Website: http://jae.adventist.org T H E J O U R N A L O F October/November 2013

SPECIAL ISSUE

EMBRACING AND TEACHING ENVIRONMENTAL AWARENESS The Journal of CONTENTS ADVENTIST EDUCATION EDITOR Beverly J. Robinson-Rumble ASSOCIATE EDITOR (INTERNATIONAL EDITION) Luis A. Schulz SENIOR CONSULTANTS John Wesley Taylor V, Lisa M. Beardsley-Hardy, Benjamin Schoun, Ella Smith Simmons CONSULTANTS GENERAL CONFERENCE Mike Mile Lekic, Hudson E. Kibuuka, Luis A. Schulz 4 16 36 50 EAST-CENTRAL AFRICA Andrew Mutero OCTOBER/NOVEMBER 2013 • VOLUME 76, NO. 1 EURO-ASIA Vladimir Tkachuk SPECIAL ISSUE: Embracing and Teaching Environmental Awareness INTER-AMERICA Gamaliel Flórez INTER-EUROPEAN Barna Magyarosi 3 Editorial: Caring for God’s World Is Very, Very Good NORTH AMERICA Larry Blackmer 4 What Does the Bible Teach About Our Relation to the NORTHERN ASIA-PACIFIC Environment? Ten Key Concepts Chek Yat Phoon SOUTH AMERICA By Humberto M. Rasi Edgard Luz SOUTH PACIFIC 10 How Can We Teach Principles and Practices of Environmental Ken Weslake Care? SOUTHERN AFRICA-INDIAN OCEAN By Rodger F. Jones Ellah Kamwendo SOUTHERN ASIA 16 How Should Christians Treat Animals in Research? Nageshwara Rao By Mark F. Carr SOUTHERN ASIA-PACIFIC Lawrence L. Domingo 23 How Does Human Activity Affect Species Extinction? TRANS-EUROPEAN By William K. Hayes and Floyd E. Hayes Daniel Duda WEST-CENTRAL AFRICA Chiemela Ikonne 30 How Can Christian Industries and Institutions Practice COPY EDITOR Environmental Care? Randy Hall By John F. Ashton ART DIRECTION/GRAPHIC DESIGN Harry Knox 36 Schools Going Green: Practical Ways That Schools Are ADVISORY BOARD John Wesley Taylor V, chair; Veronique Anderson, Lisa M. Impacting the Environment Beardsley-Hardy, Larry Blackmer, Erline Burgess, Hamlet Canosa, Keith Hallam, Hudson E. Kibuuka, Linda Mei Lin Koh, Mike Mile By Lori Futcher Lekic, Michael Ryan, Luis A. Schulz, Carole Smith, Tim Soper, Evelyn M. Sullivan, Charles H. Tidwell Jr., David Trim 44 Green Is an Important Part of the Spectrum By Joy Brunt Veverka 50 What Can We Do in Our Homes and Schools to Care for the Environment? By Carrie A. C. Wolfe THE JOURNAL OF ADVENTIST EDUCATION publishes ar - ticles concerned with a variety of topics pertinent to Ad - ventist education. Opinions expressed by our writers do not necessarily represent the views of the staff or the offi - Due to system upgrading, links to cial position of the Department of Education of the General supplemental materials that ap - Conference of Seventh-day Adventists. peared in the December 2012/Jan- THE JOURNAL OF ADVENTIST EDUCATION (ISSN 0021- uary 2013 and February/March 8480) is published bimonthly, October through May, plus a 2013 issues of The Journal of Ad - single summer issue for June, July, August, and September ventist Education did not work for by the Department of Education, General Conference of Sev - a while. They should all be func - enth-day Adventists, 12501 Old Columbia Pike, Silver Spring, tional now. We apologize for the MD 20904-6600, U.S.A. TELEPHONE: (301) 680-5075; FAX: inconvenience. (301) 622-9627; E-mail: rum bleb@ gc.ad ventist.org. Yearly subscription price: U.S.$18.25. Add $3.00 for postage out - side the U.S. Single copy: U.S.$3.75. Periodical postage paid Photo and art credits: Cover, photos.com; design by Harry Knox; border art detail, Harry Knox, icons by photos.com; pp. 5, 6, 17, at Silver Spring, Maryland, and additional mailing office. 20, 31, 34, 39 (left), 52 (middle), photos.com; p. 24, clipart.com; pp. 11, 26, courtesy of the respective authors; p. 32, courtesy of Please send all changes of address to 3200 West Fourth the Pacific Union Recorder ; pp. 37, 39, right, courtesy of York Adventist Christian School; pp. 38, 40 (left), 51, 52 (top), Robert Street, Buchanan, MI 49107, U.S.A., including both old and Futcher; pp. 40 (right), 41, Beverly Robinson-Rumble; p. 45 (top and center), 46, Rogers Adventist School; pp. 45 (bottom), 47, new address. Address all editorial and advertising correspon - 48, Faye Cueto; p. 52 (bottom), courtesy of Rick Young. dence to the Editor. Copyright 2013 General Conference of SDA. POSTMASTER: Send address changes to THE JOUR - NAL OF ADVENTIST EDUCATION, 3200 West Fourth Street, ® ® ® The Journal of Adventist Education , Adventist , and Seventh-day Adventist are the registered trademarks of the General Buchanan, MI 49107, U.S.A. Conference Corporation of Seventh-day Adventists ®.

2 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org EDITORIAL

John Wesley Taylor V Caring for God’s World Is Very, Very Good

s a child, I grew up not far from a rain forest. trustees of the ecosystem in which we live. 12 Quite often, our family would hike through the God remains vitally connected with and protective of forest, and I would marvel at the towering trees His creation. 13 At the time of the Flood, for example, God covered with epiphytes, the birds that called not only preserved the various species, 14 but also explic - from the green canopy, and the translucent but - itly included the animals in the subsequent covenant re - tAerflies that fluttered in the occasional pools of sunlight. At lationship. 15 Instructing the Israelites regarding His ex - night, I would listen to the logging trucks lumber by, car - pectations, God stipulated kindness to animals, as well as rying to port the massive logs to cut from trees that had a sabbath rest for the land and the animals. 16 Even in war, been growing for centuries. And I felt a certain sadness. I the environment was to be protected. 17 also remember, at that time, my sense of pride as I com - Conversely, God is distressed when His creation is des - pleted the construction of a wall-to-wall desk for my bed - ecrated and exploited. 18 Through the prophet Ezekiel, for room, made from a single slab of mahogany. Disconnect. example, God decried those who contaminate and de - Not so long ago, I spotted a late-model, zero-emissions stroy the ecosystems: “Woe to the shepherds of Israel who car, with a “Go Green!” sticker displayed on the bumper. only take care of themselves! . . . Is it not enough for you In a steakhouse parking lot. Disconnect. 1 to feed on the good pasture? Must you also trample the Sometimes in schools, we talk about global warming rest of your pasture with your feet? Is it not enough for and the ozone layer; we make posters to “Save the Dol - you to drink clear water? Must you also muddy the rest phins” and create murals on protecting our planet. Then with your feet?” 19 In Revelation, the 24 elders, seated next we buy disposable plates and utensils, leave lights on and to God’s throne, cry out, “The nations were angry; and faucets running, and toss our trash into a single recepta - your wrath has come. The time has come . . . for destroy - cle. Again, a disconnect. ing those who destroy the earth.” 20 As Christians, why should we care about the environ - So what are we to do? What are the implications for ment, anyway? Didn’t God make us the masters of the Adventist education? That is the focus of this special Earth, 2 to use it for our benefit? Aren’t human beings of theme issue. greater value than animals, trees, and rivers? 3 Weren’t the Humberto Rasi starts us on the journey with an ex - Israelites punished for worshiping the earth and what is ploration of 10 biblical concepts that form the building in it? 4 Don’t we believe in the Second Coming, when the blocks of our relation with the environment. Rodger Earth will be consumed by fire, 5 and God Himself will Jones follows with a look at how principles and practices create “a new heaven and a new earth”? 6 Isn’t our com - of environmental awareness might be taught at elemen - mission to save souls, 7 rather than save the planet? tary, secondary, and tertiary levels. Mark Carr then ad - While valid concerns, perhaps we should start with a dresses how Christians should treat animals, particularly different question: As Christians, why shouldn’t we care in research, including strategies for developing ethical about the environment? The answer is simply: Caring for policies for educational institutions. the creation is biblical. Other articles examine the influence of humans on It all begins with God, the Creator, who brought into species extinctions (William and Floyd Hayes) and how existence a physical world which He viewed with delight. 8 Adventist institutions might best practice environmental He then created human beings in His image—to reflect care (John Ashton). The issue concludes with a number His character and priorities—and placed them as stew - of intriguing case studies by Lori Futcher and Joy Vev - ards of His creation. 9 They were commissioned to serve erka, and an array of practical suggestions by Carrie and preserve the planet and all that was in it 10 —a divine Wolfe of what we can do in our schools and in our lives commission that has never been rescinded. In essence, to better practice environmental stewardship. the earth is the Lord’s, 11 and we are to be responsible It is all good, very good. Connect. Continued on page 55 http://jae.adventist.org The Journal of Adventist Education • October/November 2013 3 What Does the Bible Teach About Our Relation to the Environment?

TEn KEy COnCEPTS

n 1962, U.S. marine biologist Some Christians believe that since this Rachel Carson published the book “The Lord world will be destroyed at Jesus’ second Silent Spring , which focused on the coming, we should not be overly con - harm caused by widespread use of would have us cerned about what happens to our chemical pesticides on the planet earthly home and its creatures. Other Iand its living organisms, particularly treat the earth Christians are afraid that environmen - on birds. 1 Her book, which was widely talists give nature a higher status than read and discussed, launched the mod - as a precious God, its Creator and Sustainer, with the ern environmental movement. accompanying risk of nature worship. A few years later, in 1967, the journal treasure, lent us How should Bible-believing Chris - Science published the text of a confer - tians respond to environmental degra - ence lecture by medieval historian Lynn in trust.” dation? What do the Scriptures teach White, Jr., titled “The Historical Roots of us about our responsibility toward our Our Ecologic Crisis,” where he stated —Ellen G. White, 1895. 3 earthly home and its inhabitants? Ad - that “Christianity made it possible to ex - ventist teachers and others involved in ploit nature in a mood of indifference to Christian education are frequently the feelings of natural objects.” 2 theses have been criticized, 4 the envi - asked to respond to these questions. In Although both Carson’s and White’s ronmental movement has nevertheless doing so, we need to remember that the continued to grow, and at times, has as - Bible presents a worldview outlining sumed quasi-religious characteristics.

BY HUMBERTO M. RASI

4 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org the origin, meaning, purpose, and des - ing them in a perfect habitat sur - ible evidence of His creative and sus - tiny of God’s creation and, in particu - rounded by luxurious vegetation and taining power (Isaiah 40:25, 26, 28; lar, human beings. 5 living creatures of all kinds, He sur - 45:12, 18). God’s concern encompasses veyed “all that he had made” and de - not only the wellbeing of the people of WORlDVIEW ImPlICATIOnS fOR OuR clared it “very good” (vs. 31). In fact, a large metropolis, but also their cattle APPROACH TO THE EnVIROnmEnT God twice blessed the living organisms (Jonah 4:10, 11). For those reasons, we Because ideas have consequences, He created on the fifth and sixth days should not wantonly destroy that the biblical worldview has clear impli - (vss. 22, 26). He later gave specific in - which He created and sustains. In fact, cations for the way we relate to our structions regarding the sabbatical rest according to the Bible, at the end of natural environment and its inhabi - that the soil required to recover its fer - time God will bring severe judgment tants. As philosopher Douglas Groo- tility, provided directions regarding the against those who “destroy the earth” thuis stated, “The Christian worldview care of trees, birds, and beasts of bur - (Revelation 11:18). neither deifies nature nor denigrates its den (Leviticus 19:23; 26:3-5: Deuteron - worth. According to the Bible, creation is not divine and should never be wor - shiped. Yet it is neither intrinsically evil nor illusory, so it should be treated with respect.” 6 Thus, the best approach to environmental responsibility is theo - centric—not anthropocentric or eco - centric—and firmly anchored in the Bible. 7 A careful reading of the Scriptures reveals that humans were placed by God in a dual relationship with the an - imals He created. On the one hand, we are expected to care for them as God cares for us. On the other hand, we share our creatureliness with them. We are distinctive among the other crea - tures, but have a degree of kinship with them since we all depend on Him for our existence and sustenance, and share the planet with them. 8 The more significant concepts, based on the biblical worldview, on how Chris - tians should relate to the natural envi - ronment and enhance human wellbeing, can be outlined as follows:

1. God brought into existence, omy 20:19, 20; 22:6, 7; 25:4), and en - 2. God created the cosmos and remains involved in, and cares sured that the food and rest were pro - life on this planet as an inte - about His entire creation. vided for both domestic and wild ani - grated and dynamic system. Like an accomplished artist who mals (Exodus 23:10-12; Job 38:39-41; The orderly sequence of events that steps back to contemplate His master - Psalm 104:10, 11, 14, 21, 27, 28; 145:15, took place during that first week re - piece-in-progress, at each stage during 16; 147:8, 9). God affirms His sole veals the Creator’s amazing intelligence the first week of human history the ownership of everything that exists and power, as can be seen in the inter - Creator evaluated the results of His (Job 41:11; Psalm 50:9-11) and points connectedness of the Earth’s ecosphere work as “good” (Genesis 1:4, 10, 12, 18, to the orderly cosmos as incontrovert - and the interrelation of our planet with 21, 25). 9 And after He formed and gave the broader cosmos (Acts 17:24, 25; life to the first man and woman, plac - Romans 1:19, 20; Hebrews 11:3). The

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 5 first six days witnessed the appearance ganisms (Isaiah 24:4-6; Zechariah 11:1- rule over the fish in the sea and the of light, the separation of the waters on 3). Thus, we are accountable before the birds in the sky, over the livestock and the Earth from the waters in the atmos - Creator. all the wild animals, and over all the phere, the emergence of dry land, the creatures that move along the ground’” genesis of all types of vegetation, the 4. God entrusted to humans the (Genesis 1:26). God then “took the appearance of the Sun, the Moon, the use, care, and expansion of the man and put him in the Garden of planets, and the stars, the creation of human domain of this planet’s Eden to work it and take care of it” birds and the water creatures, as well as ecosphere. (Genesis 2:15; see also Psalm 8:3-8). of the land animals. 10 In Job and The words of the creation record are These statements suggest three princi - Psalms, God poetically describes His clear: “‘Let us make mankind in our ples. First, the bountiful resources of sustaining role in the regular operation image, in our likeness, so that they may creation were made available to hu - of the universe and of life on this planet, and clearly indicates the inter - dependence of the global ecosystem He designed (Job 38:4-41; see also Psalm 65:9-13; 104:1-33). This means that when humans seriously damage one aspect of the created order, another facet may suffer the consequences, at times irreversibly. In view of the deli - cate balance and resiliency with which God endowed His creation, it is our privilege to foster and maintain it.

