lorenz – the "sixth" sense. Images © J. Hisch, pexels.com
26 27 Spiritual Learning Processes for an Ethic of Sustainability 1. Mindfulness and Reverence Those who live mindfully live in relationship with themselves, with creation, with God and with people. It is an attitude of inner freedom that detaches itself from any selffixation, lack of relationship, rushing and inner conflict and turns towards other things and other people in peace. Mindfulness also includes joy and praise: "It is the duty of the creature to praise its Creator. If the creature refuses, it robs itself of its own foundation. It deprives itself of the ground on which it stands." Being created is being addressed by God, to whom man must respond. When God is at the centre, then man also finds his centre. 2. Moderation in the Rhythm of Creation Christian spirituality proves itself in the constant willingness to "turn around" in the biblical sense of "Metanoia" and the "change of attitude and habit from the centre of the person capable of love". With regard to the social issues of sustainability, the most important thing today is to turn to long-term thinking. Alternative ways of life are – consciously or unconsciously – characterised by the same degree of a spirituality borne by the gospel (good news), as they become sources of joy, happiness and festivity. The demand for a change in lifestyle that is equally characterised by joy and responsibility requires a high degree of inner maturity and determination. 3. Creativity in the Dignity of "Being a Co-Creator" Spirituality of creation is a spirituality of confidence and joy that does not stop at the cross, but recognises that our path to God leads through many difficulties. Spirituality today is inconceivable without the integration of contrasts. It essentially proves itself in the ability to recognise the resistantand different, to not lose sight of wounded relations and destroyed natural landscapes and to bring the subsequent destroyed identities before God in the hope of healing. Not the stereotypes of a supposedly intact world, but the ability to endure contrasting experiences while trusting in God and to creatively dare to make new beginnings are an expression of a mature and lively Christian spirituality. Markus Vogt, Soiree 2013 Images 1-3 © J. Hisch, Portrait © www.kaththeol.uni-muenchen.de 2013
28 29 PILGRIM Pedagogy: Education & Training Visions of a PILGRIM pedagogy The pedagogical path – the religious-ethical-philosophical educational dimension for all subjects Perceiving > seeing the world as it is, interconnected • Based on the basic model of the young (Christian) workers, founder of the YCW association, Belgian Catholic worker priest and later Cardinal Joseph Cardijn (1882-1967): See – Judge – Act • Sense arrives via the senses – Viktor Frankl • All five sensory organs, including the 6th sense – Konrad Lorenz Marvel > at everything that is obvious and new • Amazement is the beginning of religion/thinking - Aristotle • Special experience of "to be touched by the finger of God" • Interpretation - Meaning - Significance Being affected > by beautiful and terrible things • Empathy - Letting something touch your heart • Longing for more, for security, abundance, fulfilment • Gratitude and joy Reflect > thinking about causes and facts • Asking questions is the beginning of science/scientific thought • Science: What, Who, When, Where, How • Philosophy / Religion: Where do we come from, Where are we going, Why are we on this earth? Awareness > acquiring new knowledge • Science, permeating life • "Living Consciously – Giving Future" • Knowledge – Conscience – Awareness – Action Establishing relationships > gaining empathy for life • Only the relationship/empathy creates a new quality • Life changes • Education needs relevance to life – the ability to relate • Love for creation: "falling in love with" see St Francis of Assisi and Bill Mollison, Tasmania – permaculture, etc. Novel ways of acting > developing courses of action • Awareness of creation ........... pedagogical task • Responsibility for creation .... ethical impulse • Preservation of creation ....... religious appeal • The *8 Re-s* Die Welt beginnt im Menschen Franz Werfel 2012
30 31 PILGRIM Pedagogy: Act & Serve The 8 *Re-s* from PILGRIM Courses of action as a result of realising and accepting the possibilities and the respective circumstances. "... serve the creation ..." Seeing everything we do as a service to creation ... 