International Environment Forum

---

---

This course was written to facilitate the study of climate change from a scientific and a spiritual perspective. Any faith group can use these materials. The materials have been evolving for about three years. The feedback of many participants and facilitators of study circles, weekend courses and summer schools in the UK, the USA, and Australia are incorporated in the present version. Suggestions for further improvement are very much appreciated. Please contact Christine Muller at (write “study course” in subject line).

---

Introduction: The Purpose of this Course

To the Facilitators

Recommended Reading, Web Sites, Films

Glossary

---

Class 1
Spiritual Reflections on Nature and Humankind
Section 1:  Nature and Creation
Section 2:  Science and Religion
[Short version of Class 1]

Class 2
The Impacts of Climate Change
Section 1:  Melting of Glaciers and the Polar Ice Caps
Section 2:  Sea Level Rise
Section 3:  Water Scarcity
Presentation on Impacts of Climate Change [32MB] and Notes to the presentation

Class 3
More Impacts of Climate Change
Section 1:  More Extreme Weather Events
Section 2:  Soil Erosion and Desertification
Section 3:  Deforestation
Section 4:  Loss of Biodiversity, Changes in Ecosystems
Section 5:  Ocean Acidification
Section 6:  Effects on Human Health
Section 7:  Multiple Stresses
Section 8:  Conflicts over Natural Resources

Class 4
The Causes of Global Warming
Section 1:  What Is Global Warming
Section 2:  A Look into the Past
Section 3: The Present and the Future
Presentation on Causes of Global Warming [16MB] and Notes to the presentation

Class 5
Spiritual and Practical Dimensions - the Individual
Section 1:  What We Can Do as Individuals
Section 2:  Stewardship of the Earth
Section 3:  Spirituality as Opposed to Materialism
Section 4:  Moderation
Section 5:  Fostering Unity

Class 6
Climate Solutions
Section 1:  Mitigation and Adaptation
Section 2:  Energy Generation and Use
Section 3:  Transportation
Section 4:  Sustainable Agriculture
Section 5:  Reforestation
Section 6:  Garbage – an Obsolete Concept
Section 7:  Four Difficult Issues

Class 7
Spiritual and Practical Dimensions – the Role of Society
Section 1:  Greenhouse Gas Emissions and Justice
Section 2:  Poverty and Climate Change
Section 3:  The Empowerment of Women
Section 4:  The Oneness of Humankind
Section 5:  The Need for a World Federal System
Section 6:  Consultation and Decentralization
Section 7:  Trustworthiness - the Antidote to Corruption
Section 8:  Education

Class 8
Some More Climate Science
Section 1:  Historical Perspective
Section 2:  Future Threats
Section 3:  Present Challenges

Class 9
A Challenge to All of Us
Section 1:  Dealing with the Emotional Stress Caused by Climate Change
Section 2:  What is Progress?   
Section 3:  The Role of Religious Communities
Section 4:  A Promise and a Responsibility

 

---

Each class can be viewed on line or saved to your computer from the links above. Most files in html are over 200 kb.
You can also download the following documents:
Complete course as a Word document (1.7mb)
Presentation on Impacts of Climate Change (33mb) and Notes to the presentation (82kb)
Presentation on Causes of Climate Change (17mb) and Notes to the presentation (66kb)

---

Welcome to the Interfaith Study Course on Climate Change!

As a person of faith you are probably very concerned about the ongoing destruction of the natural world and worry about the future of our children. You may consider humanity’s role in changing the climate an assault on God’s creation. You may regard climate change as a moral issue and would like to do something constructive to mitigate it. However, like many people, you may be overwhelmed by the complexity of the issue. This is the reason why this course was created. It provides a systematic scientific explanation of climate change, relates the issue to our spiritual reality and to the ethical teachings inherent in religion, and empowers you to take action in a personal way that fits your beliefs and circumstances.

Some people though may argue that there are many other pressing social issues to learn about. Why should we engage in a study course on climate change? We could tell them to consider this:
Climate change may not be a threat to planet Earth, but it is a threat to the survival of a majority of plants, animals, human beings, and to human cultures and civilization. Such a threat is unprecedented in human history. Many people are already suffering from the devastating impacts of climate change like increased water scarcity, more severe storms, floods, droughts, famines, malnutrition, diseases, and dislocation from their homes. The threat of climate change to our children and grandchildren is immense.