3. God gave humans the ability to make choices and to assume responsibility for their conse - quences. On the sixth day of the first week, as the crowning act of creation on this planet’s ecosystem, God brought into existence Adam and Eve, fashioning them in the divine “image” and “like - ness” (Genesis 1:26, 27; 2:21). Not only were they endowed with rationality, moral awareness, and the ability to speak, but also with the capacity to plan, choose, and otherwise act. In ad - dition, God communicated to them the limits of their freedom and warned them of the dire consequences of dis - obedience (Genesis 2:16, 17). We still possess the ability to reason from cause to effect, to make decisions, and act upon them (Deuteronomy 30:15, 19; John 6:66-69; Revelation 3:20; 22:17). Some of the choices we make have an impact on fellow human beings, our natural environment, and its living or -

6 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org mans for their sustenance and wellbe - who brought the world and its eco - dents, for example, raised cattle, ing. Second, humans should relate to sphere into existence (John 1:1-3, 14; worked the soil, fabricated tents, built the ecosphere with sensible care and Ephesians 3:9; Hebrew 1:2), came to cities, composed music, and manufac - concern (Deuteronomy 11:11-15; this earth as a human 20 centuries ago tured tools (Genesis 4:2, 17, 20-22). Proverbs 12:10; Hosea 2:18; Matthew in order “‘to seek and to save what was Solomon, gifted by God with special 13:4; Luke 13:15). Third, humans lost’” and to respond to human need wisdom, achieved renown for his care - would expand this inhabited ecosystem (Luke 19:10; John 5:17; 10:10). By tak - ful study of the flora and fauna of his to eventually include the entire planet: ing human nature and living on this time and place (1 Kings 3:5-15; 4:29- “Be fruitful and increase in number; fill earth, Jesus dignified the entire cre - 34). By observation, trial and error, and the earth and subdue it” (Genesis ation. 15 In fact, He was born in a ingenuity, the progeny of the first cou - 1:28). 11 As the descendants of the first manger, accompanied by some of the ple developed the mechanical, scien - couple, we are also expected to manage animals He had originally created tific, and technological innovations carefully that which has been entrusted (Luke 2:7, 8, 12, 16). In His parables that characterize modern civilization. to us, ensuring that we develop it and illustrations, He revealed a thor - Regrettably, some of these advances wisely and pass it on enhanced to fu - ough understanding of the natural have had a negative impact on the en - ture generations. world, from which He drew spiritual vironment. Thus, when we study and lessons—for example, the farmer also responsibly use natural resources 5. Human disobedience and working on different soils, the mustard to meet human need and promote sus - rebellion have damaged the seed, the lost sheep, the fig tree, and tainable development—enhancing eco sphere. lightning (Luke 8:4-8; Matthew 13:31, human and animal wellbeing—we are Although God had created a harmo - 32; Luke 15:3-6; Matthew 24:32; Luke utilizing our God-given talents for the nious habitat for Adam and Eve and 17:24). Jesus called the attention of His benefit of His entire creation. surrounded them with beautiful crea - hearers to the delicate beauty of the tures, their disobedience resulted in a lilies of the field and reminded them 8. God instructed humans regard - dramatically altered natural environ - that not even the sparrows “‘will fall to ing the principles that foster ment. As a consequence, the first cou - the ground apart from the will of your wellness, even in a fallen, imper - ple’s inner peace, mutual relationships, Father’” (Matthew 10:29, 31). Yet He fect world. and wellbeing were fractured, and the stated that humans are “‘much more God designed Adam and Eve’s diet suffering extended to the entire created valuable’” than “‘the birds of the air’” to consist of seeds and fruits: “‘I give order (Genesis 3:1-23). The list of the (Matthew 6:26; Luke 12:7). Jesus also you every seed-bearing plant on the results is poignant: dysfunction, pain, acknowledged, through a parable and a face of the whole earth and every tree illness, cruelty, predation, decay, and miracle, the actions of an evil agent that has fruit with seed in it. They will death. A few generations later, human that had distorted the original har - be yours for food,’” while the animals moral degradation prompted God to mony and wholeness of creation were to feed on plants (Genesis 1:29, cause a catastrophic global flood that (Matthew 13:24-28; Luke 13:16). 16 30). After the Fall, herbs were added to eliminated most living organisms and Thus, Jesus Christ modeled for us how the human diet (3:18, 19), and follow - drastically altered the Earth’s surface to interact both with our fellow human ing the Flood, God specified the types (Genesis 6-8). But following this mas - beings and the rest of creation. of animals, birds, and fish whose flesh sive disaster, God established a gracious humans could eat, with the proviso covenant with Noah, his descendants, 7. God endowed men and women that their life-blood should be drained and even the animal groups that sur - with rationality and inventive - off (Genesis 9:3, 4; Leviticus 17:10- vived in the ark (Genesis 9:8-10). 12 ness to study, utilize, and en - 14). 17 Later, He specifically identified Thus, what we observe today in hu - hance His creation. the animals whose flesh was suitable mans and in nature does not reflect Since humans were designed in the for human consumption 18 but stipu - God’s original creation, but is instead a Creator’s image and likeness, we are en - lated that the fat should be removed steadily decaying, 13 defaced reality. 14 dowed with similar but limited abilities from the meat (Deuteronomy 14:3-20; to observe, plan, and act within our Leviticus 3:17; 11:1-47). The Scrip - 6. Jesus Christ—the divine Agent environment (Genesis 2:15, 19, 20). tures also recommend simplicity, reg - of creation—came to this world Adam and Eve’s immediate descen - ularity, and economy in eating and to redeem, teach, and heal. drinking (Ecclesiastes 10:17; John The second person of the Deity, 6:10-13; 1 Corinthians 10:31), as well

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 7 as a trustful attitude based on God’s assurance that He cares for us (Matthew 6:25-34). Contact with the natural environment can enhance our physical and mental health. Ulti - mately, the way we treat our bodies is e are to creatively in - important because God created us as integrated units (Luke 10:25-28; 1 Wteract with nature, Thessalonians 5:23; Hebrews 10:15, 16), chooses to dwell in us through using our resources frugally, His Spirit, and it is through our brain perceptions that He interacts with us promoting balanced conserva - (1 Corinthians 3:16, 17). Thus, God encourages us to follow those wise tion and health, restoring principles and enjoy their benefits. wherever we can, and making 9. God set aside the seventh day of the week as a special time to our planet thrive while we rest, renew, and remember. After completing His creative work on Planet Earth, God rested on this day await the total re-creation and not because He was tired but to pro - vide a healthy pause in the weekly cycle shalom that God has promised. for the benefit of humans and animals (Genesis 2:2, 3; Exodus 20:8-11; 31:17). This occurred thousands of years be - fore the Israelites emerged as a nation. In fact, Jesus declared that this day was specially designated to promote the wellbeing of men and women all through time, regardless of their reli - ment will reach a point of no return this planet’s ecosphere. 19 We are to cre - gious convictions (Mark 2:27). Above (Isaiah 51:6; 2 Peter 10-13). The Scrip - atively interact with nature, using our all, when we rest on the seventh-day tures also predict a future time when resources frugally, promoting balanced Sabbath, we acknowledge who the Cre - harmony between humans and ani - conservation and health, restoring ator is. mals will be restored (Isaiah 11:5-9) wherever we can, and making our and a “new heaven and a new earth” planet thrive while we await the total 10. God will bring about a total will be their habitation (Revelation re-creation and shalom that God has renewal and restoration of this 21:1, 3-5). This planet, then, will be promised. i planet and its ecosphere when our habitat for eternity once God re- Jesus returns to earth. creates what was damaged and lost by As indicated above, the current human disobedience, carelessness, and This article is adapted from a chapter condition of the planet and its inhabi - abuse. Such a perspective, while main - in the new book Entrusted: Christians tants is not what the Creator designed taining our responsibility toward and Environmental Care (Adventus, and intended at the beginning. The other humans and the natural envi - 2013), and is printed with per mis sion Bible states that, because of the Fall, ronment, gives us hope in an imper - from the editors and publisher. For “the whole creation has been groaning fect world. more information about the book, see . . . up to the present time” (Romans http://www.adventus21.com. 8:22) and that our decaying environ - Conclusion The Scriptures offer clear guidance for those who wish to cooperate with God and be responsible caretakers of

8 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org Humberto M. 9. All Bible texts in this article and its endnotes On the other hand I cannot anyhow be contented Rasi, Ph.D., served are from the New International Version. Scripture to view this wonderful universe & especially the as Director of the quotations credited to NIV are from The Holy nature of man, & to conclude that everything is Bible, New International Version. Copyright © the result of brute force. I am inclined to look at General Conference 1973, 1978, 1984, 2011 by Biblica, Inc. Used by everything as resulting from designed laws, with Department of Ed - permission. All rights reserved worldwide. the details, whether good or bad, left to the work - ucation. He is the 10. This intricate interdependence of the ing out of what we may call chance. Not that this author of many ar - global ecosystem makes it less likely that the notion at all satisfies me, I feel most deeply that ticles and co-editor functional components of the ecosphere were the whole subject is too profound for the human added one at a time over long ages. See, for ex - intellect. A dog might as well speculate on the of several books, including Entrusted: ample, Henry Zuill, “Ecology, Biodiversity, and mind of Newton.—Let each man hope & believe Christians and Environmental Care Creation: A View From the Top,” College and Uni - what he can”: http://www.darwinproject.ac.uk/ (Adventus, 2013). versity Dialogue 12:3 (2000), pages 7-9, 32. For entry-2814. Retrieved June 26, 2013. It is also the interdependence of processes at the cellular possible that the death of Annie, his beloved 10- level, see Michael J. Behe, Darwin’s Black Box: The year-old daughter, in 1851 may have confirmed Biochemical Challenge to Evolution (New York: Darwin’s suspicions regarding an indifferent or NOTES AND REFERENCES Free Press, 1996). nonexistent God. See Randal Keynes, Annie’s Box: 1. Boston: Houghton Mifflin, 1962. 11. The original Hebrew word radah trans - Charles Darwin, His Daughter and Human Evolu - 2. Science , 155:3767 (March 10, 1967), avail - lated in verse 26 as “rule over ” could also be tion (London: Fourth Estate, 2001). Richard able at http://www.zbi.ee/~kalevi/lwhite.htm. Ac - translated as “have dominion” or “reign .” In verse Dawkins has proposed that the evidence of de - cessed June 26, 2013. 28, the original word is kabash = “to subdue, to sign in nature reveals an evil creator. See his book 3. This quotation is part of a letter Ellen G. bring into submission.” Climbing Mount Improbable (New York: W. W. White wrote from Cooranbong, Australia, on Au - 12. The extensive fossiliferous layers of the Norton, 1996). gust 27, 1895. The context reads as follows: Earth’s surface seem to provide evidence of this 15. Mark mentions an intriguing detail of “Pure, practical religion will be manifested in cataclysmic event, which rapidly buried huge Jesus’ experience during His 40 days in the treating the earth as God’s treasure-house. The masses of vegetation and countless living organ - desert, just before He triumphed over Satan’s more intelligent a man becomes, the more isms. See, for example, Ariel A. Roth, Origins: temptations and began His ministry: “He was should religious influence be radiating from him. Linking Science and Scripture (Hagerstown, Md.: with the wild animals, and angels attended him” And the Lord would have us treat the earth as a Review and Herald Publ. Assn., 1998), pages (Mark 1:13). Was Jesus there in the peaceable precious treasure, lent us in trust” ( Testimonies to 147-232; and L. James Gibson and Humberto company of some of the animals He had created, Ministers and Gospel Workers [Mountain View, M. Rasi, eds., Understanding Creation: Answers even protected by them? Calif.: Pacific Press Publ. Assn., 1923], p. 245.) to Questions on Faith and Science (Nampa, 16. It is also possible that Satan may have 4. For example, on Carson, see J. Gordon Ed - Idaho: Pacific Press Publ. Assn., 2011), pages further damaged the Earth and its creatures by wards, available at http://www.21stcenturysci 123-166. manipulating some aspects of the natural world, encetech.com/articles/summ02/Carson.html. Ac - 13. Geneticist John C. Sanford provides whose operation he has observed and under - cessed June 26, 2013. On White, see Lewis W. strong evidence that deleterious genetic muta - stands. Moncrief, “The Cultural Basis for Our Environ - tions accumulate through time and that the over - 17. The change in diet after the Flood appar - mental Crisis,” Science 170:3957 (October all fitness of the human race is decreasing by ently was a factor in the considerable reduction 1970):508-512; Ben A. Menteer and Robert E. about 0.00001 percent with each generation. See of the human lifespan. Compare the hundreds of Manning, “An Appraisal of the Critique of An - his book, Genetic Entropy & the Mystery of the years that men (and women) lived before this ca - thropocentrism and Three Lesser Known Genome , 2nd ed. (Lima, N.Y.: Elim Publishing, tastrophe and after, contrasting Genesis 5 and Themes in Lynn White’s ‘The Historical Roots of 2005), pages 149 and 150. 9:28 with Genesis 11:10-26, 32; 23:1; 25:7; 35:28; Our Ecologic Crisis,’” Organization & Environ - 14. Recognition of the terrible effects of the and Psalm 90:10. ment 18:2 (June 2005):163-176. Fall and the Flood on this planet’s ecosphere is 18. God had already distinguished between 5. On worldviews, see Humberto M. Rasi, essential to adequately understand the natural the “clean” and “unclean” animals prior to the “Why Do Different Scientists Interpret Reality world as we observe it today. Charles Darwin did Flood, directing Noah to bring into the ark seven Differently?” Ministry 83:9 (September 2011):16- not take these factors into account as he pro - pairs of the former and two pairs of the latter 20. posed a naturalistic explanation for the origin (Genesis 7:2, 3). 6. Douglas Groothuis, Christian Apologetics: and development of living organisms. See, for ex - 19. The Seventh Fundamental Belief of Sev - A Comprehensive Case for Biblical Faith (Downers ample, his statements in On the Origin of Species enth-day Adventists, addressing the nature of Grove, Ill.: IVP Academic, 2011), p. 113. by Means of Natural Selection (London: John human beings, closes with the words: “Created 7. See Andrew J. Hoffman and Lloyd E. Murray, 1859), pages 200, 201, 243, 244. Darwin for the glory of God, they are called to love Him Sandelands, “Getting Right With Nature: Anthro - was even more explicit in a letter to Asa Gray, on and one another, and to care for their environ - pocentrism, Ecocentrism, and Theocentrism,” May 22, 1860: “There seems to me too much mis - ment” ( Seventh-day Adventists Believe: A Biblical Organization & Environment 18:2 (June 2005): ery in the world. I cannot persuade myself that a Exposition of Fundamental Doctrines [Silver 141-162. beneficent & omnipotent God would have de - Spring, Md.: Ministerial Association, General 8. See Richard Bauckham, Living With Other signedly created the Ichneumonidae with the ex - Conference of Seventh-day Adventists, 1988]), Creatures: Green Exegesis and Theology (Waco, press intention of their feeding within the living page 78. Texas: Baylor University Press, 2011), pages 4, 5, bodies of caterpillars, or that a cat should play 223. with mice. Not believing this, I see no necessity in the belief that the eye was expressly designed.

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 9 How Can We Teach Principles and Practices of Environmental Care?

t has been several years since I first the learning of theoretic knowledge with compiled a tertiary curriculum for “Education is an education of the senses,” whereas envi - Environmental Science education. ronmental education is “education in and Much has happened in the world what remains after about, rather than for the environment.” 3 since then that has influenced the Today’s environmental education realm fo - Iawareness of the environment and our re - one has forgotten cuses on the realistic goal of achieving sus - sponsibility toward it. Whereas in 1995, tainable development by introducing a cul - the environmental movement was strug - everything he ture of belonging and sharing for all life on gling to make its case and the methodol - 1 the planet. Christians recognize a parallel ogy in environmental education focused learned in school.” biblical principle: service and stewardship, on highlighting worst-case scenarios, rather than dominion of the earth. Cre - today it has adopted a realistic approach to awareness and re - ation is viewed as a work of art, possessing an aesthetic dimen - mediation. sion as much as a functional, rationalistic purpose. How to inte - In the past, environmentalists hoped that the use of scare tac - grate these concepts in formal environmental education is the tics would induce people to become active in the campaign and subject of this article. recruit new converts to help spread the bad news about anthro - pological damage to the environment. 2 Currently, environmental Objectives in Environmental Science Education education focuses on two perspectives, earth education and envi - Outcomes-based approaches look at the projected or desired ronmental education . Earth education is described as “an ap - measurable outcomes following a learning experience and then proach to environmental education which successfully combines make adaptations as needed. In environmental education, this

BY RODGER F. JONES

10 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org can be achieved through changing people’s perceptions and possession and control, but in other cultures ownership has perspective by encouraging them to feel a sense of dependence broader meanings.” 5 For the Pentupi of Australia, ownership upon, and responsibility for, nature. “Education that builds on means shared identity. For the Naskapi Indians of Labrador our affinity for life would lead to a kind of awakening of pos - and the Sami people of northern Norway, it means allegiance sibilities and potentials that lie largely dormant and unused in (“We belong to the land”). 6 Every human activity affects the the industrial-utilitarian mind.” 4 The home, school, and church environment, to a lesser or greater extent. The worth we attach should collaborate to instill in children from an early age an to nature is based upon our background, upbringing, and ex - appreciation for all life on Earth. As young people progress perience. Thus, the universal values of stewardship over, and through the educational system, they should receive develop - dependence upon, nature are best cultivated during a child’s mentally appropriate instruction that promotes and strength - early years, and this is where the education of the senses in ens this viewpoint. What is appropriate for someone studying earth education has its roots. environmental science at a university would be quite different From a biblical worldview, the value of stewardship over our from what should be included in the curriculum for a second - planet is harmonious with the teachings of Scripture. God has ary or primary school student. given human beings a mandate And what is meaningful for an to care for creation, which has inhabitant of a Pacific island always required service and would not be the same as for an stewardship, and in the 21st urban dweller in Mumbai or century, rescuing nature itself. New York City, for example. The values that drive our re - Cultural background influ - sponse to nature are deter - ences not only perceptions, but mined in large part by our early also expectations. For example, formal and non-formal educa - the rapid development of the tion. Embedded within the val - Pacific Island nation of Papua ues of stewardship and depend - New Guinea has introduced ence can be found the three challenges not experienced dur - reasons for conservation, eluci - ing the leisurely modernization dated by Elton in his book The of countries in the West. Tradi - Ecology of Invasions by Animals tional lifestyles in rural areas and Plants. 7 These reasons are previously had little impact on (1) religious, (2) aesthetic and the environment, but now, the intellectual, and (3) practical. impact of modernization and In the context of increasing technology has made practices educational awareness and cre - Pressing leaves for later identification for an environ - based on a subsistence lifestyle, mental study in Papua New Guinea. ating links with emotion, Louis which were sustainable with Iozzi provides six recommen - smaller populations and more dations for effective environ - abundant natural resources, a mental education: 8 (1) infuse matter of concern for environmentalists. the instruction with emphasis on the affective domain; (2) use In designing an appropriate curriculum for a specific group activities that help students understand their own environ - of learners, a number of factors must be incorporated into the mental values and illustrate how to improve them; (3) help objectives. Every level of learning should include a common set students develop moral maturity in relation to environmental of core values; however, these values will need to be adapted problem-solving; (4) include outdoor experiences as much as and restated to make them relevant to the maturity, back - possible; (5) use inquiry methods that involve students in in - ground, and goals of the learners, as well as the environmental vestigating real environmental problems; and (6) design and challenges of the region in which they live. adapt the curriculum to reach a diverse population—with specific attention to socio-economic status, gender, age, and Core Principles for Environmental Education place of residence. Culture is imbued with worldviews and is, to an extent, re - sponsible for them. Christianity allows for the convergence of At the Elementary level otherwise disparate worldviews to construct a shared appre - For younger students, the core values of environmental ed - ciation of nature. “In western societies, ownership signals ucation should include ones with immediate benefits to the

