The natural world has been "humanized": even areas thought to be wilderness bear the marks of human impact. But this human impact is not simply physical. At the emergence of the environmental movement, the focus was on human effects on "nature." More recently, however, the complexity of the term "nature" has led to fruitful debates and the recognition of how human individuals and cultures interpret their environments. This book furthers the dialogue on religion, ethics, and the environment by exploring three interrelated concepts: to recreate, to replace, and to restore. Through interdisciplinary dialogue the authors illuminate certain unique dimensions at the crossroads between finding value, creating value, and reflecting on one's place in the world. Each of these terms has diverse religious, ethical, and scientific connotations. Each converges on the ways in which humans both think about and act upon their surroundings. And each radically questions the damaging conceptual divisions between nature and culture, human and environment, and scientific explanation and religious/ethical understanding. This book self-consciously reflects on the intersections of environmental philosophy, environmental theology, and religion and ecology, stressing the importance of how place interprets us and how we interpret place. In addition to its contribution to environmental philosophy, this work is a unique volume in its serious engagement with theology and religious studies on the issues of ecological restoration and the meaning of place.

The natural world has been "humanized": even areas thought to be wilderness bear the marks of human impact. But this human impact is not simply physical. At the emergence of the environmental movement, the focus was on human effects on "nature." More recently, however, the complexity of the term "nature" has led to fruitful debates and the recognition of how human individuals and cultures interpret their environments. This book furthers the dialogue on religion, ethics, and the environment by exploring three interrelated concepts: to recreate, to replace, and to restore. Through interdisciplinary dialogue the authors illuminate certain unique dimensions at the crossroads between finding value, creating value, and reflecting on one's place in the world. Each of these terms has diverse religious, ethical, and scientific connotations. Each converges on the ways in which humans both think about and act upon their surroundings. And each radically questions the damaging conceptual divisions between nature and culture, human and environment, and scientific explanation and religious/ethical understanding. This book self-consciously reflects on the intersections of environmental philosophy, environmental theology, and religion and ecology, stressing the importance of how place interprets us and how we interpret place. In addition to its contribution to environmental philosophy, this work is a unique volume in its serious engagement with theology and religious studies on the issues of ecological restoration and the meaning of place.

Modern environmentalism has come to realize that many of its key concerns "wilderness" and "nature" among them are contested territory, viewed differently by different people. Understanding nature requires science and ecology, to be sure, but it also requires a sensitivity tom, history, culture, and narrative. Thus, understanding nature is a fundamentally hermeneutic task.

Using a new model focused on four core capacities-intellectual complexity, social location, empathetic accountability, and motivated action-Teaching Civic Engagement explores the significance of religious studies in fostering a vibrant, just, and democratic civic order. In the first section of the book, contributors detail this theoretical model and offer an initial application to the sources and methods that already define much teaching in the disciplines of religious studies and theology. A second section offers chapters focused on specific strategies for teaching civic engagement in religion classrooms, including traditional textual studies, reflective writing, community-based learning, field trips, media analysis, ethnographic methods, direct community engagement and a reflective practice of "ascetic withdrawal." The final section of the volume explores theoretical issues, including the delimitation of the "civic" as a category, connections between local and global in the civic project, the question of political advocacy in the classroom, and the role of normative commitments. Collectively these chapters illustrate the real possibility of connecting the scholarly study of religion with the societies in which we, our students, and our institutions exist. The contributing authors model new ways of engaging questions of civic belonging and social activism in the religion classroom, belying the stereotype of the ivory tower intellectual.

The climate is changing as an unintended consequence of human industrialization and consumerism. Recently some scientists and engineers have suggested climate engineering-technological solutions that would intentionally change the climate to make it more hospitable. This approach focuses on large-scale technologies to alleviate the worst effects of anthropogenic climate change. This book considers the moral, philosophical, and religious questions raised by such proposals, bringing Christian theology and ethics into the conversation about climate engineering for the first time. The contributors have different views on whether climate engineering is morally acceptable and on what kinds of climate engineering are most promising and most dangerous, but all agree that religion has a vital role to play in the analysis and decisions called for on this vital issue. Calming the Storm presents diverse perspectives on some of the most vital questions raised by climate engineering: Who has the right to make decisions about such global technological efforts? What have we learned from the decisions that caused the climate to change that might shed light on efforts to reverse that change? What frameworks and metaphors are helpful in thinking about climate engineering, and which are counterproductive? What religious beliefs, practices, and rituals can help people to imagine and evaluate the prospect of engineering the climate?