Climate change is not just an environmental issue. It has far-reaching implications for our efforts to relieve poverty, to establish and maintain peace, and for the economy. It is no exaggeration to say that the future of human civilization is at risk because we are destroying the foundation for life on this planet. Climate change is probably the greatest threat and the greatest challenge for humankind in the 21st century.

Al Gore said the following words after receiving the Nobel Peace Price together with the UN Intergovernmental Panel on Climate Change: "We face a true planetary emergency. The climate crisis is not a political issue, it is a moral and spiritual challenge to all of humanity."

Baha’u’llah, prophet founder of the Baha’i Faith, counsels us "Be anxiously concerned with the needs of the age ye live in and center your deliberations on its exigencies and requirements." ⁱ

This course has three objectives:

• To gain a deeper understanding of climate change by learning about its underlying causes and some of its impacts.
• To explore ethical questions connected to climate change, and to address them within the context of the spiritual teachings found in the world’s religions.
• To discuss and apply practical solutions.

In the process of exploring the various issues raised by climate change we will use both science and religion:
- A scientific approach is used to provide a basic understanding of climate change.
- A spiritual approach is used to explore the ethical dimensions of climate change.

The following materials are a compilation of up-to-date scientific research and spiritual texts from the world’s religions. The course is “text” based, that means that authentic scientific sources, experts in the field, and religious scriptures are quoted as much as possible.

The course is based on the scientific findings of the Intergovernmental Panel on Climate Change (IPCC). This panel was established in 1988 by the World Meteorological Organization (WMO) and the United Nations Environment Programme; both organizations of the United Nations. The purpose of the IPCC is to evaluate the risk of climate change caused by human activity. Its Fourth Assessment Report issued in 2007 is the most comprehensive and authoritative assessment of climate change to date. It represents years of study and the consensus of 2500 international climate experts. The IPCC shared the 2007 Nobel Peace Prize with former US Vice President Al Gore.

The impacts of the rapid warming of the planet are becoming more and more apparent all over the globe, which has prompted intensive research on climate change. New findings are made public frequently and some of the most recent research is also included here. You will find all references listed at the end.

As scientific understanding of climate change is constantly evolving and growing, some of the data presented in the materials below may be out-dated by the time you are studying this course. The course is up-dated frequently. Make sure you are using the newest up-dated version. You can find the date of the last up-date on the front page. You are encouraged to investigate areas of special interest to you by using additional materials. Some resources are listed at the end of the book.

This is an interfaith course. It includes the teachings and wisdom of many religions. A deliberate attempt was made to draw directly on the original holy writings, for example the Bible. Only occasionally secondary source materials are used. The participants will notice that some sections feature predominantly Baha’i sources. One could explain this with the fact that the writer of the course is a Baha’i. It is unavoidable that this has influenced the author’s thinking, but not the selection of texts. Scriptures were selected for their relevance in the context of climate change. That’s why different religious scriptures are not represented equally in quantity. However, the respect shown for all religions is the same. Any faith group can use this course. The most interesting study groups may be those that represent the most diversity in the participants.

The course is structured for 9 classes of two hours’ duration. However, with some creativity this format can be easily adapted to the needs and wishes of the participants. Additional visual materials have been added to the course to provide more variety of activity. The facilitators’ guide explains how these power-point presentations and films can be used to expand and deepen or to shorten the course.

All participants share the responsibility of nurturing a spirit of love, respect and unity within the study group. One helpful tool in that endeavor is to avoid talking about other people.

Throughout the course there will be many opportunities for discussion. This is a chance to share our knowledge, to learn from each other, and especially to stimulate and broaden our thoughts. It is not necessary to find the “right” answers to the questions discussed, as usually there will not be just one right answer. It is best to keep these conversations short and focused. Be satisfied with pointing out some major aspects, as it would be impossible to cover all aspects of the topics raised.

It will not be possible to read the whole course together during class time. Participants are encouraged to carefully study the few short reading assignments. This is important for two reasons:

All materials are necessary for getting a sufficient understanding of climate change, and for the participant to be able to follow the course.