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 11 child and nature. Because God’s motivations for creation were be a primary goal for all educators at the secondary level. The love and the desire to benefit humanity, the curriculum should sense of belonging to a bigger reality is often attractive for this highlight the blessings resulting from interactions with the nat - age group and can serve as a catalyst for further study 7 and in - ural world, starting at an early age. Though it is one of the most volvement in the environmental movement. Visionaries are fundamental and important aspects of early childhood educa - born at this age and can do much to inspire their peers. tion, educators often erroneously fail to incorporate hands-on Environmental awareness must be integrated throughout experience in nature into the curriculum because they have the curriculum, including the social sciences and humanities. been seduced by more “sophisticated” artificial learning activ - While it seems obvious that disciplines such as history, geog - ities. Children who love nature grow up to be adults who are raphy, and political science can readily incorporate environ - environmentally aware. mental themes into their curriculum, other disciplines can also The concept of human beings’ ultimate dependence on the creatively integrate environmental issues into their subject mat - natural world can be easily integrated into the values learned ter. For example, the use of poetry and prose can be used to in - by the developing mind. Life exists on this fragile planet only clude creation care in the study of literature. Even economics and business studies can take advantage of the cur - Table 1. A Grid of Environmental Curricular Principles rent topics of environmental and Suggested Academic levels for Emphasizing Them valuations, national energy budgets, and ecological eco - years Concepts nomics to raise students’ con sciousness. 9 Ecological Human Built Environment At the Tertiary level Elementary Creation response Interdependence Responsibility at home The curriculum of a ter - with nature and school tiary-level environmental- science program is designed Secondary Connections between Shared community Tensions between development for people who are already global systems with the planet and conservation committed to a formal study of the environment, al - Tertiary Alternative modeling Bio-cultural Sociopolitical development though students from other conservation majors also enroll in some of these classes. Here, in every branch of the subject matter, because of a sensitive balance of parameters leading to favor - students should gain specific insights regarding conservation able conditions. and the sustainability of human activity. Complex issues such Early childhood education should be regarded as just a prel - as balancing competing values (i.e., maintaining cultural tra - ude to lifelong learning. One basic premise should underlie in - ditions while enhancing living standards) will need to be ad - struction at all levels: It is our responsibility to preserve the nat - dressed at this level, when students have developed sufficient ural world for the next generation. Instilling this sense of maturity to analyze conflicting concepts. How, for example, responsibility should start at an early age, as teachers compare should the Torres Strait Islanders of northern Australia recon - the consequences of irresponsible behavior toward the envi - cile their hunting traditions with the needs of a growing and ronment versus the benefits gained through its nurture. Table more sophisticated society and a changing environment, as the 1 suggests appropriate levels for emphasizing various concepts Dugong (a marine mammal traditionally hunted by the is - relating to environmental education. landers) population stagnates or may even be decreasing? Because environmental science is a multidisciplinary study, At the Secondary level each area has an associated set of principles that must be sym - Adolescents are receptive to grandiose visions of the future, biotically incorporated. However, it is also important to inte - even if they do not comprehend the pathways to realizing those grate environmental principles into other disciplines at this visions. The values to cultivate at this level pertain to the uni - level. Just as faith is integrated into all subjects for the purpose versal responsibility of Earth’s peoples to ensure a sustainable of reinforcing the importance of implementing Christian prin - globe. Instilling the concept that the identity and survival of ciples in all areas of life, so one of the goals of every subject humanity is integrated (or communal) with all creation should should be to understand the environmental aspects of that dis -

12 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org cipline. Humans share the world that God has provided with a vincing than the con ventional lecture-oriented knowledge host of His other creatures, and thus it is the responsibility of transfer. 10 humankind to preserve, as much as possible, their viability. Understanding current environmental issues involves both While extinctions have occurred (and continue to occur) as the cognitive and affective responses that mature with age. It is vital result of natural events, history clearly reveals human involve - that students be exposed to all facets of environmental issues ment in nearly all recent extinctions (see article by William including the political, economic, social, and scientific aspects, Hayes and Floyd Hayes on page 23 of this issue). so that this can inform their views and the actions they take through their lifetimes. Once humans understand where and Curriculum Content why life occurs and how to stop destroying it, a mindfulness The increasing complexity of the curriculum as students about everything spreads. mature corresponds with their physiological and mental devel - A sample of relevant topics for enhancing the environmen - opment. The choice of appropriate pedagogical methods will tal education experience for students at different education lev - therefore also be shaped by the characteristics of the age group els is provided in Table 2. for which the material is in - tended. In the Christian, and in particular, the Adventist Table 2. Sample Curricular Topics worldview, the environment for K-16 levels 11 should be seen as our re - sponsibility to maintain and Area Primary Secondary Tertiary nurture, and thus this fun - damental value should be Biology Life cycles of plants Symbiosis Zoology cultivated in every learner, and animals Biodiversity Botany whatever his or her age. For example, with the ever-in - Ecology Water Natural cycles Ecological principles creasing volume of evidence Weather Water, Carbon, Webs for human contributions to Ecosystems Nitrogen, etc. global warming, it is impor - tant that the Adventist Energy Sun, wind, and water Alternative sources Competitive alternative worldview reflect society’s energy - projects concern about climate change. Resources Materials Pollution Waste analysis and There are some general Natural and man- Deforestation reduction strategies guidelines for instilling these made recycling Global warming Environmental chemistry values at all levels of matu - rity. Students learn through Community Tree planting Local studies Research projects interaction and experi ence. Waste collection Water quality Air quality Wherever possible, activi- ties should (1) involve data Social Social and cultural Land issues Political and cultural collection, (2) promote anal - needs Agriculture vs. land analysis y sis, and (3) require formu - Agriculture and food or energy Logging vs. ecotourism lation of conclusions, partic - ularly for the more advanced Built Environment Types of buildings Building design Environmental impact student. Topics covered in Town planning Waste disposal systems assessment the curriculum can allow for more open-ended outcomes Sustainability Conservation and Resource optimization Ecology and when students are given society sustainability careful direction. Ideally, Human-altered natural stu dents should arrive at the environment same destination through personal discovery, which is likely to be far more con -

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 13 At the Elementary level make informed decisions about ambiguous data. Secondary Although the specifics of the curriculum will vary, the es - students should be taught to draw information from multiple sential principles remain the same: personal discovery through sources in order to accurately interpret historical data and pre - data collection and confirmation of existing information. The dict future trends. Teenagers today are more in tune with cur - processes learned in the early years are repeated at subsequent rent events than ever before, due in part to the Internet and levels in greater depth and breadth. social media, and environmental issues are currently hot top - Examples of data collection for primary school-age children ics on the Internet, blogs, and social media sites. Students need could include the following: to be taught how to evaluate the credibility of online • weather measurements; sources—a peer-reviewed journal article by a renowned sci - • home- and school-based activities, such as recycling, that entist should be given more weight than an opinion piece help children become aware of the human impact on natural written by a pundit working for a television network or an resources and the environment “infomercial” funded by a cor - while further developing meas - poration that has a financial urement skills; stake in public decision mak - • additional measurement ing on the issue. 12 opportunities, such as tree di - ameters or stream velocities he universality of At the Tertiary level using homemade boats. These Although Environmental can be especially useful in de - global environmen - Science is fully developed as a veloping countries outside of T free-standing field of study at urban centers; and the tertiary level, even there, is - • observing or measuring tal issues crosses political sues relating to the environ - various characteristics/features ment must be incorporated in plants and animals such as borders and areas of into all study disciplines. Most length, size, mass, color, quan - human activities impact the tity, etc. study, and should be con - environment, so all university Careful reporting of obser - departments should include vations/measurements, analysis sidered in any curriculum, aspects of conservation in their of data, and recognizing trends coursework and embrace the are important skills that can be values of conservation and re - developed through the elemen - whether environmentally cycling. The universality of tary years in ways that are ap - global environmental issues propriate to students’ cognitive oriented or otherwise. crosses political borders and growth. areas of study, and should be considered in any curriculum, At the Secondary level whether environmentally ori - Teenagers’ minds are begin - ented or otherwise. ning to assimilate differing points of view and make critical Carefully designed experiments can build on data gathered analyses of information and data. More sophisticated data-col - by previous researchers. At this stage, students will have suffi - lection techniques can be incorporated into the curriculum at cient background and maturity to examine political associa - the secondary level, and students can be asked to analyze com - tions with environmental issues and to advance potential so - peting arguments supporting the data by considering the out - lutions. Teachers should ensure that students keep abreast of comes and consequences of each. Literature reviews will form how these factors influence and are impacted by their various an increasingly important part of any study. disciplines. Integrating environmental issues in all courses of The secondary school environmental curricula should en - study is not only possible, but will also help ensure that the able students to understand the “bigger picture.” Global graduates of our colleges and universities are fully informed warming, for example, can be studied from a variety of polit - about the overarching issues in the global environmental cri - ical perspectives, ranging from the climate skeptic on the one sis. hand to the environmental scientist on the other. At this stage, the introduction of controversial issues may encourage stu - Conclusion dents to undertake further study that will enable them to This article has offered some strategies and suggestions for

14 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org teaching the principles of environmental awareness at various For more information about the book, see http://www.adven educational levels. The teacher’s worldview will have a signifi - tus21.com. cant impact on the character of the instruction as well as its content. As individuals, human beings seem to be insignificant in the “big picture” of the universe, yet each one of us has an Rodger F. Jones currently teaches at Dar - invaluable part to play in caring for the natural world. Just as ling Downs Christian School, Toowoomba, our planet, apparently inconsequential in the cosmos, was cho - Queensland, Australia. At the time this sen as a special place for humankind and where the Savior was manuscript was written, he was Adjunct As - incarnated to save each human being, so each individual has a sociate Professor of the School of Science and God-directed responsibility to the ecosystem of which he or Technology at Pacific Adventist University she is a part. This should be the underlying ethos of Adventist in Port Moresby, Papua New Guinea, where education. i he lectured in Physics. Dr. Jones completed his undergraduate degree in Physics and Mathematics at the Uni - versity of South Africa. He then pursued his interest in the field for further Reading of radiation physics and environmental science, and obtained Beder, S. Environmental Principles and Policies (Sydney: Master’s and Ph.D. degrees from Rutgers University. He then UNSW Press, 2006). served as Dean of Science at Solusi University in Zimbabwe and Barrow, C. J. Environmental Management for Sustainable De - taught at various institutions around the world. velopment, 2nd ed. (London: Routledge, 2006). Campolo, Tony. How to Rescue the Earth Without Worship - ing Nature (Nashville, Tenn.: Thomas Nelson Publishers, NOTES AND REFERENCES 1992). 1. Albert Einstein. From an address at Albany, New York, October 15, 1936. Gough, A. Education and the Environment (Melbourne: 2. A. Gough, Education and the Environment (Melbourne: ACER, 1997), p. 59. 3. Ibid., p. 100. ACER, 1997). 4. D. W. Orr, Earth in Mind: On Education, Environment, and the Human Hanna, S. S., C. Folke, and K. Maler, Rights to Nature (Wash - Prospect (Washington, D.C.: Island Press, 2004), p. 213. ington, D.C.: Island Press, 1996). 5. S. S. Hanna, C. Folke, and K. Maler, Rights to Nature (Washington, D.C.: Orr, D. W. Earth in Mind: On Education, Environment, and Island Press, 1996), p. 36. the Human Prospect (Washington, D.C.: Island Press, 2004). 6. Ibid. 7. Charles Elton, The Ecology of Invasions by Animals and Plants (Chicago: University of Chicago Press, 2000). Internet Resources 8. Louis A. Iozzi, “What Research Says to the Educator, Part Two: Environ - Education World mental Education and the Affective Domain,” The Journal of Environmental http://www.educationworld.com/science/hs/9_12_earth_en Education 20:4 (1989):6-13. viro.shtml 9. The term “ecological economics” refers to an emerging, trans-disciplinary Geoscience Content Developer, Karin Kirk Science Education field of study and research, which seeks to understand and address the evolving Resource Center - Carleton College relationships of human economies and their impacts on natural ecosystems over time. The Journal of Ecological Economics (http://www.journals. elsevier. http://serc.carleton.edu /NAGTWorkshops/affective/ en vi ron com/ecological-economics/) is “concerned with extending and integrating the ment.html study and management of ‘nature’s household’ (ecology) and ‘humankind’s North American Association for Environmental Education household’ (economics).” See also Stephen Dunbar, “What Is the Value of an (NAAEE) Ecosystem?” Entrusted: Christians and Environmental Care, Stephen Dunbar, http://www.naaee.net L. James Gibson, and Humberto M. Rasi, eds. (Adventus, 2013), Chapter 14, Sustainability Curriculum Framework: Environment, Water pages 149-160. 10 . Diane M. Schweizer and Gregory J. Kelly, “An Investigation of Student Heritage and the Arts, Australian Government Engagement in a Global Warming Debate,” Journal of Geoscience Education 53:1 http://www.environment.gov.au/education/publications/ (2005):75-84. pubs/curriculum-framework.pdf 11 . Many teaching resources are available for all levels of education at var - Wisconsin Environmental Science Teacher Network ious Websites including Teacher Vision (http://www.teachervision.fen.com/en http://www.uwsp.edu/cnr/wcee/EnvSci/online.htm vironmental-education/humans-and-environment/67405.html) and the U.S. Global Change Research Information Office: http://www.gcrio.org/links/ links5-5.htm. 12 . For helpful tips on teaching students to use the Internet, refer to Lauren This article is adapted from a chapter in the new book En - Matacio and Bruce Closser’s article in the April/May 2008 issue of the Journal : trusted: Christians and Environmental Care (Adventus, 2013), “Guiding Students Through the World Wide Web,” 70:4 (April/May 2008): and is printed with permission from the editors and publisher. http://circle. adventist.org//files/jae/en/jae200870044804.pdf .