Using a new model focused on four core capacities-intellectual complexity, social location, empathetic accountability, and motivated action-Teaching Civic Engagement explores the significance of religious studies in fostering a vibrant, just, and democratic civic order. In the first section of the book, contributors detail this theoretical model and offer an initial application to the sources and methods that already define much teaching in the disciplines of religious studies and theology. A second section offers chapters focused on specific strategies for teaching civic engagement in religion classrooms, including traditional textual studies, reflective writing, community-based learning, field trips, media analysis, ethnographic methods, direct community engagement and a reflective practice of "ascetic withdrawal." The final section of the volume explores theoretical issues, including the delimitation of the "civic" as a category, connections between local and global in the civic project, the question of political advocacy in the classroom, and the role of normative commitments. Collectively these chapters illustrate the real possibility of connecting the scholarly study of religion with the societies in which we, our students, and our institutions exist. The contributing authors model new ways of engaging questions of civic belonging and social activism in the religion classroom, belying the stereotype of the ivory tower intellectual.

Engineering the Climate: The Ethics of Solar Radiation Management discusses the ethical issues associated with deliberately engineering a cooler climate to combat global warming. Climate engineering (also known as geoengineering) has recently experienced a surge of interest given the growing likelihood that the global community will fail to limit the temperature increases associated with greenhouse gases to safe levels. Deliberate manipulation of solar radiation to combat climate change is an exciting and hopeful technical prospect, promising great benefits to those who are in line to suffer most through climate change. At the same time, the prospect of geoengineering creates huge controversy. Taking intentional control of earth's climate would be an unprecedented step in environmental management, raising a number of difficult ethical questions. One particular form of geoengineering, solar radiation management (SRM), is known to be relatively cheap and capable of bringing down global temperatures very rapidly. However, the complexity of the climate system creates considerable uncertainty about the precise nature of SRM's effects in different regions. The ethical issues raised by the prospect of SRM are both complex and thorny. They include: 1) the uncertainty of SRM's effects on precipitation patterns, 2) the challenge of proper global participation in decision-making, 3) the legitimacy of intentionally manipulating the global climate system in the first place, 4) the potential to sidestep the issue of dealing with greenhouse gas emissions, and, 5) the lasting effects on future generations. It has been widely acknowledged that a sustained and scholarly treatment of the ethics of SRM is necessary before it will be possible to make fair and just decisions about whether (or how) to proceed. This book, including essays by 13 experts in the field of ethics of geoengineering, is intended to go some distance towards providing that treatment.

Engineering the Climate: The Ethics of Solar Radiation Management discusses the ethical issues associated with deliberately engineering a cooler climate to combat global warming. Climate engineering (also known as geoengineering) has recently experienced a surge of interest given the growing likelihood that the global community will fail to limit the temperature increases associated with greenhouse gases to safe levels. Deliberate manipulation of solar radiation to combat climate change is an exciting and hopeful technical prospect, promising great benefits to those who are in line to suffer most through climate change. At the same time, the prospect of geoengineering creates huge controversy. Taking intentional control of earth s climate would be an unprecedented step in environmental management, raising a number of difficult ethical questions. One particular form of geoengineering, solar radiation management (SRM), is known to be relatively cheap and capable of bringing down global temperatures very rapidly. However, the complexity of the climate system creates considerable uncertainty about the precise nature of SRM s effects in different regions. The ethical issues raised by the prospect of SRM are both complex and thorny. They include: 1) the uncertainty of SRM s effects on precipitation patterns, 2) the challenge of proper global participation in decision-making, 3) the legitimacy of intentionally manipulating the global climate system in the first place, 4) the potential to sidestep the issue of dealing with greenhouse gas emissions, and, 5) the lasting effects on future generations. It has been widely acknowledged that a sustained and scholarly treatment of the ethics of SRM is necessary before it will be possible to make fair and just decisions about whether (or how) to proceed. This book, including essays by 13 experts in the field of ethics of geoengineering, is intended to go some distance towards providing that treatment."

Modern environmentalism has come to realize that many of its key concerns—“wilderness� and “nature� among them—are contested territory, viewed differently by different people. Understanding nature requires science and ecology, to be sure, but it also requires a sensitivity to history, culture, and narrative. Thus, understanding nature is a fundamentally hermeneutic task.