Discussions and group activities are only interesting and meaningful if all participants are familiar with the materials.

The purpose of this course is to spread accurate knowledge about climate change to many people. It should not be regarded as merely an enrichment for the participants. Therefore, you will be encouraged to practice presenting specific topics to family and friends.

The despair that can be caused by the realization of the seriousness of the state of our world will be counteracted by opening up a spiritual perspective and by empowering the participants to action. A section in class 9 is devoted to dealing with the emotional stress that can be triggered when becoming more aware of the real threat of climate change.

The course emphasizes action and practical solutions. Action has many dimensions. Some major objectives for action in this course are:

• Leading the participants to an environmentally responsible life so that they will be part of the solution rather than part of the problem. This will happen by deepening our awareness of our interconnectedness with the earth and with all other people, and by realizing that an environmentally sustainable lifestyle is necessary for a spiritual life.
• Helping our communities consider sustainability in all their activities.
• Becoming competent in explaining the problem of climate change and thus becoming an agent for positive change.

Service is an integral part of the course, as well as developing skills for service. This is accomplished by small environmental education projects and one practical community service project.

Much effort has been made to compile the materials in an objective way. However, if the opinion of the author ever shines through, it constitutes only her personal view and does not represent the views of any particular religion or institution.

This short course doesn't claim to be comprehensive. The issue of climate change is vast and complex and its ethical implications are profound. Our purpose here is to lay a foundation upon which you will be able to build your own knowledge, to think on your own about the ethical dimensions, and to help make all your actions a service to humankind and a contribution to save the foundation for life on this planet.

---

i    Gleanings from the Writings of Bahá'u'lláh, section CVI

---

 

Thank you for serving as a facilitator of this course!

The first task of the facilitator is to help the group get together and to organize the time and place for the meetings. You are also asked to help provide an atmosphere where everyone is welcome and where different opinions may be expressed without fear of judgment or ridicule.

The role of the facilitator is
- To ensure that everyone gets to participate in reading and discussing.
- To keep the group focused on the materials to be studied.
- To keep track of time so that the material is covered in a timely manner.
- To prepare for the class by looking through all the materials ahead of time to be able to make good decisions about the allocation of class time.
- To let the group know about the assignments and about the educational activities and the service project(s).
- To encourage the participants to follow up on their projects.

You don’t need to be an “expert” on climate change. In fact, it is encouraged that the role of the facilitator is rotated among the participants. It is also possible to have two facilitators who plan the classes together and take turns during the sessions.

It is suggested that you begin each class with a prayer (alternating religious traditions if possible) and/or a short piece of music. Try to give all participants a chance to offer a prayer throughout the course.

As plenty of materials need to be covered in each class, encourage the participants to focus on the topic. It is desirable that, while reading the materials, participants add comments and engage in short discussions. Such discourse will make the classes lively and interesting. However, it may often be necessary to remind the participants to keep these discussions short so that you will be able to read through the whole lesson. You may need to postpone an interesting discussion to the end of class or to a special meeting.

The primary objective of the course is to understand the scientific concepts and the meaning of the sacred texts. Some paragraphs in the materials may be difficult to understand with just one reading. You may help the understanding of the participants by asking someone to summarize the paragraph, to ask a key question, or simply to read the paragraph once more. Sometimes it may be the most convenient if you ask the group some questions. (see further down in this section for an example in Class 1).

Feel free to adapt the course to the needs and interest of the participants. The course is designed for 9 classes of approximately two hours duration. However, some groups may choose to come together less often, but longer. Some groups may want to spend more time discussing issues during class. In this case they may want to meet longer or may need to read a little bit more in between the classes.

Group work is often encouraged in this course. It is more interesting and enriching for the participants if groups are formed differently each time. In this way everyone will have the chance to get to know and to work with everyone else.

There are many different ways to use the materials. Below you find suggestions for each class, how to structure it, what activities may be included, which parts to read during class, and which parts could be read as assignments. Feel free to make changes and to incorporate your own ideas and the wishes of the participants.