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 15 How Should Christians Treat Animals in Research?

ne of the most contested W. M. S. Russell and R. L. Burch in ilar protections and freedoms for ani - and perennial issues in 1959, these three “R’s” provide a con - mals (or non-human creatures, to be how we relate to our en - ceptual framework for morally respon - precise). 4 We must engage this conver - vironment is the use of sible utilitarian logic. 1 Put simply, if sation at some point, and when we do, animals in research. Sev - there are alternatives to using animals, we will have to specify to what degree Oenth-day Adventists associated with ed - then a researcher should “replace” the animal rights exist and how those ucational and health-care institutions animals. Then, efforts should be made rights jibe with human rights. 5 engage in animal research. When prop - to “reduce” the number of animals erly regulated under current local, na - being used. Finally, researchers should How Animal Research Is tional, and international accrediting “refine” their experimental techniques Conducted bodies, this research is justifiable. in order to avoid causing unnecessary Of primary concern is the labora - Nonetheless, I will make some propos - pain to the animals involved. tory research inflicted upon animals als that will encourage Adventists to The prevailing arguments against that causes them pain and suffering. 6 move away from research that necessi - using animals in research center on the Such research must be morally justi - tates pain and suffering in animals. idea of animal rights and assert that fied. This is usually accomplished via basic among those rights is freedom national legislation but also increas - The use of Animals in Research from pain and suffering. 2 While this ingly through international oversight The prevailing arguments in favor article is not an argument about ani - groups. The single most important in - of using animals in research programs mal rights, Adventist educators need to ternational oversight agency is the As - tend toward various forms of utilitari - recognize the existence and impact of sociation for Assessment and Accredi - anism. Within this framework, three this line of reasoning in the ethics of tation of Laboratory Animal Care primary rules apply: replacement, re - animal research. Parallel to the basic International (AAALAC). duction, and refinement. Established definition of human rights, that every The regulations enforced in the with the publication of The Principles person is inherently entitled to certain United States are primarily shaped by of Humane Experimental Technique by rights simply because of being human, 3 an animal-rights definition asserts sim -

BY MARK F. CARR

16 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org the Animal Welfare Act, a Federal law of detail is phenomenal and at least monitored by the institution/school. enacted in 1966 and amended six times, as—if not more—rigorous than the 2. Local: Institutional oversight must most recently in 2007. This act is imple - policies associated with research proto - comply with all relevant local govern - mented and enforced by multiple agen - cols using human subjects. What can ment laws. These laws will vary widely cies with overlapping jurisdictions—pri - we glean from these documents with around the world in the many nations marily the United States Department of regard to how Adventists might re - within which the church maintains edu - Agriculture (USDA), the U.S. Depart - sponsibly engage in research using ani - cational institutions. Regardless of varia - ment of Health and Human Services’ mals in the educational and health-care tion, local legislation must be followed. Office of Laboratory Animal Welfare, institutions so vital to our church? For instance, vivisection (the dissection and the National Academy of Sciences’ of live animals) is forbidden in England Institute for Laboratory Animal Re - Principles Worth upholding but not in the United States. search. Many other Federal and state Three levels of regulation and over - 3. International: Independent and agencies like the U.S. Department of Labor’s Occupational Safety and Health Administration (OSHA) and National Institutes of Health’s (NIH) Office of Biotechnology Activities, to name but a few, also have significant indirect regula - tory oversight on the use of animals for research and experimentation. Any U.S. research facility using ver- tebrate animals that is accredited by AAALAC and guided by the USDA’s Of - fice of Laboratory Animal Welfare is re - quired to carefully manage and monitor each research program under its roof. Thus any researcher who wants to use animals must first seek approval of the organization’s Institutional Animal Care and Use Committee (IACUC). The IACUC is required to provide oversight of all research protocols occurring under the auspices of the institution. The re - searcher and committee must determine how many animals are needed and how to protect them from unnecessary pain and distress. Furthermore, strict over - sight must be maintained if we are to international accreditation offered by sight must be provided by IACUC re - engage in morally defensible animal re - organizations such as AAALAC should garding such decisions as where the ani - search: 7 be sought and maintained by all Sev - mals are kept, what they are fed, how 1. Institutional: All research must be enth-day Adventist educational institu - much ventilation they receive, how fre - monitored and regulated by the insti - tions engaging in animal research. quently the bedding material in their tutions within which it occurs. Ex - These organizations provide the gold housing units is changed, and how often pressing this negatively, within the spe - standard for all efforts to justify re - housing units are cleaned. All of these cific context of the Adventist Church: search on animals that could poten - details are included in the various provi - No individual researcher/teacher in a tially cause abuse or suffering. sions established and are based upon the Seventh-day Adventist educational in - While these three fundamental prin - Animal Welfare Act referred to above. stitution should engage in research/ ciples provide practical guidance re - The documents that provide over - class exercises involving live animals garding the ethics of animal research, sight and management of the actual re - without direct institutional oversight. they cannot, and do not, establish ade - search upon animals form a vast body This oversight must be arranged and quate conceptual guidance for the Ad - of literature and regulation. The level ventist Church and its institutions. The

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 17 conceptual problems associated with which He has told us we are responsi - course of history, humans have narrowly animal research revolve around issues ble [Genesis 1:26-28]), we have com - interpreted dominion to mean that they of morality informed by Scripture, the - mitted a moral wrong, a sin. To illus - could be dominators, users, takers, and ology, and church teaching. trate, there is little or no debate about abusers of the rest of the creation that the moral ramifications of crushing God declared “good.” Applying the A Three-Point Proposal rocks to make gravel. Crushing the metaphor of dominion, Christians in Here are three strategies for devel - skulls of live animals in order to con - Western society came to regard the rest oping ethical policies for experimenta - duct research that might further our of creation as possessing value only as it tion on animals in church health-care knowledge about human brain trauma benefitted human kind. 14 In his biblical and educational institutions: constitutes an entirely different level of exploration of dominion and steward - Proposal No. 1: Establish a Consen - moral activity, and we must recognize ship, Richard Bauckham put it this way: sus that all non-human creatures have it as such. If we do not, we are morally “. . . the idea of human dominion has moral status. retarded and fail to reflect properly been the ideological justification of Thus, laboratory research 8 and class - God’s image. It is right for us to grant a human domination and exploitation of room activities that cause pain to and higher moral status to live animals than nature. . . . The modern culture of mate - death of animals must be morally justi - to rocks, because we rightly believe that rialistic excess has developed in the con - fied. This assertion recognizes that the God Himself places a higher value text of a notion of dominion as an unre - non-human animals created by God upon animate than inanimate life. stricted right of masters and owners to have inherent moral value. 9 “Moral The Seventh-day Adventist Church’s exploit all the resources of creation.” 15 value” or “status” are terms used in official statements regarding the moral How humans relate to the rest of ethics that help us conceptualize “who status of God’s creation emerge in two God’s creation is revealed through their or what is so valuable that it should be different forms, the 28 Fundamental Be - beliefs and actions. When something treated with special regard.” 10 I use liefs and the “Official Statements” issued (say a snail) has intrinsic value, it has “moral status” here in order to note by the General Conference. Fundamental value in and of itself simply because our intuitive, nurtured, and commanded Belief No. 6 entitled Creation states that God created it. Thus, God does not need sense that the object to which we refer humankind, made in the image of God, to command us to value the snail. Chris - has moral significance: represented “the crowning work of Cre - tians who hold this view typically argue • Intuitive because, as creations of ation.” Echoing the words of Genesis that all of God’s creation has intrinsic God bearing His image, we understand 1:26 (KJV), the statement notes that we moral value. Those who hold a different intuitively (when we follow His will) were “given dominion over the world, view assign value as the result of a con - that other parts of His creation are and charged with responsibility to care scious choice or because God com - morally important. for it.” 11 In regard to how the belief is in - mands it. That is, they believe the snail • Nurtured because we take God’s terpreted and published in Seventh-day has no intrinsic value. Rather, it attains Word seriously in our personal, famil - Adventists Believe , we find two passages: value only when humans attach value to ial, and congregational life, and Scrip - One asserts that we have a “divinely be - it (either because God has told us to or ture teaches that God cares for His cre - stowed responsibility of preserving the because we like what it does for us). ation. Therefore, we also ought to care quality of our environment”; the other Obviously, one can use a very com - for it. Ought implies moral obligation notes that “because life is a gift of God, plex scale to take a position on the in - or status. we must respect it; in fact, we have a trinsic/extrinsic value of the rest of • Commanded because we have been moral duty to preserve it.” 12 God’s creation. At either extreme are assigned by God a particular role and Proposal No. 2: Re-evaluate Our the following two positions: responsibility within His creation, as Theology of Stewardship. The lens of • All parts of God’s non-human cre - stewards, to morally value and care for theological ethics helps us understand ation are intrinsically valuable (have other parts of His creation. We bear the what is at stake in the creation accounts moral status) because He created them onus of responsibility, which means of Genesis: our identity, our role, and and pronounced them good. Value is that we should treat the rest of creation our place in God’s creation. There are present in the entity itself. as God Himself would treat it. two primary metaphors essential to a • All parts of God’s non-human cre - To put it negatively, if we mistreat biblical, and thus, Adventist interpreta - ation are extrinsically valuable (have an object of God’s creation (one for tion of our role in God’s created order, moral status) if they benefit human - namely, “dominion” and “stewardship.” 13 kind. Whether a stone or a Great Ape, On having dominion. Throughout the

18 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org CARInG fOR GOD ’S AnImAl CREATIOnS : E THICAl PRInCIPlES An area closely related to, but broader than the focus of this article, is ethical principles for Christians in their interactions with animals under their care. What the entirety of creation has value only follows is a summary of Gerald Winslow’s chapter, “What Christian Principles as it enhances human life. Value is in - Guide Our Relations With Animals?” from the new book Entrusted: Christians and strumental to humankind. Environmental Care ,* which offers three premises that orient the reader to a bibli - My theological ethics framework cal approach, followed by one foundational principle with three specific implica - compels me to take the position that all things God created possess at least tions for how we treat non-human animals under our care. The term care in this some moral status; therefore, I have a case encompasses a broad definition that includes pets; animals in service to hu - moral obligation to be a responsible mans (such as horses and dairy cows); animals used in research; residents of zo - steward of every part of God’s creation. ological parks, science exhibits, and museums; creatures we raise and slaughter On being responsible. The responsi - for food; as well as those we hunt and fish. bility that God assigns humankind is a moral one—to engage in a managerial Three Orienting Premises : role within His creation. This role is 1. How we care for and relate to animals must be informed by the perspective of best understood within the theological eternity. Viewing our present situation in relation to God’s plans for a new heaven and framework of the principle of steward - a new earth makes us realize that currently, life on earth is not the way it should be. ship. Stewardship, argues Bauckham, is Our current situation is skewed by the reality of human sin and its effects on every a “vocation of caring responsibility for part of God’s creation. other creatures.” 16 2. Sin distorts our relationship with the animals under our care. This corruption is I am convinced that we must under - so thorough and ingrained that we need God’s help to discern how best to care for stand the metaphor of dominion His creation. Due to our sinful condition, the knowledge and dedication that it takes through the metaphor of stewardship to properly care for animals does not come naturally to humans. By studying Jesus’ and responsibility. With Bauckham, I redemptive life and modeling His character in our lives, we can gain insight into would note that “the human relation - proper relationships with God’s human and non-human creations. Acknowledging ship to the rest of creation, as intended animals as creations of God should produce tangible results. Since all creatures were by God according to the biblical mate - created by, loved by, and therefore belong to God, what principles should we as His rial . . . cannot be easily summed up by a stewards embrace in our decisions about how to treat the animal under our care? single term such as stewardship.” 17 The 3. We must embrace the principle that all God’s creatures have moral value. Hu - expository document of Adventist Fun - mans interact with the animals under their care in a vast variety of ways. We must rec - damental Beliefs blends both metaphors ognize that too many of these patterns of treatment result in the suffering and death of in its reference to Adam and Eve’s re - animals. We are morally obliged to do what we can to minimize this outcome of ani - sponsibility: Theirs “was the responsibil - mals’ interactions with us. It is surprising that we humans can love and care for a vari - ity to rule graciously over the world, im - ety of animals as pets while at the same time killing others of God’s creatures to con - aging or reflecting God’s beneficent rule sume as food, and daily interacting with diverse animals in countless thoughtless, over the universe.” Additionally, the doc - uncaring ways. The fundamental premise that should set the tone for how we treat an - ument urges us toward the view that “as imals calls for us to reduce the pain, suffering, and death we cause them. human beings, we are to act like God because we are made to be like God. With these three premises in mind, it becomes clear that a principled response to Though we are human, and not divine, God’s love of all creation calls us to moral responsibility in relationship to non-human we are to reflect our Maker within our animals. We are morally obliged to do all we can to help these creatures flourish. dominion in every way possible.” 18 Three specific assertions emerge from this principle: Three Official Statements produced • Animals under our care deserve nurture and affection, not neglect or abuse. by the Adventist Church are relevant in • Killing or injuring animals for sport or entertainment is wrong. defining our role as stewards of God’s • A plant-based diet is ethically preferable. creation (listed here chronologically): When we respect and care for non-human animal life, we show our reverence for Caring for Creation—A Statement on God and all His creation. He challenges us to be morally responsible believers by al - the Environment; A Statement on the lowing our vision of a future eternity to shape our relationships today. Environment; and Statement on Stew - ardship of the Environment. 19 The only * Gerald R. Winslow, “What Christian Principles Guide Our Relations With Animals?” in Entrusted: one that explicitly mentions animals is Christians and Environmental Care , Stephen Dunbar, L. James Gibson, and Humberto Rasi, eds. (Adventus Publications, 2013), Chapter 7, pp. 65-74. Caring for Creation—A Statement on

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 19 the Environment, which refers to is consistent with this assertion. When making some inroads. 24 “wildlife” being “plundered” as a result carried to their logical end, the 3R’s Two simple illustrations can make the of human disobedience to God. 20 I move us completely away from any use point that seeking alternatives is viable. deeply appreciate these statements, of animals in educational and research First, the trend over the past 20 years has finding them among the most eloquent protocols that causes them pain and suf - been for fragrance and skincare product ever made by our church. However, fering. The Guide for the Care and Use of companies to identify alternatives to test - aside from these statements, there has Laboratory Animals (one of the three pri - ing their products on animals. 25 So, for been little effort by the church to shape mary resources used by AAALAC) de - instance, rather than dropping some po - an ethic of responsibility oriented to - scribes replacement as follows: tentially harmful chemical into the eyes ward the environment in general or an - “Replacement refers to methods that of a puppy, they duplicate the physiolog - imals in particular. Nonetheless, our avoid using animals. The term includes ical context of a puppy’s eye in a glass church has called us to “respect” cre - absolute replacements (i.e., replacing an - petri dish (i.e., in vitro ), and inject the ation, use “restraint” in our relation - ship toward Earth’s resources, “re- evaluate” what we really need, and “reaffirm” the “dignity of created life.” 21 Proposal No. 3: Move Medical Re - search Beyond the Use of Live Animals. As we use animals in laboratory and medical research, we must do so with full recognition of the previous two pro - posals, namely, that these animals have intrinsic moral status and that we are morally responsible as God’s stewards. Clearly, research conducted on animals has instrumental or extrinsic value to both humankind and animals. We bene - fit tremendously from this research as does the animal world itself. Even in light of this more pragmatic reality, the intrinsic moral worth in animals should make us reluctant to conduct research that causes them pain and suffering or results in their death. In cases where Ad - ventist research is certified by organiza - tions such as AAALAC, we can be sure that we are maintaining high standards. But high standards may take on a type of imals with inanimate systems such as chemical into that environment instead. status quo that should be unacceptable computer programs) as well as relative Second, years ago, pregnancy testing in - to us as God’s stewards. A more aspira - replacements (i.e., replacing animals volved killing a rabbit. 26 A test once con - tional approach, which calls us to the such as vertebrates with animals that are sidered “alternative” (using a test strip highest standards, should motivate us. If lower on the phylogenetic scale).” 22 that measures hormonal levels in urine) indeed we are called to treat animals as A number of institutions are partici - is now considered standard practice. 27 God Himself would treat them, we must pating in the effort to find alternatives to While we may presently find it justi - seek alternatives. animal use in research. 23 Consistent with fiable in some cases to cause pain and Other models of research must be de - the Guide, there are two broad categories suffering in laboratory animals, using veloped and encouraged that will discon - of alternatives: (1) in vitro , literally “in the best possible practices and over - tinue exposing these animals to harm. glass,” procedures that are slowly replac - sight methods, we do not have to settle The 3R’s approach to minimizing pain ing many animal testing and experimen - for this approach in the long term. We and suffering (Reduce, Refine, Replace) tation processes; and (2) in silico or com - puter modeling programs, which are also