1 Re-think > seeing the world as a whole • Thinking about where from, where to and why • See everything – plants , animals, people, soil – as non-instrumental • All life as dialogue 2 Re-fuse > refusing the compulsion to consume • I have enough • Resist the temptations of advertising • Weigh up every purchase decision to see whether it is really necessary 3 Re-duce > reducing consumption • Less is more • Buy local and fair • Consume fewer resources 4 Re-use > reusing (and continued use of) everything • Waste is raw material in the wrong place • Put everything to a new use • Shopping with your own reusable bag 5 Re-pair > repairing everyday objects • Restoring old things and putting them to new use • Do not buy new immediately if damaged • Buy repaired goods 6 Re-dress > making up for the damage done • Reforestation and replanting • Creating consumer-free living spaces • Pollutant-free air to breathe 7 Re-form > giving life depth and prosperity • Regaining zest for life, courage and hope • Redesigning life processes • Being instead of having 8 Re-future > winning the future anew • Giving space to marvelling at life • Seeing life and the world as creation • Expanding the earth by heaven SAVE t he e a r t h SERVE the creation * * 1: LS 189 | 2: LS 211 | 3: LS 26 | 4: LS 22 5: LS 181 | 6: LS 14 | 7: LS 181 8: © J. Hisch 2019 | ( LS=Laudato Si’, 2015) 2019 Images © iStock
32 33 Topics & SDGs & Spirituality Ecology/Environment • Ecologically sustainable development • Preserving creation • Biodiversity, species-richness, biotope • Precautionary environmental planning, environmentalism, climate policy • Think globally – act locally • Renewable resources • Gentle tourism – Ecotourism • Ecological footprint • Space design, gardens, social spaces/meeting places Economy/Economics • Economically sustainable development • Justice – Poverty – Wealth, North – South • Consumer behaviour, consumer power • Globalisation, global learning • Economic justice, development aid • Sharing (financial wealth) • Fair trade and social banking • Being – Having, lifestyle, work, performance • Energy, water, waste, food Social Issues/Society • Socially sustainable development • Peace, peace policy, non-violence • Solidarity, community, participation • Integration – Migration • Intercultural learning – Interreligious dialogue • Human rights – Human dignity • Sustainable global society – civil society • Gender equality • Compassion • Social responsibility towards the sick, disabled and elderly Spirituality > Integration of the subjects of religion and ethics at school into the projects > Contributions of religions in the representation of the understanding of the world, art, literature, music ... > Dialogical input for subjects in the natural sciences, economics and social sciences > Sacred texts – Bible, Quran, Pali canon etc. – as a source > Interreligious and ecumenical prayers, meditations, rites, rituals, symbols, celebration culture, festivals > Dialogue visits to sacred places/buildings > Joint symbolic acts, initiatives, social welfare activities, peace run > Pilgrimages > Exchanging spiritual experiences > Spiritual dimension as a teaching principle From: SDG-WATCH-AUSTRIA, Compilation: Johann Hisch ... weil uns Werte wichtig sind ... 2020
34 35 LSAP - 7 GOALS OF LAUDATO SI’ & 17 SDGS > https://laudatosiactionplatform.org/laudato-si-goals/ > pilgrim.at/lsap (https://pilgrim.at/en/lsap-2/) > unric.org/de/17ziele 1 Answer to the Cry of the Earth: ncreased use of clean and renewable energy; reduction of fossil fuels to achieve carbon neutrality; efforts to protect and promote biodiversity; ensuring access to clean water for all, etc. 2 Response to the Cry of the Poor: rotection of human life from birth to death and all forms of life on earth; special attention to vulnerable groups such as indigenous communities, migrants, children at risk; etc. 3 Ecological Economics: Sustainable production; fair trade; ethical consumption; ethical investment; divestment from fossil fuels and any economic activity that harms the planet and people; investment in renewable energy; etc. 4 Adoption of Sustainable Lifestyle: prudent use of resources and energy; avoiding disposable plastic; switching to a plant-based diet; reducing meat consumption; increasing the use of public transport; avoiding environmentally harmful means of transportation; and more. 5 Ecological Education: Rethinking and redesigning curricula; reforming educational institutions in the spirit of integral ecology; creating ecological awareness and action; promoting the ecological vocation of young people, teachers and educational leaders; etc. 6 Ecological Spirituality: Discover the vision of God's creation; gain a stronger contact with the natural world in a spirit of wonder, praise, joy and gratitude; emphasise creation in liturgical celebrations; develop ecological catechesis, prayer, retreats, education; etc. 7 Community Engagement and participatory action for creation at local, regional, national and international levels; promoting people's advocacy and campaigns; fostering rootedness in local territories and neighbourhood ecosystems; etc. 2020