If you prefer to work from paper documents, you can download the complete course as a Word document (1.7mb).
You can also download the presentation on Impacts of Climate Change (33mb) and Notes to the presentation (82kb), and the presentation on Causes of Climate Change (17mb) and Notes to the presentation (66kb)

Class 1: Spiritual Reflections on Nature and Humankind

If possible, ask the participants to read the 3-page introduction “The Purpose of this Course” before the first class.

The main activity of the first class is to read and discuss section 1 “Nature and Creation”.

The paragraph on photosynthesis is important for the understanding of climate change. After reading it, you may like to ask some summarizing questions like:
- What is photosynthesis?
- What are fossil fuels and where do they come from?
- Why does our planet have wind and ocean currents?
- What is the source of all energy on earth?
- Why do you think is this paragraph important for the understanding of climate change?

Optional Activity: After reading the section about "Interconnectedness in Nature", play a game, practice a dance or do any kind of art project that expresses interconnectedness. (Think about an activity your group might enjoy when preparing for this class.)

If you have time left, begin reading section 2 “Science and Religion”.

Alternatives:
A short version of the first class is also available. It is suggested that the two pages are studied in groups of two, changing the groups for each page. The study of each page takes about 15 to 20minutes. This short version includes both sections. No further reading assignment will be necessary.

The film “Home” is a wonderful resource and is warmly recommended. Depending on the circumstances, you could encourage the participants to watch the movie as an assignment, or, if you are planning a weekend program, you could show it as part of an evening program. You may also choose to use the shorter version of the first class and show the film after that. The movie is about 1½ hours long. It is available on the internet at: http://www.youtube.com/homeproject#p/a/f/0/jqxENMKaeCU.

Assignment for the next class is the reading of the remaining section 2. You may like to encourage the participants to highlight the parts they think are important and those they would like to discuss during next class.

Class 2: The Impacts of Climate Change

There is an optional power-point presentation included [cc2011impacts.ppt 32MB and accompanying notes] which you may use to either shorten the course (it could replace Classes 2 and 3) or to enrich the written materials. See the instructions for using the power-point presentation below at the end of the description of Class 3 in the facilitator’s guide.

Bring three poster boards (or large paper, can already be used on one side) and markers and crayons to this class

First, let the group share some of their thoughts on the reading assignment on science and religion. It may be helpful to encourage a conversation by asking questions such as “What is the role of science in solving the problem of climate change? What is the role of religion in solving the problem of climate change? Would you like to share any other thoughts about this section?

Then read the short opening paragraph to this class together.

Afterwards, divide participants into three groups for the study of sections 1-3. Each group will study together a different section and create a poster that contains the essential content of the section. The poster can consist of words or pictures or both.

Then, with the help of the poster, each group will teach their studied impact of climate change to all the participants and lead a short discussion on the topic. (The suggested discussion questions may be used.) Reserve enough time for these presentations and discussions.

There is no reading assignment this week. Instead, encourage the participants to practice the explaining of the studied impacts of climate change with their family members or friends.

Class 3: More Impacts of Climate Change

Bring some more poster boards, and markers and crayons to this class.

Divide participants into several small groups for the study of further impacts of climate change, sections 1-6 (each group studying one or two sections). If your study course has only a few participants these short sections can also be assigned for individual study. Allow about half an hour to 40 minutes for this study and the preparation of a simple presentation.

Then each group (or individual) will present their topic of study to all the participants. The presentation can be done with words, with a poster, with a skit or in any creative way the group chooses to communicate. After each presentation, encourage all the participants to ask questions on the topic just presented. The discussion questions may also be used to stimulate a whole group conversation. Reserve enough time for these presentations and discussions.

End the class with reading sections 7 and 8 together.

Alternatives and Options:
There is an optional power-point presentation on the “Impacts of Climate Change” included [cc2011impacts.ppt 32MB] which goes together with a text online or to download (82kb). Read the text clearly and with much expression while showing the slides. Allow for short discussions during and after the presentation. (Some questions to invite discussion are part of the text.) The presentation with discussions may take 1 hour to 1 ½ hours.

If you like to shorten the course, this power-point presentation would replace all the materials in Classes 2 and 3. If you like to deepen and enrich the course, you could first present the talk with the power-point slides and then ask participants to study certain sections of the materials in Classes 2 and 3 in groups or as individuals and present the content to the larger group. For ideas how to do that see the above instructions for Classes 2 and 3.