20 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org can and must do our best to manage in Kettering, Ohio, where he also works human rights remain contested across our world this domain of our stewardship so that with the Kettering Health Network in today. However, one of the rights that humans cer - we abandon most procedures that Healthcare Ethics. Dr. Carr received his tainly have is freedom from pain and suffering. In the words of the United Nations Declaration, Arti - cause pain and suffering in animals or Ph.D. in Religious Ethics from the Uni - cle No. 5, “No one shall be subjected to torture or result in their death. We can and must versity of Virginia. An ordained minister, to cruel, inhuman or degrading treatment or pun - aspire to a higher level of responsibility he has served as a pastor and Youth Di - ishment”: http:// www.un.org/en/documents/ to God and the rest of His creation. rector in the Alaska Conference of Sev - udhr/ index.shtml. Similarly, many argue that ani - enth-day Adventists. His publications in - mals with some measure of what we call sentience must have the right to be free of pain and suffer - Summary clude several professional articles and the ing; particularly that caused by humans. If we find Seventh-day Adventists around the books Life Philosophy and Moral Issues scriptural support for this right, further discussion world who may be involved in animal re - (Silver Spring, Md.: North American Di - must occur to define “pain” and “suffering.” What search or the use of animals in education vision of Seventh-day Adventists, 1999), sort of pain does a sentient animal experience? that might cause them pain and suffering Passionate Deliberation: Emotion, Can a distinction be drawn between pain and suf - fering in the life of a non-human animal? If pain is face a moral and ethical dilemma. There Temperance, and the Care Ethic in a biological and neurological experience that needs are strict guidelines that must be fol - Clinical Moral Deliberation (Dordrecht, cortical interpretation, then what would constitute lowed in order to engage in these activi - Netherlands: Kluwer Academic Publish - pain and suffering for those animals that do not ties in morally appropriate ways. Beyond ers, 2001) , and Lovangelism: Love possess complex brains? these practical guidelines, we would do Makes Evangelism Work (Ringold, Ga.: 3. See James W. Nickel, “Human Rights,” in Encyclopedia of Ethics , 2nd ed., Lawrence C. well to think clearly about our biblical Teach Services, 2010). Becker and Charlotte B. Becker, eds. (New York: and theological convictions as Adventists Routledge Press, 2001), pages 796-800. with regard to non-human creatures, 4. The Encyclopedia of Ethics (ibid.) offers an ar - and our relationships to them. The The author would like to express his ticle entitled, not “Animal Rights,” but instead “Ani - church has some beliefs and statements appreciation to David Wolf, D.V.M., mals, Treatment of.” A salient quote regarding the assertion and development of the idea of animal that can serve to move us forward into Ph.D., the chief veterinarian at Loma rights comes from this statement: “When Mill more thoughtful reflection on our role as Linda University, who was particularly writes that ‘all great movements go through three stewards in God’s creation. It is our re - helpful in his effort to understand ani - stages: ridicule, discussion, adoption,’ those who sponsibility now to make the effort to mal research. Additionally, he thanks are active in the animal rights movement under - move in that direction. i Stacey Butler, School of Medicine, standably hope he speaks prophetically of their cause” (Tom Regan, “Animals, Treatment of,” p. 73). Class of 2014, for offering helpful criti - 5. The following is a brief sampling of more cism of an early draft of the article. important and/or more recent publications on This article is adapted from a chap - Christian thought and theology in relation to ani - ter in the new book Entrusted: Chris - mal rights: David J. Atkinson, “Rights, Animal,” New Dictionary of Christian Ethics and Pastoral tians and Environmental Care (Ad - NOTES AND REFERENCES Theology , David J. Atkinson and David H. Field, 1. W. M. S. Russell and R. L. Burch, eds., The ventus, 2013), and is printed with eds. (Downers Grove, Ill.: InterVarsity Press, 1995), Principles of Humane Experimental Technique permission from the editors and pub - pp. 745-747; Richard Bauckham, Living With Other (London: Methuen Press, 1959). Creatures: Green Exegesis and Theology (Baylor, lisher. For more information about the 2. One may agree or disagree with the notion Texas: Baylor University Press, 2011); Richard Alan book, see http://www.adventus21.com. of rights, but the idea of animal rights is here to Young, Is God a Vegetarian?: Christianity, Vegetari - stay. There are responsible Christians who care - anism, and Animal Rights , Foreword by Carol J. fully use Scripture and theology to argue in favor Adams (Chicago: Open Court, 1999); Andrew of animal rights, or at least something conceptu - At the time this ar - Linzey, Why Animal Suffering Matters: Philosophy, ally akin to animal rights. (See Endnote 5 for a Theology, and Practical Ethics (New York: Oxford ticle was written, brief list of resources.) While we as Seventh-day University Press, 2009); ______, Christianity and Mark F. Carr was a Adventists have supported human rights, we have the Rights of Animals (Chicago, Ill.: Crossroad Pub - Professor of Ethics not officially engaged in any effort to support lishing Co., 1987); Norm Phelps, The Dominion of animal rights. Whether the church will formally in the School of Re - Love: Animal Rights According to the Bible (New support animal rights is difficult to predict, but I ligion at Loma York: Lantern Books, 2002); Stephen Webb, On suggest that if we believe human beings are created God and Dogs: A Christian Theology of Compassion Linda University, in God’s image and take our role as stewards of His for Animals , Foreword by Andrew Linzey (New where he also co-di - creation seriously, we must move toward concep - York: Oxford University Press, 2002); Tony Sar - rected the Center for Christian Bioethics. tual agreement with the idea that animals have gent, Animal Rights and Wrongs: A Biblical Perspec - rights. Of course, what those rights entail will re - He is currently Chair and Professor of tive (London: Hodder & Stoughton Religious, main contested for a long time, just as specific Ethics in the Department of Humanities 1996); J. Regina Hyland, God’s Covenant With Ani - and Social Sciences at Kettering College mals: A Biblical Basis for the Humane Treatment of

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 21 All Creatures ( New York: Lantern Books, 2000); Idaho: Pacific Press Publ. Assn., 2005), pp. 85, 86. tory Animals” (NRC 2011). Available at http:// and Donna Yarri, The Ethics of Animal Experimen - 13. As a theological ethicist, I read Genesis www.aaalac.org/resources/Guide_2011.pdf. tation: A Critical Analysis and Constructive Chris - 1:24 to 31 as both descriptive and prescriptive 23. Among these institutions are the following: tian Proposal (New York: Oxford University Press, with regard to our moral responsibility in God’s (1) Physicians Committee for Responsible Medi - 2005; see especially Chapter 4, “Animal Rights”). overall creation. A Divine Command form of cine: http://www.pcrm.org. Look for the link to 6. Presently in the United States, for instance, ethics can easily assert that this passage com - “ethical research and education”; (2) Johns Hop - an estimated 25 million vertebrates are used in a mands that humans fulfill a particular role in kins Bloomberg School of Public Health’s Center variety of research protocols involving testing creation. A narrative form of ethics helps the for Alternatives to Animal Testing: http://caat. and educational processes. The types of animals reader situate himself or herself within God’s jhsph.edu. This center has an extension facility in being used are predominately mice and rats overall design; it orients the reader to a thor - Europe at the University of Konstanz, Germany: (roughly 90 percent). The remaining 10 percent oughgoing creation in which humans find them - http://cms.uni-konstanz.de/ leist/ caat-europe; (3) includes dogs, cats, pigs, sheep, and chimpanzees. selves. Theologically, there is little reason to argue In the United Kingdom, the national center for See http:// www. humanesociety. org/ issues/ over this text. Both the Divine Command ap - this movement actually includes the 3R’s in the biomedical_ research/qa/questions_answers. proach and the narrative approach clearly place title: National Centre for the Replacement, Refine - html#Q_How_ many_animals_are_used_each_ humankind in a position of moral responsibility ment, and Reduction of Animals in Research year_in. All Websites cited in the endnotes were for the entirety of God’s creation. There is good (NC3R’s): http://www.nc3rs.org.uk. The Johns accessed in July 2013. reason to believe, as well, that God desires that Hopkins CAAT Center lists 36 centers around the 7. This proposal assumes personal responsi - everything He has created should thrive as an in - world whose goal is to carry forward the 3R’s bility on the part of the researcher. tegral part of the whole. agenda to find alternatives for animal testing. In 8. I would include here routine instruction in 14. See Ernest Fortin, “The Bible Made Me addition, they maintain a journal ( ALTEX: Alter - Adventist biology curricula that uses live ani - Do It: Christianity, Science, and the Environ - natives to Animal Experimentation ) and a Website mals. In other words, all vivisection presently al - ment,” Review of Politics 57:2 (Spring 1995):197- dedicated to gathering credible news on alterna - lowed in our educational system must stop. Fur - 224 for a survey of the history of Christianity tives to the use of animals in experimentation thermore, the routine practice of dissecting dead and the environment. See also Gene M. Tucker, (Altweb: The Global Clearinghouse for Informa - animals in science classes is ugly, unnecessary, “Rain on a Land Where No One Lives: The He - tion on Alternatives to Animal Testing): http:// and now, more expensive than the alternatives, brew Bible on the Environment,” Journal of Bibli - caat. jhsph.edu/resources. which are more humane and equal to, if not su - cal Literature 116:2 (1997):3-17. 24. For instance, there is a 14-year-old jour - perior educationally. See the following Website 15. Richard Bauckham, The Bible and Ecol - nal entirely devoted to molecular biology via for a wealth of information on excellent alterna - ogy: Rediscovering the Community of Creation computer: ISB In Silico Biology: An International tives: http://www.teachkind.org/dissectalt.asp. (Waco, Tex.: Baylor University Press, 2010), p. 37. Journal on Computational Molecular Biology: 9. This is not to say anything about whether 16. Ibid., Preface, no pagination. A steward is http://www.bioinfo.de/isb. or not animals are capable of being moral crea - not an owner. Being a steward is more like being 25. In Europe, the European Union’s Office of tures. It does make a profound statement about a store manager. The manager may have a range Consumer Affairs has issued a directive that pro - humans’ ability and obligations as moral crea - of responsibilities, depending upon the concerns hibits cosmetics companies from testing their tures. Part of this obligation moves us to recog - of the owner. The manager may receive a good products on animals: http://ec.europa.eu/ con nize the moral value of other creations of God. deal of instruction about what the owner wishes sumers/sectors/cosmetics/documents/directive/in 10. My colleague James Walters, Ph.D., used for the store. But the manager cannot simply do dex_en.htm: “Article 4a: 1. Without prejudice to this phrase in his article “Moral Status” in the En - whatever he or she wishes with the store. The the general obligations deriving from Article 2, cyclopedia of Bioethics. He notes also that while manager cannot engage in some activities with - Member States shall prohibit: (a) the marketing moral status is not a new concept, its technical out failing his or her responsibilities. He or she of cosmetic products where the final formula - use has emerged in part through public debate cannot, for instance, destroy the inventory or tion, in order to meet the requirements of this about the value or status of the human embryo. burn down the store because it seems like the Directive, has been the subject of animal testing There is no tie to the animal-rights movement or right thing to do. using a method other than an alternative to any particular ideology. It is a tool that helps 17. Bauckham, The Bible and Ecology , op. cit., method. . . .” Available at http://eur-lex.europa. each of us categorize “who or what is” valuable to pp. 33, 34. eu/LexUriServ/LexUriServ.do?uri=CONSLEG:19 us and why. As Walters notes, we may throw peb - 18. Seventh-day Adventists Believe, op. cit., p. 76L0768:20100301:en:PDF. bles on the beach into the water, “but the people 99. 26. While popular references to this test often bathing on that same beach are totally different. 19. Caring for Creation—A Statement on the refer to the rabbit dying as a result of the preg - To wantonly toss one of them into the same Environment, available at http://adventist. org/ nancy test, this was true only in the early versions water would constitute an immoral, reprehensi - beliefs/statements/main-stat5.html; A Statement of the test in the 1920s. In keeping with the 3R’s ble act.” Using moral status as a way of framing on the Environment, available at http://advent approach, later refinement of the test simply al - the reasons why is commonplace in ethics. See ist.org/beliefs/statements/main-stat9.html; State - lowed for the examination of the rabbit’s ovaries Jim Walters, “Moral Status,” Encyclopedia of ment on Stewardship of the Environment, available to see whether or not the woman’s urine had a Bioethics , 3rd ed., Stephen G. Post, ed. (New York: at http://adventist.org/beliefs/statements/main measurable effect on them. See http://snopes. Macmillan Reference, 2004), pp. 1855-1864. stat10.html. com/pregnant/rabbit.asp. 11. “Creation,” available at http//www.advent 20. Caring for Creation—A Statement on the 27. See Carol Howard, “Yes, Dad, There Are ist.org/beliefs/fundamental/index.html. Environment, ibid. This is a one-page statement. Alternatives,” AV Magazine , a publication of the 12. Seventh-day Adventists Believe: A Biblical 21. These quotes appear in both A Statement American Anti-Vivisection Society (Spring Exposition of Fundamental Doctrines (Boise, on the Environment, op. cit. and Statement on Stew - 2005). Available at http://caat.jhsph.edu/ publi ardship of the Environment, op. cit. cations/Articles/aavs.html. 22. “Guide for the Care and Use of Labora -

22 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org How Does Human Activity Affect Species Extinctions?

od’s Word clearly artic - the resources He provided with the ulates His expectation “The ecological crisis original creation, others insist we that we should be faith - should join the largely secular move - ful stewards of His cre - is rooted in humankind’s ment to preserve that which remains ation (Genesis 2:15; Ex - of that creation. Godus 23:5, 10 -12; Leviticus 25:2-7, 23, greed and refusal to To gain a better perspective on 24; Numbers 22:23-33; Deuteronomy the relationship between human ac - 25:4; Matthew 12:11). Thus, we practice good and faithful tivities and species extinctions, we should become broadly informed on will first summarize the history of issues that affect life on our planet stewardship within the human-caused extinctions. We will and proactively accept our responsi - then describe three key lines of evi - bility to safeguard the wellbeing of divine boundaries of dence that humans have caused our cohabitants—the extraordinarily creation .” 1 many extinctions, a problem that diverse microbes, plants, and animals continues to gain alarming momen - that God created and repeatedly pro - Position Statement by the General Conference tum. Within this context, we will ex - nounced as “good” (Genesis 1). of Seventh-day Adventists plore the primary anthropogenic Today, many scientists believe we (human-related) causes of species are confronted with one of the planet’s greatest extinction extinctions and biodiversity loss. In the conclusion, we will re - events of all time, which has produced an ecological meltdown visit the Christian perspective on species extinctions and urge and biodiversity crisis. Unfortunately, many issues relating to a greater role in ameliorating the destruction of God’s creation. this dire situation have become highly politicized, creating po - larization. Whereas some Christians seem unconcerned that History of the modern Extinction Crisis God says He will hold us accountable for the way we manage Extinctions have featured prominently in Earth history, as

BY WILLIAM K. HAYES AND FLOYD E. HAYES http://jae.adventist.org The Journal of Adventist Education • October/November 2013 23 evidenced by abundant fossil remains from various cata - cally broader and much more devastating toll on biodiversity, strophic events. Today, however, many scientists believe the and have forever altered the planet. According to the 2011 Inter - planet is in the midst of a major extinction crisis driven largely national Union for Conservation of Nature (IUCN) Red List of by human activities. 2 Three distinct waves of human-caused Threatened Species, 32 percent of extant plants, 12 percent of extinction have been identified. 3 fishes, 27 percent of amphibians (a very disconcerting figure), 15 • The first wave occurred long ago when humans moved to percent of reptiles (many species have yet to be assessed), 6 per - previously uninhabited areas, causing animals that had never be - cent of birds, and 14 percent of mammals are listed as either fore encountered humans to quickly succumb to overhunting. On endangered or critically endangered—at extreme risk of extinc - Earth’s major continents, humans butchered the “megafauna” tion. 10 Many more are listed as vulnerable to extinction. (large mammals), including the mammoths (genus Mammuthus ), mastodons ( Mammut ), and bison ( Bison ) of North Am erica. 4 Contemporary Evidence of Human Impacts on However, island ecosystems were the most severely afflicted. As Extinctions the Polynesians spread across the Pacific Islands, as many as 2,000 Additional evidence demonstrates the dramatic impact hu - species of birds vanished. 5 On Mad a gascar, at least eight species mans presently exert on biodiversity: of flightless elephant birds (family Aepyornithidae), two species • First, analyses of species-area relationships show that ex - of Mal agassy hippopotamus ( Hippo - tinction is strongly area-related. As a potamus ), up to 17 species of giant general rule, a 50 percent reduction in lemurs (primates of suborder Strep - habitat will result in a 10 percent loss sirrhini), the giant fossa ( Cryptoprocta of species, and a 90 percent reduction spelea , a large, cat-like carnivore), and in habitat will result in a 50 percent several additional mam mals were exter - loss of species 11 ; however, depending minated. 6 On other Indian Ocean islands, on taxonomic group, scale, and na - several species of giant tortoise (family ture of land conversion, species loss Testudinidae) 7 and 14 species of birds, 8 can be lower or much higher. 12 including the dodo ( Raphus cucullatus , a Human conversion of natural habi - flightless pigeon), vanished shortly after tats has been substantial. We will dis - the arrival of humans. After the Maori cuss this in the next section. settled New Zealand, at least 34 landbird • Second, analyses of documented species disappeared, among them some An artist’s conception of the dodo, a flightless extinctions reveal that biodiversity of the largest modern birds, including 11 bird that became extinct less than a century losses are rapidly accelerating. Esti - species of flightless moas (family Dinor - after Europeans discovered it in the late 1500s. mates vary regarding the current rate nithidae), the Haast’s eagle ( Harpa gornis of species extinctions, but generally moorei ), and two species of adzebills range between 5,000 and 100,000 (genus Aptornis ). 9 These extinctions, corroborated largely by sub - species per year, with as many as half of all bird and mammal fossil faunal remains coexisting with human artifacts, are sober - species projected to disappear within 200 to 300 years. 13 These ing. rates, derived by a variety of methods, are considered to be 10 • The second wave of exterminations coincided with Euro - to 10,000 times greater than natural rates of extinction. 14 pean conquests in many parts of the planet (500 to 40 years ago). • Third, humans are currently using approximately 24 percent Modern approaches to agriculture devastated natural ecosystems of the Earth’s net primary productivity (NPP), 15 a measure of the by converting broad swaths of land to a few favored food crops. net amount of carbon assimilated in a given period by vegetation. More-efficient food production and advances in technology, Some regions experience substantially higher human-appropri - fueled by new sources of energy, produced a population explo - ated net primary productivity (HANPP). Considering future hu - sion. Relying on superior weaponry and modes of transporta - man population growth, advancing technology, and proposed tion, Europeans quickly colonized and subjugated much of the substitution of biomass for fossil fuel use, the increasing propor - planet, spreading the ecological damage to new areas. tion of HANPP— largely benefiting a single species —will leave an • The third wave, resulting from overpopulation and global - in creasingly smaller portion of NPP (trophic energy) available to ization in the past 40 years, has greatly accelerated the loss of bio - other species. 16 Several studies have shown that HANPP is in - diversity. Globalization has especially intensified the homoge - versely related to biodiversity, 17 supporting the hypothesis that en - nization of biodiversity due to the transport of non-native (alien) ergy availability in ecosystems is a determinant of species diversity. species to new places, and the spread of disease. Compared to the Clearly, the evidence for humans causing species extinctions first wave, the second and third waves have exacted a taxonomi - is undeniable.