36 37 Mindfulness Compassion Caritas Courage Gratitude Humility Reverence Viability Remembrance Fairness Peacefulness Patience Justice Non-violence Faith Kindness Hope Prudence Love Moderation Empathy Bravery Charity Sacrifice Respect Solidarity Fortitude Tolerance Loyalty Responsibility Forgiveness Truthfulness Benevolence Dignity Co-operation Sustainability Values PILGRIM's educational work leads to the development of values through sustainable education that recognises both Abrahamic and Far Eastern religions in terms of interfaith orientation. This is based on the United Nations' "Universal Declaration of Human Rights" of 10 December 1948. Pedagogy of Relevance A new PILGRIM pedagogy becomes evident by summarising the topics, the stages of the pedagogical path and the courses of action of the 8 Re-s. Teachers must personally engage with Education for Sustainable Development and develop the connection with spirituality from their own affiliation to a church or religion. This expresses openness towards all religions and world views. In accordance with scientific findings and personal pedagogical experience, the implementation follows a three-step process, which in German is known as "Deuten". The reference to this linguistic explanation comes from Fr Francis X. D'Sa, a Jesuit from Pune, India, as part of the teacher training programme at the former RPI Vienna at the end of the 1980s. DEUTUNG, BEDEUTUNG and BEDEUTSAMKEIT are an aid to the understanding and thematic realisation of PILGRIM: DEUTung | INTERPRETATION | Matter This includes the factual level, the scientific definition, with the corresponding questions of who, what, when, how and where. BEDEUTung | MEANING | Links This refers to the framework conditions and the interconnectedness of the matter with the necessity of life or for all living beings. BEDEUTSAMKEIT | SIGNIFICANCE | personal level – relationship The teacher's relationship to the topic is expressed here. Both the personal involvement and the symbolic level are addressed here. For teachers, the matter becomes a personal concern because it is relevant to them. The RELEVANCE pedagogy Only when something has become so important for people, when a relationship develops, does it become RELEVANT for people. Even for the students, the experience that the teachers are familiar with the subject and that it is relevant to them is an essential factor for educational success. Therefore, education needs relevance, a new relationship to life in this world. In other words, this relevance is an expression of spirituality. This is expressed in the different view of the world - seeing the world with SACRA MENTE. It is like a gift that cannot be produced, but must be experienced ... 2023 2008
38 39 PILGRIM Mit-Welt Expert – lower level In the common German parlance, the term "Umwelt" (environment) has become synonymous with the problem of climate change and has been in use for more than 50 years. When it comes to the environment, the German word “Umwelt” (loosely: the world around us) means that it is about something other than ourselves. That's why we use the diction “Mit-Welt” ("with the world"). And actually, the word "with" should no longer be in there either: because it is about the world as a whole. The realisation that "we are all connected" cannot leave anyone cold and includes everyone. PILGRIM Mit-Welt Expert Passport In order to give children the opportunity to deal with the 14 topics of the book, in accordance with Laudato Si' and the SDGs, a team from the PMS in Zwettl, supported by the PILGRIM team at the Centre >Education for Sustainable Development & Spirituality< at the KPH Vienna/Krems, has restructured this book so it can be used in the process of becoming a PILGRIM Mit-Welt expert. A reference to the 17 SDGs is included for each topic. The 14 topics correspond to the book chapters and invite young people and/or adults to read the chapters and implement in the themes into their own lives. This can become quite tricky ... > https://pilgrim.at/news/209.html Task Pupils select five topics and five subsequent suggestions and enter them into their MitWelt Expert Passport. The total of 25 individual tasks give them the feeling that they have done something for creation. This feeling of satisfaction can be transferred to other topics and leads to new ways of thinking and acting. The community of the class, school and family plays a major role here. Meaning: every action has two sides – on the one hand to save the world – on the other hand to serve creation ... Children, this planet is in your hands The book "Children, this planet is in your hands" is a textbook for children, written by Fr Juan Goicochea, a Comboni missionary from Peru. It quite effectively links topics such as peace, the world, and justice to the Bible and life itself. It was translated from Spanish into German by a team from the Zwettl Private Middle School and is suitable for children aged 9 - 14, but also for older pupils and adults. It can be used in the subjects of biology, geography, history and political education, social learning, religion and ethics. Ordering The PILGRIM Mit-Welt Expert Passport is available free of charge from Sr Karina Beneder at sr.karina@pnmszwettl.ac.at or office@pilgrim.at in packs of 40 or 80 or more copies. Please specify when ordering. It is recommended to order the main book (see above) in addition, for all references. > www.kphvie.ac.at/beraten-begleiten/bildung-fuer-nachhaltige-entwicklungspiritualitaet.html > E-book: https://kphvie.ac.at/ebooks/pilgrim/mitweltexperten 2019 * SUSMI NDEXPERT PI LGRI M * . . . . . . . . . . . . . .