Again, this week’s assignment is to practice explaining some of the impacts of climate change to family and friends as the opportunity arises. (In case you don’t have the time to read sections 7 and 8 during this class, you may like to ask the participants to read them at home.)

Class 4: The Causes of Global Warming

Start the class with a prayer and/or meditate on the three short excerpts from Holy Writings.

Then read and study the 3 sections with the whole class together. This class on the causes of global warming is important. Some paragraphs may not be that easy to understand. You can help by asking participants to summarize a paragraph, or to read it again, or you can let participants ask questions about its content. Other participants could answer with quoting directly from the book, or by summarizing it.

At the end of this lesson you will find some review questions. Depending on the needs and interests of the group they can be used in different ways. One meaningful way would be for the participants to write down the answer in their own words, either during class time or at home. This would help them to explain the causes of climate change to family members and friends.

Alternatives and Options:
There is an optional power-point presentation on the “Causes of Climate Change” included [cc2011causes.ppt 16MB], which goes together with a text online or to download (66kb). Read the text clearly and with much expression while showing the slides. Allow for short discussions during and after the presentation. The presentation with discussion may take about one hour. As indicated in the first paragraph of the text, this presentation focuses on the science of climate change. At the same time, it addresses whole human beings with intellects, emotions and spirits. You may like to encourage the participants to write on a blackboard any spiritual principles, ethical teachings, or quotations from Holy Scriptures that come to their minds during the presentation. Don’t let them discuss these spiritual aspects yet – there will be other classes just for that – as the purpose of this class is to learn about the causes of climate change. The text also touches on a few spiritual aspects, once in the middle with a quotation by Baha’u’llah that may not be that well known, and at the end to set the stage for further spiritual discussion. If you use the powerpoint presentation it would replace the materials of Class 4. Interested individuals may like to study them on their own.

The reading assignment for class 5 is section 1 “What We Can Do as Individuals”. Encourage the participants to carry out the activity in this section as well.

Your group may like to do an educational service project by presenting the causes and impacts of climate change to a circle of friends. Such a project would give the participants more practice explaining what they have learnt so far. They could present together, for example by distributing the topics among themselves. Take some time at the end of class to consult on this.

Class 5: Spiritual and Practical Dimensions - the Individual

Begin the class with reading section 2 “Stewardship of the Earth” as a whole group.

Then have a discussion on the practical actions individuals can take. (That was the reading assignment.) Encourage the participants to share some of their plans for individual action.

Then study sections 3 to 5 as a whole group.

Alternative:
If you are presenting a weekend course or a week-long course, you could cover the “Practical Actions Individuals Can Take” in a different way. Without showing this section of the course materials to participants, brainstorm together about what actions individuals could take to reduce their own harmful impact on the environment. Use the course materials to make sure that all important aspects are being covered. For example, you could ask specific questions or prompt the participants in other ways to include all the topics. Let a participant write all the ideas on a blackboard. Encourage a short discussion on which actions save the most greenhouse gases.

As an enrichment you may like to show the lively 20 minute film “The Story of Stuff”. It is available on the internet for free at http://www.storyofstuff.com/. It is also possible to buy the DVD from this internet site. You will find many educational materials on that site as well.

At the end of class, brainstorm about the community service project (Information after section 5 in the course material). There is no need to take any decision at this time.

The reading assignment for class 6 is section 8 “Four Difficult Issues”.

Class 6: Climate Solutions

After the opening prayer, read section 1 “Mitigation and Adaptation” with the whole group.

Then study sections 2 to 7 in small groups, each group covering one or two sections. Form the small groups according to the participants’ interests in the topics.
Let each group present a short report on their section for the benefit of all participants.

Allow some time at the end of class to discuss the reading assignment “Four Difficult Issues”. (If you don’t have the time to discuss all topics, choose one or two that are of most interest to the participants.)

Alternative:
This class requires a substantial amount of reading. If you would like to make it easier and shorter you may choose to show the film “Carbon Nation” instead. It shows how real people have taken action in the United States to be part of the solution to the climate crisis. The movie is 1 ½ hours long. You will find more information about it at http://www.carbonnationmovie.com/.