24 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org ntroduced species some - Anthropogenic Causes of times hybridize with rare • Introduction of Non-na - Species Extinctions I tive (Alien) Species . Recent So how do humans currently globalization has facilitated the contribute to species extinc - native species, resulting in spread of introduced species. tions? We do so in six major Approximately 50,000 non- ways and through synergistic genetic homogenization or native species of microbes, combinations of these ways. plants, and animals thrive in • Habitat Destruction, Deg- “genetic pollution”—the the United States, and an esti - radation, and Fragmentation . mated 500,000 have invaded Humans damage the habitats of replacement of good genes other nations of the world. 27 other species primarily by clear - Most microbe and invertebrate ing land for agriculture and by with bad genes—and even introductions have been acci - grazing of domestic animals. dental, whereas most plant and Other destructive activities in - extinction. vertebrate introductions have clude logging, mining, burning, been intentional. 28 An esti - preventing natural fires, dam - mated 10 to 20 percent of suc - ming or diverting rivers and streams, draining wetlands, and cessfully introduced species become invasive pests, disrupting eliminating keystone species like tortoises (family Testu - natural ecosystems. 29 As a major driver of extinctions, alien dinidae), beavers ( Castor ), and prairie dogs ( Cynomys ), whose species have caused up to 40 percent of species extinctions in activities create habitats for other species. These activities, com - the U.S. 30 and up to 80 percent in other regions of the world. 31 bined with urbanization and the construction of roads and One of the most devastating invasion-induced extinction powerline corridors connecting urban areas, have severely de - events known resulted from the introduction of the predatory graded and fragmented habitats, disrupting the natural move - Nile perch ( Lates nilotica ) into Lake Victoria (East Africa), ments of many species and promoting the loss of local species which caused the loss of between 200 and 400 endemic cichlid populations. fish species and several other native fishes. 32 Nearly a quarter (22 percent) of the land on our globe has Global homogenization of biodiversity (i.e., biomonotony) been substantially converted to human-dominated uses. 18 through introductions is reducing the distinctive biotas of Habitat loss has been most extensive in tropical and temperate many regions and disrupting fragile ecosystems. Introduced forests, temperate grasslands, and tropical savannas, with up to species tend to be ecological generalists that either outcompete, 49 percent of some major biomes completely converted to prey upon, parasitize, hybridize with, or spread diseases to na - human use. 19 By contrast, tundra and boreal forest biomes re - tive species, which tend to be ecological specialists with a lim - main almost entirely intact (<2.5 percent lost). 20 Analyses based ited geographical distribution. 33 Introduced species sometimes on species-area curves portray a shocking toll of deforestation hybridize with rare native species, resulting in genetic homog - on biodiversity, with estimates of 0.1–0.3 percent of tropical enization or “genetic pollution”—the replacement of good forest species—a whopping 14,000–40,000 species—disappear - genes with bad genes—and even extinction. 34 Invasive species ing annually. 21 The effects of habitat fragmentation can be also affect biodiversity by disrupting ecosystem dynamics, nearly as devastating as habitat loss, disrupting the dispersal of including nutrient enrichment, 35 water balance, 36 and fire re- individuals between growing and diminishing populations gimes. 37 Many introduced species are synanthropic—adapted (metapopulations), and potentially resulting in extinction cas - to human-dominated environments—where they become su - cades. 22 Even as forests continue to dwindle, deforestation may perior competitors. 38 still be accelerating. 23 Island ecosystems are especially vulnerable to alien-species Today, the livestock industry sector is by far the single largest introductions because they host relatively few species, which anthropogenic user of land, accounting for 70 percent of all agri - are less capable of competing with and defending themselves cultural property. 24 Livestock production is a key driver of many against introduced species from continents. Nearly half of all destructive ecosystem changes, including deforestation, conver - known plant and animal extinctions since 1600 have occurred sion of forests and woodlands to grassland, desertification, and on islands. 39 Invasive predators such as cats ( Felis catus ) and soil compaction and erosion with subsequent sedimentation of rats ( Rattus spp.) have become established on more than 80 water courses, wetlands, and coastal areas. 25 Animal production percent of the world’s islands. 40 Fortunately, invasive mammal also facilitates the establishment and spread of invasive plants eradications from islands 41 and population reintroductions of and animals, as well as zoonotic diseases that humans contract endangered species 42 have helped to stem the losses. through their contact with animals. 26 Apart from the toll on biodiversity, alien species also cripple

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 25 human economies. In the United States alone, invasive species • Pollution. Pollution comes in many forms. It results from cost in excess of U.S.$138 billion annually for damage and con - any addition to air (including light and noise), water, land, or trol costs. 43 Notorious examples include the zebra mussel food that threatens the activities, health, or survival of living or - (Dreissena polymorpha ), a mollusk that has clogged freshwater ganisms. Whether localized (e.g., garbage) or global (e.g., acid ecosystems throughout much of the U.S., 44 and the kudzu rain, greenhouse gases), pollutants substantially alter or poison (Pueraria lobata ), a plant that has overgrown large swaths of the habitats of sensitive species, leach away nutrients, disrupt the the eastern U.S. 45 physiology and natural behaviors of organisms, and even kill • Overexploitation of Biotic Resources . In the past, humans these organisms directly. Aquatic and marine ecosystems are par - relied on hunting, fishing, trapping, and gathering to serve their ticularly vulnerable, as they are subject to spills, pathogens, ther - fundamental needs. Although some societies recognized the mal pollution from industries and power plants, and especially importance of a sustainable harvest, history informs us that runoff containing leached toxins from terrestrial ecosystems, re - others failed at this, causing their demise when they overex - sulting in oxygen depletion (from eutrophication) and toxic sub - ploited vital resources. 46 stance accumulation (bioaccumulation). 55 Every acre of farmland We have already noted the devastat - and mile of road, as well as our home ing consequences of overhunting for and school backyards, represent sources many of the larger terrestrial verte - of pollutants that injure other species. brates, but other organisms and ecosys - Many toxins notoriously bioaccumu - tems have also suffered because of late in tissues (e.g., DDT, PCB), becom - human activity. Aquatic and marine ing increasingly concentrated and toxic ecosystems have long been exploited in higher-level animals. 56 Two addi - for a diverse range of taxa, but large fish tional forms of pollution, light 57 and have suffered especially from intensi - noise, 58 can negatively affect foraging fied and highly efficient fishing tech - and anti-predator behaviors, reproduc - niques, resulting in the widespread de - tive success, population density, com - cline and collapse of major fish stocks. munity structure, and ecosystem func - It is estimated that only 10 percent of tion in ways that we have only just the global biomass of large predatory begun to understand. fish remains. 47 Forests have also suf - • Spread of Diseases . Global com - fered from heavy timber and charcoal merce and travel have spread exotic dis - harvests, causing endangerment or ex - eases to many parts of the world. Intro - tinction not just of many plants, but duced pathogens, often referred to as also animals that depend on them. 48 In “pathogen pollution,” have contributed any ecosystem, the loss of a single Coauthor William Hayes with a Magnificent to unprecedented levels of emerging species, especially species organisms Frigatebird. infectious diseases (EIDs). Most EIDs that have a major impact on the popu - exist within a host-parasite continuum lations of other species (e.g., predators among interacting wildlife, domestic and pollinators), can profoundly disrupt ecosystems, which animal, and human populations .59 threatens additional species with extinction. 49 In one compelling In addition to threatening human health directly, many case, persecution and subsequent decline of the dingo ( Canis lup - EIDs can also devastate biodiversity. Disease in some cases has us dingo ), the top terrestrial predator in Australia, allowed smaller been a leading factor of local, regional, and global extinctions. predators to overwhelm marsupial prey, triggering a massive ex - Notable examples of global extinction include numerous tinction (18 mammalian species) over much of the continent. 50 Hawaiian birds, the thylacine ( Thylacinus cynocephalus , a large Today, humans exploit other species for reasons that go far be - marsupial carnivore often called the Tasmanian tiger), a Poly - yond fundamental needs. Trade in plants, animals, and plant nesian tree snail ( Partula turgida ), the Christmas Island rat and animal derivatives represents a multi-billion-dollar indus - (Rattus macleari ), and the sharp-snouted day frog ( Taudactylus try due to the growing demand for trophies, novelty food and acutirostris ). 60 Many additional species have been forced to the clothing, decorative items, pets, and traditional medicine, in - brink of extinction by introduced disease. 61 cluding aphrodisiacs. 51 This trade, much of it illegal, not only • Climate Change and Anthropogenic Global Warming . Cli - puts tremendous pressure on biodiversity through over-collec - mate change has many causes. Natural causes arise from inherent tion, 52 but also exposes nations to the risk of introduced variation in solar output, the Earth’s orbital characteristics, vol - pathogens 53 and invasive species. 54 canic activity, atmospheric carbon dioxide concentrations, and

26 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org oceanic currents. However, many scientists today believe that hu - ethic might do well to de-emphasize the importance of AGW. mans have contributed significantly to the current warming We must not forget that humans do in fact exacerbate the ex - trend, a hypothesis referred to as anthropogenic global warming tinction problem in numerous ways, including habitat degra - (AGW). The combustion of vast amounts of fossil fuels, com - dation, introductions of alien species, excessive pollution, over - bined with the removal of nearly half the world’s vegetation, has exploitation, and the spread of disease. significantly elevated greenhouse gases in the atmosphere, in - Even though some Christians appear to have forgotten that cluding carbon dioxide, methane, and nitrogen oxides, since the God cares deeply about biodiversity, many others believe it is beginning of the Industrial Revolution. 62 While evidence for the God’s will for us to embrace environmental stewardship, and current global warming trend is compelling, the link between want to help improve the situation. After all, God provides for human activities and global warming, despite intense study, re - the needs of all creatures, not just humans (e.g., Job 38:19-41; mains controversial and highly politicized. 63 Psalm 36:6, 104:27, 28, 147:9; Jonah 4:11; Matthew 6:26). If global warming trends continue, the long-term impacts Should we be any less benevolent? How can we be indifferent on biodiversity and species extinctions could be catastrophic, toward the loss of species that God, after creating them, de - with estimates of resulting species extinctions ranging from clared to be “very good” (Genesis 1:31)? three percent to 78 percent. 64 The physical consequences of Devoted stewards of God’s creation will seek ways in which global warming include the melting of polar ice caps and gla - humans can live more harmoniously with the multitude of ciers, resulting in rising sea levels that could profoundly affect other life forms. They should also become more involved in ef - ecosystem processes. The biological consequences of global forts to save what remains of the creation. i warming include shifts in distribution, abundance, morphol - ogy, seasonal timing of behavior, and changes in disturbance regimes. If temperatures continue to rise, many species, such This article is adapted from a chapter in the new book En - as those living on mountaintops and on islands, will be unable trusted: Christians and Environmental Care (Adventus, 2013) to disperse to cooler areas, and thus be doomed to extinction. and is printed with permission from the editors and publisher. Regardless of whether AGW truly exists, humans have sig - For more information about the book, see http://www.adven nificantly elevated greenhouse gases in the atmosphere. Carbon tus21.com. dioxide (CO 2), in particular, has increased by about 38 percent 65 from pre-industrial conditions. High levels of CO 2 are slowly increasing the acidity of oceans. Acidification affects the avail - William K. Hayes is Professor of Biology and ability and solubility of mineral compounds, such as calcite and Director of the Center for Biodiversity and aragonite, which corals, mollusks, and echinoderms require to Conservation Studies at Loma Linda Univer - build their skeletons. The major reef builders, scleractinian sity in Loma Linda, California. He earned his corals and coralline red algae, respond to acidification by re - Ph.D. in zoology and physiology at the Uni - duced growth rates, reduced abundance, and increased post - versity of Wyoming. He and his graduate stu - mortem dissolution. 66 Some mollusks and echinoderms also dents study the behavior, ecology, and conser - suffer decreased reproduction at lower pH. 67 If ocean acidifica - vation of various reptiles and birds, with tion continues, marine extinctions and loss of ecosystem serv - emphases in the California and Caribbean Islands biodiversity ices to humans will be inevitable. 68 hotspots. Using a lab full of rattlesnakes, scorpions, spiders, and cen - tipedes, they also investigate the behavioral ecology of venomous an - Conclusions imals and their venoms. Their work has appeared in many television The evidence for accelerating species extinctions is highly documentaries. Dr. Hayes has published numerous papers and co- compelling, and the influence of humans on extinctions can be edited several volumes, including Iguanas: Biology and Conserva - readily identified. tion and The Biology of Rattlesnakes. Unfortunately, many people reject the notion that humans have profoundly altered the Earth’s ecosystems, and refuse to Floyd E. Hayes is Professor of Biology at Paci - take responsibility for caring for God’s creation. Ironically, the fic Union College in Angwin, California, where intense focus on AGW by climate scientists has desensitized he started the Environmental Studies major in many skeptics toward other equally or more compelling an - 2008. He holds a doctoral degree from Loma thropogenic factors that irrefutably contribute to species ex - Linda University and has taught ele mentary tinctions and the unfolding ecological crisis. Environmental school on the island of Kosrae in Micronesia, scientists have probably hurt their own cause by pushing AGW worked as a vertebrate biologist for the U.S. so forcefully, and Christians committed to an environmental Peace Corps in Paraguay, taught biology at the

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 27 University of the Southern Caribbean and the University of the West tifying and Mapping the Human Appropriation of Net Primary Production in Indies in Trinidad and Tobago, and worked as a wildlife biologist in Earth’s Terrestrial Ecosystems,” Proceedings of the National Academy of Science 104:31 (2007):12942-12947; Karl-Heinz Erb, Fridolin Krausmann, Verokina St. Thomas, U.S. Virgin Islands. Dr. Hayes has been Editor in Chief Gaube, et al., “Analyzing the Global Human Ap propriation of Net Primary of the Journal of Caribbean Ornithology since 2005. Production—Processes, Trajectories, Implications: An Introduction,” Ecological Economics 69:2 (2009):250-259. 16. V. H. Heywood and R. T. Watson, Global Biodiversity Assessment (Cambridge: Cambridge University Press, United Nations Environment NOTES AND REFERENCES Programme [UNEP], 1995). 1. 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Gilbert, polymorpha ) and Quagga Mussel ( D. rostriformis bugensis ) Distributions in et al., “Historical Mammal Extinction on Christmas Island (Indian Ocean) North America” (2011): http://fl.biology.usgs.gov/ Nonindigenous_Species/ Correlates With Introduced Infectious Disease,” PLoS One 3:11 (2008):e3602. ZM_Progression/zm_progression.html. 61. A. A. Cunningham, P. Daszak, and J. P. Rodriguez, “Pathogen Pollution: 45. Zhenya Li, Quan Dong, Thomas P. Albright, and Quinfez Guo, “Natural Defining a Parasitological Threat to Biodiversity Conservation,” Journal of and Human Dimensions of a Quasi-Wild Species: The Case of Kudzu,” Parasitology 89 (2003 Suppl.):S78-S83; R. A. Kock, M. H. Woodford, and P. B. Biological Invasions 13:10 (October 2011):2167-2179. Rossiter, “Disease Risks Associated With the Translocation of Wildlife,” Revue 46. Jared Diamond, Collapse: How Societies Choose to Fail or Succeed (New scientifique et technique (International Office of Epizootics) 29:2 (2010):329-350. York: Viking Penguin, January 2005). See http://www.ipcc.ch/publications_and_data/ publications_ipcc_fourth_ 47. Ransom A. Myers and Bons Worm, “Rapid Worldwide Depletion of as sessment_report_wg1_report_the_physical_science_basis.htm. Predatory Fish Communities,” Nature 423:6397 (May 2003):280-283; T. 62 . Intergovernmental Panel on Climate Change (IPCC), Climate Change Polacheck, “Tuna Longline Catch Rates in the Indian Ocean: Did Industrial 2007: The Physical Science Basis : Contribution of Working Group I to the Fourth Fishing Result in a 90% Rapid Decline in the Abundance of Large Predatory Assessment Report of the Intergovernmental Panel on Climate Change (Geneva, Species?” Marine Policy 30:5 (2006):470-482. Switzerland: Intergovernmental Panel on Climate Change, 2007): http://www. 48. Bradshaw, et al., “Tropical Turmoil—A Biodiversity Tragedy in ipcc.ch/ipccreports/ar4-wg1.htm/. Accessed December 31, 2011. Progress,” op. cit .; Hughes, et al., “Reciprocal Relationships and Potential 63 . Andrew Dessler and E. P. Parson, The Science and Politics of Global Feedbacks Between Biodiversity and Disturbance,” op. cit. Climate Change: A Guide to the Debate , 2nd ed. (Cambridge, U.K.: Cambridge 49. Daniel Simberloff, “Community and Ecosystem Impacts of Single- University Press, 2010). Species Extinctions,” in P. Kareiva and S. A. Levin, eds., The Importance of 64. Matty P. Berg, E. Toby Kiers, Gerard Driessen, et al., “Adapt or Disperse: Species (Princeton, N.J.: Princeton University Press, 2003), pp. 221-223; Jacob Understanding Species Persistence in a Changing World,” Global Change Johansson and Ulf Dieckmann, “Evolutionary Responses of Communities to Biology 16:2 (February 2010):587-598. Extinctions,” Evolutionary Ecology Research 11 (2009):561-588. 65 . IPCC, Climate Change 2007: The Physical Science Basis , op. cit. 50. Christopher N. Johnson, Joanne L. Isaac, and Diana O. Fisher, “Rarity 66. Lauretta Burke, Katie Reytar, Mark Spalding, and Allison Perry, Reefs of a Top Predator Triggers Continent-Wide Collapse of Mammal Prey: Dingoes at Risk Revisited (Washington, D.C.: World Resources Institute, 2011). and Marsupials in Australia,” Proceedings of Royal Society B 274:1608 (February 67. Sarah R. Cooley, H. L. Kite-Powell, and S. C. Doney, “Ocean Acidi - 2007):341-346. fication’s Potential to Alter Global Marine Ecosystem Services,” Oceanography 51. G. E. Rosen and Katherine F. Smith, “Summarizing the Evidence on the 22:4 (2009):172-181. International Trade in Illegal Wildlife,” Ecohealth 7:7 (August 2010):24-32. 68. Ibid.