40 41 PILGRIM Mit-Welt Expert – upper level Serve the World In the years 2021 to 2023, the programme for the upper level was developed in cooperation between the Centre for Education for Sustainable Development & Spirituality at KPH Vienna/Krems and two PILGRIM schools in Vienna and Lower Austria. It was trialled in a pilot programme at the Vienna Business School Akademiestraße last school year. The ceremonial appointment of the new 40 MitWelt Experts in the upper level was organised in the presence of PILGRIM founder Dr Johann Hisch. The passport for the upper level has now been printed and can be ordered from PILGRIM and the Centre of the KPH Vienna/Krems. Appointment of Experts After the pupils have implemented the 5 topics, each with 5 tasks from the Mit-Welt Expert Passport, they are appointed experts. This takes place during a ceremony at their own school. The KPH Vienna/Krems team, together with the PILGRIM board and the responsible local teachers, prepare certificates for the new experts and present them at a ceremony in the school. With the certificates, the pupils receive confirmation of their competences, which they can now use in their school and in their environment. PILGRIM experts have already been appointed at a number of primary and lower secondary schools and an integration school in Vienna, as well as at Vienna Business School Akademiestraße. More are planned in the next years. Certification of the new Mit-Welt Experts at the Vienna Business School Akademiestraße / Image © VBS 2 PILGRIM | Institution 2023 SUS-MIND-EXPERT
42 43 Supporters/Representatives International Education Network PILGRIM The Association Based on the results of the 2002/3 research project, the concept of PILGRIM schools was developed at the Institute for Religious Education of the Archdiocese of Vienna (Religionspädagogisches Institut der Erzdiözese Wien - RPI) in autumn 2003 with the motto "Living Consciously – Giving Future", which is open to all public and public schools, colleges, universities and educational institutions. With the takeover of the RPI Vienna into the University College of Christian Churches of Teacher Education Vienna/Krems, a non-profit, interdenominational association was founded on 7 November 2007 as the sponsor of the PILGRIM institutions, which is in direct contact with all educationally relevant institutions and guarantees pedagogical relevance and professionalism. PILGRIM means we are all “guests and pilgrims here on earth" and bear responsibility for our fellow human beings, nature and, above all, for future generations. We are > people who are interested in education for sustainability combined with spirituality > people from various professional fields > interreligiously, interdenominationally, interculturally linked We want > to intensify the educational work "Education for sustainability and spirituality" > to see spirituality as an aspect of dialogue between religions and ecumenism with the sciences > to support the PR work of the PILGRIM institutions We offer > information about PILGRIM's concerns > events on "Education for sustainability and spirituality" > encounters with renowned experts and artists We facilitate > spiritual growth > awareness of responsibility > travelling alone and together > becoming a PILGRIM companion The association exists since 7 November 2007, ZVR-No. 967414110 International Education Network PILGRIM Wiedner Hauptstraße 97 | 1050 Wien | office@pilgrim.at www.pilgrim.at "Spirituality is not recognised by how we talk about God, but how we talk about the world." Gotthard Fuchs, theologian, Germany "It's not possible to save the earth, but we have to serve the earth." Francis X. D'Sa, SJ, theologian, India Love of Creation urges us. Amor creationis urget nos. Loosely based on 2 Cor 5:14. Image © kathbild.at/Franz Josef Rupprecht 2007
44 45 Specialist department at the KPH Vienna/Krems Education for Sustainable Development & Spirituality at the KPH Vienna/Krems Since September 2017, the University College of Christian Churches of Teacher Education Vienna/Krems has set up the "Specialist Department of Education for Sustainable Development & Spirituality" in the area of support and advice, to provide guidance to educators and to organise the PILGRIM educational events. Core Business Education for Sustainable Development (ESD) in connection with spirituality in accordance with PILGRIM in teacher training colleges, focussing on: • Teachers of all denominations and religions and across all subjects • Pupils who implement sustainability projects • Schools that are prepared to work in the spirit of ESD and spirituality Identity The people at the centre are committed to: • practising ESD in connection with spirituality according to the current state of knowledge • acting