The assignment for class 7 is to think about the group’s community service project. Let them know that next week you will decide on a project and begin to plan and carry it out.

Class 7: Spiritual and Practical Dimensions - Society

Start the class with a reading meditation: Read some or all the excerpts (in italics) from Holy Scriptures from sections 1 and 2. All these scriptures are on poverty and justice.

There are many different possibilities how the 8 sections of this class can be covered. One way is to divide the class into 4 groups. Each group will study two sections. Allow enough time for the group work. Afterwards, each group will present the main points of their sections to all participants and lead a short discussion on their topics.

Reserve at least half an hour at the end of class to consult about and decide on your community service project. Apply the ideas for consultation and decision-making, which you discussed today (section 6). Consider the special circumstances of your group like time constraints, special interests and talents. Keep the project small and simple enough so that you can carry it out with joy. Plan to finish the project by the end of this course or shortly afterwards.

The assignment for next class is to take some action in preparation of your service project.

Class 8: Some More Climate Science

Study all three sections together. Read, summarize certain paragraphs, ask questions and discuss some of the topics.

Set some time aside at the end for a discussion of the emotional stress the participants may have experienced when learning more about the great threat of climate change. It is important that everyone is able to share their views. If there are more than 6 participants in your study class, form smaller groups of three or four people for this discussion. It is not necessary for the small groups to report back to the whole group.
In case that there is time left, proceed to read the first section of Class 9 which deals with the topic just discussed.

Class 9: A Challenge to All of Us

Read section 1: “Dealing ith the Emotional Stress Caused by Climate Change”. (If you didn’t have time during last class for sharing and discussing the emotional stress caused by climate change, begin the class with asking the participants what kind of emotions they have experienced and why. You may like to write down the main points on a blackboard or poster board. After about 10 minutes proceed to read section 1.)

Then continue reading and discussing the three remaining sections.

At the end of class, encourage a discussion on
- How did this course change your view of the world?
- Would you like to share any plans or ideas how you could further serve humanity in your efforts to mitigate climate change?
- Would you be interested in facilitating a new study circle using this study course?
- Would you be interested in helping improve this study course by sharing your experiences and/or making suggestions for improving the content, the language or the activities of this course? If yes, please, contact chmuller99@hotmail.com  (write “study course” into the subject line).

---

 

Books

“Dire Predictions – Understanding Global Warming”, the illustrated guide to the findings of the IPCC (Intergovernmental Panel on Climate Change) by Michael E. Mann and Lee R. Kump, DK Publishing Inc. New York, NY, 2008. A very accessible book with helpful illustrations and graphics

”Eaarth: Making a Life on a Tough New Planet” by Bill McKibben, Times Books; First Edition (April 13, 2010), a clear analysis of the present climate crisis, suggests valuable community based solutions.

"Down to the Wire - Confronting Climate Collapse" by David W. Orr, 2009, Oxford University Press. This book provides illuminating insights to the climate crisis. If you enjoy reading the writings of Shoghi Effendi, you will enjoy this book as well.

"World on the Edge: How to Prevent Environmental and Economic Collapse" by Lester Brown, Earth Policy Institute, W. W. Norton & Company (January 6, 2011), available for free download at http://www.earth-policy.org/images/uploads/book_files/wotebook.pdf This book is a treasury of up-to-date data on the state of the world’s ecosystems and of its people, and provides very practical solutions.

“The Rough Guide to Climate Change” by Robert Henson, 2nd edition published by Rough Guides Ltd. London WC2R ORL, 2008, distributed by the Penguin Group. A comprehensive book, also suitable for looking up specific topics

"State of the World 2009 – Into a Warming World” by the World Watch Institute, W. W. Norton & Company, Inc. 2009

“State of the World 2008 – Innovations for a Sustainable Economy” by the World Watch Institute, W. W. Norton & Company, (January 17, 2008)

“Hell and High Water, Global Warming – the Solutions and the Politics - and What We Should Do” by Joseph Romm, HarperCollins Publisher, New York, NY, 2007

“Field Notes from a Catastrophe – Man, Nature, and Climate Change”, by Elizabeth Kolbert, published by Bloomsbury USA , New York, NY 2007. This captivating travel account is not diminished by the fact that a few scientific data are outdated by now.