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 29 How Can Christian Industries and Institutions Practice Environmental Care?

hristians, as God’s wit - ronment. God holds us responsible for environmental care plans and models. nesses on earth, have a our choices. Therefore, environmental Therefore, it is imperative that qualified mandate to protect, care stewardship means making wise choices and experienced environmental consult - for, and, where possible, re - and taking responsibility for those ants be contracted to help plan and im - store God’s creation. This choices. For environmental stewardship plement environmental policies. Cmandate must forcefully impact Sev - to be meaningful, effective, and effi - enth-day Adventists because of their cient, it needs to be undertaken in a Developing an Environmental theological and practical commitment managed and sustainable fashion. In Policy to the observance of the seventh-day other words, we need guidelines to di - Resources for developing a corpo - Sabbath as an eternal memorial of God’s rect our choices, and policies to define rate environmental stewardship policy creative and redemptive activity. So how the terms of the guidelines. To enable are readily available on the Internet should this mandate of environmental environmental stewardship to become a and in published literature. 1 When de - care affect the way Adventists operate reality, the board and senior managers veloping an environmental policy, it is their industries and institutions? must agree to allocate resources to envi - helpful to consider and list environ - ronmental care and the development of mental concepts and issues that are rel - Getting Started environmental policy for their institu - evant to the nature of the institution, The first step is to recognize the need tion or industry. the local environment, and the culture to practice environmental care. We live Most managers and members of in - of the local population. in a world comprised of interconnected stitutional boards have not been specifi - One universal principle is that our ecosystems. All human activities interact cally educated in matters pertaining to world is a created gift from God . It is an with these ecosystems, and therefore caring for the environment, and some interconnected web, and we can no our choices and actions affect the envi - may lack the scientific background to longer regard ourselves in isolation understand the technicalities of complex

BY JOHN F. ASHTON

30 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org from others. Our individual actions ei - is also essential to evaluate environ - stitutional boards can begin to set goals ther contribute to or detract from the mental performance through periodic and timelines to achieve sustainable en - overall global health of our planet. reviews and audits to ensure that the vironmental outcomes. Sufficient time Another universal principle is that conduct of the institution and its staff, should be allowed for both individual our planet does not have limitless re - students, and employees is consistent and corporate operations to adjust to sources. Its atmosphere and oceans with environmental policy principles. changes, which should be rolled out contain a limited volume, and the Environmental policies must also gradually but steadily according to a forests and the algal mass in the oceans stipulate how they will promote the ef - well-defined strategy. Sufficient time are finite resources. Therefore, we need ficient use of resources. They must set must also be allotted to educate both to be discerning and prudent, and limit reasonable, achievable resource reduc - staff and stakeholders regarding the rea - our consumption of the planet’s re - tion targets, including strategies and sons for the changes and the benefits to sources and our production of trash. methods for reducing the consumption the institution. Involving staff and cor - Another concept to emphasize in corporate planning and decision- making is environmental ed ucation. Institutions must commit sufficient resources to implement effective stew - ardship programs. Unless we introduce programs that educate employees and church stakeholders to be accountable for caring for the environment, these policies will be ineffective. Such pro - grams focus on the specifics of achiev - able environmental stewardship in the day-to-day operations of the institu - tion. Planners must also evaluate damage that may have already been done to the environment and local community by past operations. Then strategies and programs can be designed to minimize, mitigate, or restore any adverse envi - ronmental impacts caused by the orga - nization’s operations, including the way we provide services to the commu - nity. News about both impacts and mitigation efforts should be systemati - of water, energy, and other resources. porate stakeholders in discussions relat - cally communicated to the community Waste disposal is a significant area of ing to goal setting and timelines usually as well as to employees, students, and environmental concern. Environmental ensures better compliance and smoother constituents. Methods of communica - policies must include principles and transitions. tion can include media releases, sign - guidelines for implementation that en - Environmental care programs usu - age, regular articles in newsletters, and sures the proper handling and disposal ally involve significant costs and may, specific training programs. While all of all waste, including minimizing the at first, seem to put the institution at a programs of change require effort, rec - creation of waste products and the use disadvantage with respect to market - ognizing achievements and celebrating of non-renewable resources. Recycling place competition. However, as part of milestones can play a very important targets should also be put in place. our Christian duty and witness to care role in ensuring continuing environ - for the environment, these costs need mental awareness and compliance. Setting Goals and Timelines to be factored into the overall opera - Planning “environmentally friendly” Once an environmental policy has tional costs. And over time, some envi - celebrations should be a mandatory been established, administrators and in - ronment programs may actually save part of any environmental program. It money for the institution.

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 31 Environmental management structures and estates. However, main - duce a yield; Systems tenance programs also offer the oppor - • applying self-regulation and feed - Effective environmental care involves tunity for improvement in design and back; effective management. This does not planning operations to make them • using and valuing renewable re - usually mean the management of the more environmentally friendly. For this sources; environment as such, but rather the purpose, although qualified engineers • minimizing waste; management of an institution’s or cor - and architects can be consulted, many • using small and slow solutions; poration’s interaction with, or impact general ideas can be obtained from • using and valuing diversity; on, the environment. A number of tools “Permaculture” design guidelines. “Per - • using landscape edges; and standards provide objective criteria maculture” is a design system that seeks • creatively using and responding to for environmental management systems. to make environmental sustainability change. One of the most widely used tools is the user friendly and practical, in order to Basic principles, such as those stated International Organization for Stan - maximize everyday compliance with dardization ISO 14001 standard. 2 An - other is the European Union Eco-Man - agement and Audit Scheme (EMAS). 3 Some of these systems can be quite onerous for small institutions and schools. A more manageable step-by- step approach can be found in the Green Dragon Environmental Management Standard. 4 Another phased standard that can be more suitable for smaller institu - tions and schools is BS 8555. 5 Christian institutions need to be par - ticularly thorough in their compliance with federal, state, and local government environmental laws and regulations, and scheduling regular audits of operations to ensure that no shortcuts are taken. For Adventist institutions and schools in developing nations, the “love your Workers install the hardware used to mount hundreds of solar panels on the gym - neigh bor” principle can be used as the nasium roof at Hawaiian Mission Academy, which expects its campus to be fully guiding philosophy, even when local and solar powered during the 2013-2014 school year. state laws do not require environmental compliance. Thus, institutions should corporately commit to this principle by sustainable behaviors. above, can and should be applied both assessing the needs of local communities Permaculture design aims to: at the corporate and individual levels. 8 and ensuring that their practices do not • rebuild natural capital; harm the local community. In addition, • care for self, kin, and the commu - Areas of Environmental Care: Christian institutions should do what - nity; and The Adventist Advantage ever they can to reduce their carbon • share, by redistributing surplus, In addition to the current wealth of footprint 6 and ecological footprint, 7 and and by limiting consumption and re - information and resources, Seventh-day compare their environmental policies production. Adventist institutions also have the ad - with those of other institutions and or - Permaculture’s principles include: vantage of the inspired counsel of Ellen ganizations. • studying the environment to learn G. White. Perhaps the most pertinent of One of the fundamental issues man - how best to interact with it; her counsels is her elucidation of the agers and school administrators face in • catching and storing local energy eight components of natural health: the area of environmental care revolves using solar panels, wind turbines, and pure air, sunlight, abstemiousness, rest, around maintenance of existing infra - water wheels; exercise, proper diet, the use of water, • designing work programs that pro -

32 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org and trust in divine power. 9 These com - ture of furnishings, carpets, and paints volves minimizing what we consume ponents are also essential for the health as well as from tobacco smoke and and throw away. Practical applications of the environment and can be used to poorly maintained air-conditioning can be as simple as reducing the create a balanced environmental-care systems that create “sick-building syn - amount of energy and resources con - framework that sets Seventh-day Ad - drome.” 11 Air-conditioning units con - sumed on a daily basis. In fact, it can be ventist institutions apart. These princi - sume large amounts of energy and as - fun to join with colleagues and stu - ples can be expanded as follows: sociated resources. Dependence on dents to brainstorm about ways to re - these units can be reduced by creating duce daily consumption of resources. Air Quality shade and natural evaporation by Practical environmental savings can Clean air is essential for the health planting strategically located trees to also be achieved at the corporate level. of living organisms. Humans create air cool the air circulated through open Ways of accomplishing this include pollution through the burning of fossil windows in summer. In winter, the choosing furniture from recycled or fuels (creating toxic exhaust and par - solar energy from the sun’s rays can be sustainable plantation timbers; buying ticulate matter from combustion of used in conjunction with improved in - uniforms made from hemp (a very sus - gasoline and diesel fuel in vehicles, and sulation to reduce heating costs. tainable crop that can be grown with - coal and gas in electrical generating out fertilizers or pesticides); purchasing plants), manufacturing, burning waste Sunlight management fuel-efficient fleet vehicles; recycling materials, creating dust, allowing vari - Sunlight provides light for vision, paper, bottles and cans, and cardboard; ous chemicals to escape into the air, but also for health. Sunlight regulates using reusable or recycled packaging; and by smoking tobacco. Humans also the circadian rhythms that control our and printing/photocopying on both cause air pollution indirectly when we blood pressure, blood sugar, sex hor - sides of the paper. A June 2011 Business buy goods and services that use energy mones, and mood. Sunlight also pro - Insight report pointed out that for a in their production and delivery. vides cleansing benefits in the form of 330 ml can of soft drink, packaging was Taking measures to reduce emissions ultraviolet light, which kills germs and responsible for more than 55 percent of and lower our rates of consumption ob - mold and helps purify running water. the product’s carbon footprint. viously help keep the air clean. However, These rays also help the human body humans can make a significant contri - produce vitamin D, a powerful anti- managing Rest bution to cleaning the air and produc- cancer chemical that is essential for The need for rest applies to the en - ing fresh oxygen by planting trees and healthy bones and protection against vironment as well as to humans. I have plants, which absorb some of the pollu - heart disease. 12 Sunlight also provides already referred to the weekly Sabbath tants in the air and produce oxygen to heat, light, and energy, with the latter rest which is a time when we, as Ad - replace what has been used by electrical being available for electricity genera - ventists, usually travel less, close our power generation, motor vehicles, and tion via the installation of solar electri - schools and factories, and schedule respiratory processes. For example, every cal panels. By incorporating building only essential services in our hospitals kilowatt hour of electricity consumed designs that utilize natural daylight for and institutions. Besides providing re - uses up the oxygen that 19 small trees light and heating, and by building grid- newal for humans, this simple obedi - take one week to produce. 10 Trees can feeding solar panels, overall energy ence to one of the Ten Commandments also absorb excessive noise and help consumption can be reduced. The helps reduce consumption of energy moderate air-temperature changes. Oxy - health and wellbeing of employees can and other resources, thereby decreasing gen-producing shrubs and small trees be enhanced by providing outdoor our negative impact on the environ - can be used as fences, as barriers in areas where they can get the benefits of ment. The biblical sabbatical year, how - parking lots, to shade walkways, and to sunlight while sheltered from adverse ever, provides a greater challenge in add beauty and variety to industrial and weather during lunch and break times. terms of implementation. Our institu - institutional landscapes. The more trees, tions and farms can still practice crop shrubs and flowers we plant, the more Conservation rotation of gardens and fields—leaving fresh oxygen we will have and the closer Conservation is a fundamental prin - a portion fallow each year as part of a we will come to restoring the environ - ciple of environment care. Conserva - seven-year cycle. ment to that which God created for our tion aims at reducing waste and other The same seven-year principle can be original parents (Genesis 2:8, 9). negative impacts on the planet. It in - applied to environmental goals. Thus, Indoor air can become polluted projects can be set up with timelines of from chemicals used in the manufac - six years or less, with the seventh year

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 33 reserved for the celebration of the tivities such as community help pro - times more pesticides than a vegetarian achievement of environmental goals. grams (mowing lawns for handicapped diet, with the differences largely attrib - The sabbatical year was meant to be a and elderly people, or doing some uted to the environmental costs of meat time of learning (Deuteronomy 31:10- laundry for a single mother on welfare) production. 13 13), and this principle can be applied to can help keep staff fit and make a dif - Seventh-day Adventist institutions promoting care of the environment in a ference in the community. Typically, and industries can promote awareness special way during the last year of the the corporate budget allocated to these of the environmental benefits of vege - cycle. This not only increases commu - types of projects is approximately three tarianism, as well as the health and nity awareness of the environment and hours of paid time per month. longevity benefits. Vegetarian recipes the Creator, but can also be a time when can be collected 14 and e-mailed to staff extra corporate and personal attention food and nutrition and employees, along with company can be given to caring for the environ - At first consideration, it is not obvi - news, environmental reports, and ment, as well as to projects aimed at re - ous that nutrition can play an important workplace safety updates. pairing environmental damage—by fo - cusing on restoration.