in accordance with the values and educational concerns of the KPH • acting in close co-operation with the international education network PILGRIM • implementing the above areas into their own lives Intention To spread and deepen ESD in connection with spirituality using the example of PILGRIM in schools and institutions in Austria and Central Europe. The centre's tasks include organising training seminars, advising schools and institutions, and conducting research projects in collaboration with other teacher training colleges. A database with 1,590 projects on Education for Sustainable Development (ESD) topics is made available. The PILGRIM Centre initiates the publication of workbooks on ESD and spirituality, such as the book "Children, this planet is in your hands", which is already available in five languages (German, Spanish, French, English and Polish). Partners of the PILGRIM Centre of the KPH Vienna/Krems are the University College for Agricultural and Environmental Education in Vienna, the Faculty of Theology at the University of Silesia in Katowice in Poland, the College of Education Eisenstadt, the European Forum for Religious Education in Schools (EuFRES) and the International Education Network PILGRIM. Each academic year, the Specialist department at the KPH Vienna/Krems organises 7 training events, including the PILGRIM certification, which are attended by over 350 participants. Team: Mag. Dr. Piotr Kubiak, MMMag. Stefan Sampt MA Mag.a Gertraud Weixlbaumer University College of Christian Churches of Teacher Education Wien/Krems BZ Lacknergasse Lacknergasse 89 I 1180 Wien www.kphvie.ac.at/beraten-begleiten/ bildung-fuer-nachhaltige-entwicklungspiritualitaet.html 2017
46 47 How to become a PILGRIM institution • Nomination of a person responsible for PILGRIM in the respective institution All ranks of the institution can act as initiators, all subjects and denominations. • Founding of a team for topic identification and project work It is best to discuss with a few colleagues who you can and want to work with. It then makes sense to go to the principal to promote the idea. • Decision made at the teachers’ conference, possibility of incorporating the institution on (finding) the topic Once a rough concept has been drawn up, the teachers' conference should be involved in order to provide information and request approval to begin. If the project goes well, a school development process becomes apparent. • Submitting to the PILGRIM network: Submission of the "data sheet" To inform the PILGRIM network, please refer to the PILGRIM database: https://datenbank.pilgrim.at/ immediately and/or by the end of January at the latest. All the information for the project report, for further planning and procedures can be found there. • At least one interdisciplinary activity, incl. report per school/study/work year The projects should speak to the topics of ecology, economy and social issues in connection with spirituality. However, this does not mean that all topics have to be addressed every time. • Integration of the subject of religion (Roman Catholic, Protestant, Orthodox, Islamic, etc.) PILGRIM has an interreligious and ecumenical basis, so all local religions should be integrated. • Participation in relevant further education and training events Depending on the possibilities, it is advisable to contact the local teacher training colleges and enquire which seminars might be suitable. Vienna is not always equally accessible for everyone. • If possible, anchoring in the profile of the institution – at least laying the groundwork After completing one round of the projects, it is recommended to consider in which form and formulation this initiative characterises and profiles the school/ institution. Presentation of the project, the PILGRIM logo and the initiatives on the school's website. • Submission of the "project report" by 30 April of the respective year Experience has shown that there is a difference between the data sheet and the project report. A sign of what kind of new realisations the project has brought. • Participation in the certification event The certification event takes place in Vienna in May or June of each academic year. There, each school/institution receives the document, a PILGRIM ceramic plaque and a vine. • Participation in the PILGRIM network for at least 5 yearse To ensure that the projects do not remain isolated initiatives, the topics must be implemented consistently. We therefore kindly ask to send in the data sheet every year. • All public and private educational institutions can participate • Send your application to: office@pilgrim.at or apply directly via the database: https://datenbank.pilgrim.at Image © Rupprecht/kathbild.at
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