“The Heat is On – the Climate Crisis, the Cover-Up, the Prescription” by Ross Gelbspan, Perseus Books, 1997

"Right Relationship – Building a Whole Earth Economy" by Peter G. Brown and Geoffrey Garver, Berrett-Koehler Publishers, Inc., 2009. This book offers a spiritual and moral perspective of the economy, a prerequisite to any progress in addressing climate change.

“Storms of My Grandchildren – the Truth about the Coming Climate Catastrophe and our Last Chance to Save Humanity” by James Hansen, Bloomsbury USA, 2009. Dr. Hansen has been a leading climate scientist for the past decades. This book is not easy to read but If you have some scientific knowledge and like to deepen your understanding of the science of climate change, this book is excellent.

“Climate Change and its Ethical Challenges” by Dr. Arthur Lyon Dahl, p. 157 of “The Baha’i World 2005 – 2006”, World Centre Publications, 2007

“The Consumer’s Guide to Effective Environmental Choices - Practical Advice from the Union of Concerned Scientists”, by Michael Brower and Warren Leon, Three Rivers Press, New York, NY, 1999

 

---

Websites:

Intergovernmental Panel on Climate Change: http://www.ipcc.ch

The IPCC AR4 Frequently Asked Questions:
 http://www.ipcc-wg1.unibe.ch/publications/wg1-ar4/ar4-wg1-faqs.pdf  

Climate Science from Climate Scientists: http://www.realclimate.org

The US National Academy of Sciences: http://dels.nas.edu/basc/climate-change/

Climate Solutions: http://www.climatesolutions.org

For News about Climate Change: http://climateprogress.org/

International Environment Forum: http://iefworld.org/

Interfaith Power and Light: http://interfaithpowerandlight.org/

The Renewal Project: http://www.renewalproject.net/

Web of Creation: http://www.webofcreation.org

Eco-Justice Ministries: http://www.eco-justice.org

National Council of Churches:  http://www.nccecojustice.org/resources.html

“Living Oneness – Restoring Wholeness in a Fragmented World”, A Global Oneness Project Study Guide: http://www.globalonenessproject.org/education

“Suffering the Science - Climate Change, People and Poverty”, a report by Oxfam International, July 2009, http://www.oxfam.org/en/policy/bp130-suffering-the-science

---

Films:

"Home": Synopsis: The appearance of life on Earth was the result of a balance between elements that took billions of years to stabilize. Humans have profited from the lavish resources of the Earth, but have changed the face of the world by the use they have made of it. The harnessing of petroleum and its subsequent over-exploitation are having dramatic consequences for our planet. Human beings must change their behaviour and their way of life before it is too late for them, their descendants and life on Earth. 1 ½ hours. http://www.homethemovie.org/
Optional teaching tool for the film: http://www.homethemovie.org/downloads/TeachingTool.pdf

"The Story of Stuff": Fast paced, informative narrative with cartoons, highly recommended for adults and youth ages 11 and up. 20 min. Educational materials are also available on the website. http://www.storyofstuff.com/

"A Sea Change": A very engaging documentary about ocean acidification (sometimes called the evil twin of climate change), a very important topic to know more about. 83min., a shorter version of 60min. is also available. http://www.aseachange.net/ and http://www.bullfrogfilms.com/catalog/seachn.html

---

Anthropogenic: Caused by humans

Arable land: Land suitable for agriculture

Aquifer: a water-bearing stratum of permeable rock, sand, or gravel

Biosphere: Our biosphere is the global sum of all ecosystems. It can also be called the zone of life on Earth.

Carbon dioxide: CO₂, chemical compound composed of two oxygen atoms covalently bonded to a single carbon atom. It is a gas at standard temperature and pressure, a component of the Earth’s atmosphere.

Carbon sequestration: The process of removing carbon from the atmosphere and depositing it in a reservoir (in trees, algae in the ocean, ultimately in rocks and ocean sediments).

Decentralization: process of dispersing decision-making closer to the people and/or citizens.

