16 How Does Faith Influence Pro-Environmental Practice in Schools? …
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The Islamic school has a ‘values program’ where the discussions are guided by
Islamic teachings. Discussion on the environment is included in the program, with
links made to Islam and general moral teachings:
We discuss with students about walking the path of righteousness and showing respect and
care for the earth because we will be held accountable for our actions.
The principal mentioned that despite the teachings about cleanliness and not
throwing rubbish around the school, they still had students showing disregard for the
environment.
There is only so much we can do …. they should be taught about these things at home too.
You can tell the students who are not being taught about these things in their homes by the
way they treat things.
Discussion on environmental topics and their link to the Hindu religion is included
within the ‘moral and ethics’ classes at the school. The focus is mainly on cleanliness
and respect for things:
We mention that cleanliness is godliness and students, especially the Hindu students
understand this because we are always told this in our homes and by the pundits (priests).
The percentage of iTaukei (Indigenous Fijian) students at the Islamic, Sikh and
Hindu school is 20%, 60% and 50% respectively. This suggests that some of the
religious teachings may not be familiar to a number of students since the majority
of iTaukei are Christians. In this study, while the Christian schools (Catholic and
Methodist) have religion classes, schools based on the Islamic, Sikh and Hindu faith
incorporate their teachings within values and morals programs.
The similarities between the Catholic and Methodist schools are based on their
teachings about the environment from a Christian perspective. In addition, they both
dedicate specified time to religious teaching and therefore have additional opportunities to reinforce the message of care for the environment, particularly from the
perspective of ‘being stewards of creation’. For example, the daily prayers and devotions providing occasions to connect with nature. On the other hand, the schools
following the Islamic, Sikh and Hindu religion, while connecting their care for the
environment to the tenets of their respective religions, embed their ‘religious’ teachings about care for the environment as part of moral and values programs and classes.
The influence of religion on pro-environmental behaviours should not be overlooked:
It drives the main environmental practices in these schools and has been identified
as a factor influencing the pro-environmental behaviours of student participants.
Conclusion
The key findings of this study suggest that care for the environment, grounded in the
tenets of religious teaching, provides a strong foundation for faith-based schools to
focus their environmental practices. The emphasis on cleanliness, common across all
323
The Islamic school has a ‘values program’ where the discussions are guided by
Islamic teachings. Discussion on the environment is included in the program, with
links made to Islam and general moral teachings:
We discuss with students about walking the path of righteousness and showing respect and
care for the earth because we will be held accountable for our actions.
The principal mentioned that despite the teachings about cleanliness and not
throwing rubbish around the school, they still had students showing disregard for the
environment.
There is only so much we can do …. they should be taught about these things at home too.
You can tell the students who are not being taught about these things in their homes by the
way they treat things.
Discussion on environmental topics and their link to the Hindu religion is included
within the ‘moral and ethics’ classes at the school. The focus is mainly on cleanliness
and respect for things:
We mention that cleanliness is godliness and students, especially the Hindu students
understand this because we are always told this in our homes and by the pundits (priests).
The percentage of iTaukei (Indigenous Fijian) students at the Islamic, Sikh and
Hindu school is 20%, 60% and 50% respectively. This suggests that some of the
religious teachings may not be familiar to a number of students since the majority
of iTaukei are Christians. In this study, while the Christian schools (Catholic and
Methodist) have religion classes, schools based on the Islamic, Sikh and Hindu faith
incorporate their teachings within values and morals programs.
The similarities between the Catholic and Methodist schools are based on their
teachings about the environment from a Christian perspective. In addition, they both
dedicate specified time to religious teaching and therefore have additional opportunities to reinforce the message of care for the environment, particularly from the
perspective of ‘being stewards of creation’. For example, the daily prayers and devotions providing occasions to connect with nature. On the other hand, the schools
following the Islamic, Sikh and Hindu religion, while connecting their care for the
environment to the tenets of their respective religions, embed their ‘religious’ teachings about care for the environment as part of moral and values programs and classes.
The influence of religion on pro-environmental behaviours should not be overlooked:
It drives the main environmental practices in these schools and has been identified
as a factor influencing the pro-environmental behaviours of student participants.
Conclusion
The key findings of this study suggest that care for the environment, grounded in the
tenets of religious teaching, provides a strong foundation for faith-based schools to
focus their environmental practices. The emphasis on cleanliness, common across all