Decomposers: organisms that break down dead or decaying organisms, agents of the natural process of decomposition.

Exigencies: Urgent needs or demands

Habitat: The place or environment where a plant or animal naturally or normally lives and grows.

Half-life: Half-life is the period of time it takes for a substance undergoing decay to decrease by half, frequently used for radioactive decay.

Mangroves: Tropical maritime trees or shrubs that send out many prop roots and form dense masses important in coastal land building and as foundations of unique ecosystems.

Methane: CH₄ , chemical compound, a powerful greenhouse gas.

Mitigate: to make less severe or painful, to lessen in force or intensity, to make milder or more gentle. Similar words: alleviate, moderate.

Orbital forcing: Slow changes in the tilt of the Earth’s axis and shape of the orbit affect the climate by changing the total amount of sunlight reaching the Earth.

Permaculture: An approach to design in human settlements and agricultural systems that are modeled on the relationships found in natural ecologies. Permaculture aims to create stable, productive systems that provide for human ineeds, harmoniously integrating the land with its inhabitants.

Primordial rainforest: Primordial means existing at or from the very beginning. Primordial rainforests are very old, mature forests that have not been disturbed for hundreds of years.

Primeval: of or belonging to the first age or ages, especially of the world. Synonyms: primary, primordial, pristine

Phytoplankton: Planktonic plant life

Plankton: Minute animal or plant life in a body of water, most of them so small that they are not visible to the eye.

Quagmire: 1. soft miry land that shakes or yields under the foot, wet spongy earth (as of a bog or marsh), 2. a difficult, precarious, or entrapping position: predicament.

Radiative forcing: a measure of the influence a factor has in altering the balance of incoming and outgoing energy in the Earth-atmosphere system. It is an index of the importance of the factor as a potential climate change mechanism.

Saline: consisting of or containing salt.

Salinization: Increasing salt content in the soil. Salt harms plants.

Sequester: To remove or set apart; segregate; to hold (as a metallic ion) in solution especially for the purpose of suppressing undesired chemical or biological activity. See Carbon Sequestration.

Slough: 1. a place of deep mud or mire, a swamp 2. an inlet on a river. 3. a creek in a marsh or tide flat, 4. a state of moral degradation or spiritual dejection. According to the Merriam Webster Dictionary, the pronunciation of “slough” rhymes with blue, crew, or glue.

Soil erosion: Loss of top soil by heavy rain, floods, and wind.

Species: In biology a species is one of the basic units of biological classification. A species is often defined as a group of organisms capable of interbreeding and producing fertile offspring.

Twain: an archaic term for the cardinal number two.

Zooplankton: Plankton composed of animals.

 

---

Warmest thanks and deep appreciation go out to many friends around the world – from the UK to Honduras, the US, to Australia – who helped to make this course a consultative ongoing project:
To Arthur Dahl for his encouragement, suggestions, his scientific advice, and all his work for the online format.
To Peter Adriance for his many corrections, valuable propositions for improvement, and above all for his positive challenge to bring the draft versions up to a higher standard.
To all the friends who shared their professional expertise: Michael Richards who wrote much of the two sections on forestry, Larry Staudt for his assistance with the section on energy, and Ray Frackleton for the scientific proof reading and corrections.
To Carol Curtis who shared her knowledge and love for the people of the Marshall Islands who are threatened by sea level rise.
To my husband Gerhard Muller for his over all help and support.
To the friends in the UK who facilitated and participated in the study course and provided valuable feedback and insightful suggestions for improvements, especially Philip Koomen and Jenny Lockwood.
To Al Riebau and Sharon Miller who facilitated the course in Australia and Florida respectively, for their useful feedback and references to new resources.
To all the participants of the weekends on climate change at Louhelen, Green Acre and Bosch Baha’i Schools in 2010 for their feedback and spiritual response.
To all participants of study circles who engaged in service projects such as a coastal clean–up, an educational kayaking trip, and a tree planting.
To Melodie Taylor and Margie Maher for their enthusiasm and support of the early projects of climate change education in the interfaith community.
And last, but not least to the small interfaith study group in Rhode Island who patiently studied the course in one of its many early versions, and whose reactions and suggestions were instrumental for its maturation.

---