Ensuring a Balanced lifestyle Personal exercise activities can con - tribute to environmental care in many ways. We can choose to use public trans - portation or bicycle and walk to and from our destinations. Institutions can provide recreational facilities, such as volleyball areas and walking paths; and establish exercise-awareness programs, such as issuing pedometers to employees and encouraging everyone to strive to achieve goals such as 10,000 steps or more per day. Staff and students can be divided into teams, with the team that accumulates the most steps being awarded a prize, such as a paid outdoor activity or a recreational clothing voucher. Personal exercise is essential to maintaining wellness, and healthy peo - ple place fewer demands on health-care systems, thereby reducing the associated part in caring for the environment, but Water usage environmental costs in terms of energy, it is actually a significant factor. There Contamination of drinking water water usage, and carbon footprint. seems to be a growing consensus among and of Earth’s oceans is one of the most Planners can schedule exercise pro - researchers that a plant-based or vege - important environmental concerns fac - grams that directly benefit the environ - tarian diet is more environmentally ing our planet. In many regions, sewage ment, such as tree planting and com - friendly than a diet that includes meat ends up either in rivers and reservoirs munity gardens. Staff can be allocated and fish. A Loma Linda University study used for drinking water or in the paid time to participate as teams in published in 2009 found that on the oceans. Planning and designing sys - these projects. Institutions can plant basis of 11 common food items consti - tems to collect, conserve, or recycle fruit and vegetable gardens and en - tuting either a vegetarian or non-vege - water and reduce emissions of sewage, courage staff to sign up to tend them. tarian diet, the latter was more costly to animal excrement from farms, and These can be fun times for the team, the environment. The researchers found other wastes can play an important and the produce can be donated to that a non-vegetarian diet required 2.9 part in environmental care. needy families in the community. Ac - times more water, 2.5 times more en - In developed countries, excessive and ergy, 13 times more fertilizer, and 1.4

34 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org unnecessary water use is a growing con - exploitation of the environment. By car - Corporate Behaviour (Cheltenham: Edward Elgar cern; thus, an evaluation of an organiza - ing for the environment, we are also Publishing, 2007); and http://www.epa.gov/ tion’s water usage or water footprint can helping to care for our neighbor. i stewardship/. 2. http://www.iso14000-iso14001-environ lead to an awareness of the need to de - mental-management.com/. velop and implement water conservation 3. http://ec.europa.eu/environ ment/emas/. programs. 15 On the other hand, encour - This article is adapted from a chapter 4. http:// www.greendragonems.com/. aging employees to drink more water in - in the new book Entrusted: Christians 5. http://www.iema.net/ems/ acorn_ scheme/ stead of tea, coffee, or soft drinks can and Environmental Care (Adventus, bs8555 . 6. Thomas Wiedmann and Jan Minx, “A Defi - lead to improvements in personal health, 2013), and is printed with permission nition of ‘Carbon Footprint,’” in Carolyn C. as well as savings in the environmental from the editors and publisher. For more Pertsova, Ecological Economics Research Trends resources used to prepare, package, and information about the book, see http:// (Hauppauge, N.Y.: Nova Science Publishers, Inc., transport tea and coffee to the work - www.adventus21.com. 2008), pp. 1-11. place—not to mention the many cups 7. Nicky Chambers, Craig Simmons, and Mathis Wackernagel, Sharing Nature’s Interest: and containers that can be saved. Ecological Footprints as an Indicator of Sustain - John F. Ashton is ability (London: Earthscan Publications, 2000). Honoring God Strategic Research See also http://www.footprintnetwork.org/en/ Caring for our environment in a way Manager for Sani - index.php/GFN/ . that brings honor to God requires dili - tarium Health and 8. See, for example, Bill Mollison, Introduc - tion to Permaculture (Sisters Creek, Tasmania: gent forethought and careful planning. It Wellbeing, and Tagari Publications, 1997); http://perma cul involves learning about creation and how serves as Adjunct ture.org.au; and R. Hopkins, The Transition to become wise and faithful stewards. To Professor of Applied Handbook: From Oil Dependency to Local Re - achieve this goal, Adventist institutions Sciences at the silience (White River Junction, Vermont: Chelsea will have to change the way we do busi - Royal Melbourne Institute of Technology Green, 2008). 9. Ellen G. White, The Ministry of Healing ness at both the individual and corporate University in Australia and Adjunct Pro - (Mountain View, Calif.: Pacific Press Publ. Assn., levels. For changes to be effective and fessor in the School of Biomedical and 1905), p. 127. sustainable in the long term, measurable, Health Sciences at Victoria University, 10 . John Ashton and Ron Laura, The Perils of achievable goals must be established and Melbourne. He holds a B.Sc. with honors Progress; The Health and Environment Hazards of monitored. These changes must be based in chemistry and a Ph.D. in epistemology Modern Technology and What You Can Do About Them (London: Zed Books Ltd., 1999), pp. 37, 38. upon a vision and the determination to from the University of Newcastle and an 11. Ibid., pp. 211-222. For information on pre - care for God’s creation in a way that is a M.Sc. in chemistry from the University of venting indoor air pollution, see David T. Dyjack positive witness to our neighbors. Tasmania. Dr. Ashton has co-authored and Angela B. Dyjack, “Cleaning the Air at School,” scores of science-related articles and has The Journal of Adventist Education 63:3 (February/ published several books. He is the lead March 2001):16-20: http://circle.ad ventist.org/ love for God and Humankind: files/ jae/en/jae200163031605.pdf. The motivation for Environmen - author of the environmental text The 12. Ashton and Laura, The Perils of Progress , tal Care Perils of Progress: The Health and Envi - op. cit., pp. 243-253. While the Old Testament and the ronmental Hazards of Modern Technol - 13 . Harold J. Marlow, William K. Hayes, writings of Ellen G. White provide brief ogy and What You Can Do About Them Samuel Soret, et al., “Diet and the Environment: but useful guidelines for environmental (London and New York: Zed Books Ltd., Does What You Eat Matter?” American Journal of Clinical Nutrition 89:5 (May 2009):1699S- care and stewardship, the motivation for 1999). His most recent book is Evolution 1703S; Sibylle Frey and John Barrett, Our Health, environment care is underpinned by Impossible: 12 Reasons Why Evolution Our Environment: The Ecological Footprint of two fundamental principles that Jesus Cannot Explain the Origin of Life on What We Eat (Heslington, York: Stockholm Envi - taught: to love God with all our heart Earth (Green Forest, Arkansas: Master ronment Institute, University of York, 2007); and and soul and mind, and to love our Books, 2012). http://www.brass.cf.ac.uk/uploads/Frey_A33.pdf; http://www.ncbi.nlm.nih.gov/pubmed/19339399. neighbor as ourselves (Mark 12:29-31). 14 . See, for example, http://www.sanitarium. The Earth belongs to God (Psalm 24:1). com.au. If we truly love Him, we will take care of NOTES AND REFERENCES 15. See, for example, Arlen Y. Hoekstra, the planet He has entrusted to us. We 1. See, for example, Richard Welford, Corpo - “Human Appropriation of Natural Capital: A rate Environmental Management: Systems and also have an obligation to our fellow Comparison of Ecological Footprint and Water Strategies (Oxford: Earthscan Publications, Footprint Analysis,” Ecological Economics 68:7 human beings, of whom around 925 2009); N. Johnstone, Environmental Policy and (2009):1963-1974. See also http://www. waterfoot million are undernourished as a result of print.org. natural disasters, conflict, poverty, and

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 35 Schools Going Green: Practical Ways That Schools Are Impacting the Environment

ducation has always been about preparing students to ments had been turned in. The program allows students to sub - live in the world. With the increased concern about mit their homework from any location where they have Inter - our changing environment, educators must prepare net access, thus preventing lost assignments. By saving paper, the world for our students. When educators make en - the school also saved money at a time when it was facing budget vironmentally friendly decisions, the impact can be cuts. “Using free online tools,” says Lloyd, “allows me to give Eprofound and felt for generations. my students a relevant and quality education even with the cut - Over the past year, I have talked with teachers, administra - backs.” 1 tors, and parent volunteers from both Adventist and non-Ad - More Paper-Saving Ideas: ventist schools who are taking their responsibility for the envi - • Use the free online resource Glogster (http://edu.glog ronment seriously. This article explores some of the actions ster.com) as an alternative to poster projects and collages. 2 they are taking. • E-mail parents rather than sending home notes. 3 • Print on both sides of the paper. Deleting Paper Piles • Save paper from copier errors (too light, too dark, too Looking for a way to reduce clutter, April Lloyd, former many copies) to use as scrap paper in the classroom. 4 teacher at Atlanta North Adventist School in Georgia, saw a link • Encourage students to use both sides of their notebook to an online homework drop box in the school-management paper. 5 software program Renweb and decided to give it a try. By set - ting up accounts early in the year and having her students put make Recycling a Habit assignments in the homework drop box, Lloyd found that, in After sorting recyclable materials from his school’s trash, addition to saving paper, she also had a record of which assign - Kenneth Brummel, principal at Pioneer Junior Academy in

BY LORI FUTCHER

36 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org Westmoreland, New Hampshire, drives the paper, cans, card - • Recycle ink cartridges by refilling them yourself or taking board, and plastic to the recycling center. Students dispose of them back to the store where you purchased them. 10 their items in stackable recycle containers, which don’t require • Teach students how to weigh and measure the school’s re - much space in the one-room school. “It doesn’t actually take a cyclables, and encourage them to recycle at home. 11 lot of time to make this happen,” says Brummel, who says he would be going to the dump weekly to dispose of trash even if Rewards for Recycling he wasn’t recycling. “You have to ask, ‘Is the time worth the Olney Adventist Preparatory School in Maryland used the amount you’re getting back?’” For his school, the answer is yes. 6 Dream Machine Recycle Rally to recycle while earning rewards More Recycling Tips: for the school. 12 For this program, students bring in non-alco - • Find a volunteer to make trips to the recycling center. 7 holic beverage containers for recycling, and the school earns • See if your community will provide a dumpster or bins rewards and competes for prizes. Part of the money is used to specifically for recycling. 8 You may even get cash or credit for provide a free education for post-9/11 disabled U.S. veterans— your recycling that can be applied to educationally based while helping to clean up the environment. 13 The school has prizes. 9 recycled more than 200,000 items, garnering them fifth place

The Dream Machine is one of a number of recycling organizations that work with schools. Shown above are students from the York Advent - ist Christian School in Pennsylvania with some of the items they collected for recycling.

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 37 in the nation and earning them $8,000 to be used toward green im - provements. Principal Jami Walker admits that the program requires a lot of work. “Make sure you have a team that’s going to take it on so it doesn’t rest on one person. It should involve staff members but could also involve parents and church mem - bers.” 14 More Recycling Reward Pro - grams: • Sign up with TerraCycle® to up- cycle common non-recyclable or hard-to-recycle waste items into use - ful products. 15 • Work with the Funding Factory (http://www.fundingfactory.com) to earn cash rewards while recycling ink cartridges, cell phones, and other small electronics. 16

Coloring the World The students at Sun Valley Ele - mentary School in San Rafael, Cali - fornia, wanted to recycle markers but couldn’t because the plastic in the markers wasn’t recyclable. 17 Student members of the school’s Green Team decided that the answer was holding manufacturers responsible for the waste their products create. 18 So they created a petition on change.org to ask Crayola to refill old markers. Though Crayola’s initial response was negative, another marker com - pany, Dixon, decided that the kids had a good idea and set up a take- Schools can teach students hand-washing techniques that conserve water and paper towels. back program, in which the school now participates. 19 Eventually, Cray - ola agreed to set up a take-back program, recently implement - • Send old crayons to children in countries where crayons ing “ColorCycle,” a program that will process Crayola markers are difficult to obtain. 23 into clean-burning fuel. 20 “The most inspiring part has been watching the kids grow, Cleaning up in the Bathroom watching their confidence grow,” says Land Wilson, parent vol - From their first day of school, the preschool children at the unteer. “Personally, it’s been the most gratifying thing to watch Montessori School in Chattanooga, Tennessee, are taught to these kids become empowered and to see them realize that their wash their hands by turning on the water and using only a voice matters and that their voice makes a difference.” 21 small stream to get their hands wet, then turning off the water Related Solutions: while they rub their hands to get a good lather, and finally, • Using ice-cube trays, have children melt and mold old turning on a small stream to rinse. They are also told to shake crayons into new shapes and colors. 22 their hands three times so they need only one paper towel. “We

38 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org try not to put things in the school that they don’t have at juice boxes were being thrown away each year, just at their home,” explains Bobbie Spink, head of the school. “We’re trying school. With the school’s support, the parents formed a Green to teach them to use the things they have at home.” 24 Team. One of their first actions was to e-mail parents, asking Other Ways to Clean Up: them to use thermoses in their child’s lunches. 30 “We’ve had • Replace old (pre-1995) toilets with water-efficient mod - mixed results,” says Joy Sussman, a parent volunteer. “Some els. 25 people, no matter what you ask, are not going to change the • Install dual-flush toilets, with one button for liquid waste way they’re doing things. Others are surprised to learn there and one for solid waste. 26 ARE different ways of doing things.” 31 • Install automatic faucets and paper-towel dispensers. 27 More Ways to Lighten Lunch Waste: • Consider replacing paper towels with electric hand dryers, • Replace regular paper plates with Re-Play dishes, made since manufacturing and shipping paper towels requires much from recycled milk jugs 32 or compostable/biodegradable plates. more energy than operating a hand dryer. 28 Biodegradable cups are also available. • Replace toxic cleaning agents with certified green cleaners. 29 • Compensate for forks accidentally thrown out by holding • Use safe methods to dispose of toxic materials (i.e., chemicals a “fork drive” to collect extra forks from home and thrift from laboratory experiments, electronics, and used motor oil). shops. 33 • Encourage students to use LunchSkins, 34 fabric bags coated lightening lunches with a food-safe polyurethane liner, 35 and/or waste-free lunch Changes at Hebrew Academy of Morris County in Ran - kits from KidsKonserve. 36 dolph, New Jersey, began when a group of parents discussed • Choose to serve food that is grown locally to reduce the the topic of juice boxes at a cas ual dinner. They calculated that school’s carbon footprint. 37 each child who daily brought a juice box to school discarded • Plant a school garden, and use the food grown in the cafe - 175 boxes each year. When they did the math (multiplying 175 teria 38 or as a fundraising tool. For an even greater environmen - by the number of students), they realized that thousands of tal impact, maintain a chemical-free garden. 39

Replacing juice boxes with thermoses can reduce the amount of Many different kinds of bottles and containers can be recycled to waste going into landfills. reduce waste and raise funds for school projects.

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 39 o cut down on water Creating Compost Greening the Great The cafeteria at Southern Tuse, the students grow Outdoors Adventist University in Col - Lothrop Science, Spanish, legedale, Tennessee, sets aside native species, like Purple and Technology Magnet Cen - raw scraps in a trash can re - ter in Omaha, Nebraska, is lo - served for composting. These Coneflower, and Black-Eyed cated in a high-poverty area. scraps are then placed on the After planting some fruit trees cafeteria dock for food-service Susan, which can handle on its property, the school re - employees to use in their gar - ceived some criticism. “Kids in dens. Each day, one or two drought conditions, and the neighborhood will steal heavy bags of scraps are col - give them away in pots to your apples!” people would say. lected by the employees. 40 Be - “And next thing you know,” cause these scraps would have community members. Pamela Galus, science specialist otherwise gone to trash pickup for the school, responded, (for which the school would be “That poor kid will be eating a charged for by the pound), this fresh apple!” Galus feels that simple activity saves the univer - schools should play a role in sity money while benefiting the environment and providing providing edible plants and encouraging the use of native compost for employee gardens. 41 plants. “If we keep using water for things like landscaping, we’re More Ideas for Composting: going to have a problem,” says Galus, whose area faced a serious • Install a compost container near each classroom where stu - drought last year. To cut down on water use, the students grow dents can put lunch leftovers. 42 native species, like Purple Coneflower, and Black-Eyed Susan, • Compost used coffee grounds from nearby coffee shops 43 which can handle drought conditions, and give them away in as well as grass clippings and weeds. pots to community members. 44

40 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org More Outdoor Suggestions: • Have engineering students install solar panels for class • Install rain barrels on school property. Half an inch of rain credit. 53 can fill four barrels! 45 Use this non-potable water for irrigation. • Designate a student to turn off the lights at the end of each • Volunteer your students to help maintain a local trail or class period. 54 the banks of a stream. 46 • Install motion-sensing automatic lights or skylights. 55 • Implement a “no idling” policy for the drop-off and pick- • Encourage students and teachers to turn off or unplug up zones of the school entrance and parking lot. 47 computers, other electronic devices, and laboratory equipment • Create a postal-code directory to help encourage carpool - when not in use. 56 ing. 48 • Schedule an energy fair with hands-on activities like mak - • Create a school butterfly garden. 49 ing solar ovens out of pizza boxes and using them to cook S’mores 57 (melted marshmallows and chocolate pieces inserted Producing and Saving into graham crackers). Energy • Replace old mercury Frederic Liebrand, a phys- lighting units with new high- ics professor from Walla efficiency fluorescent tubes. 58 Walla University in Walla • Install energy-efficient Walla, Washington, recently doors and windows. 59 created a program using solar • Add insulation to school panels as a way to generate buildings (a low-cost way to scholarship funds for stu - achieve a big impact on your dents and to create clean en - energy usage). 60 ergy. This program is linked • Upgrade your heating to a community solar project and air-conditioning unit and (a state-recognized organiza - cafeteria appliances with en - tion that allows residents to ergy-efficient models. 61 pool their resources to help • Schedule an energy audit develop renewable energy). to determine the areas of By purchasing solar panels change that could have the that will be placed on public biggest impact for your property, individuals qualify school. 62 for a federal tax credit of 30 • Use adjustable thermostats percent of the money in - “Greening the Great Outdoors” can include setting up a school to program the temperature to vested. In addition, the state butterfly garden. fluctuate based on when the of Washington pays the own - building is being used (68 de - ers $1.08 per kW generated. 50 The Internal Revenue Service grees is ideal for winter months; 78 degrees in the summer). 63 On classifies this production incentive as non-taxable income. At weekends and school vacations, the thermostat can be set for 55 the end of the program, the participants can choose to donate degrees in the winter and 80+ degrees in the summer. the system to the municipality, thereby generating a final char - • Have the school’s heating and air-conditioning equipment itable donation equal to the market value of the solar energy inspected annually to improve its efficiency. 64 system. In conclusion, as you reflect on the changes your school will “That means that if participants donate just the tax incen - make to become more environmentally friendly, remember the tives to scholarship endowments, they could get the majority world is watching, equating your love for the Creator with how of their initial investment back from charitable deductions and you treat His creation. tax credits,” says Liebrand. “Our community solar participants “We have a unique opportunity for communities of faith can impact their community in multiple ways that reach into and schools with a religious affiliation to instill these values in the future, not the least of which is providing ways to help send our children,” says Rachel Gutter, director for the Center of our children to college.” 51 Green Schools. “At the heart of it, it’s about not doing harm to More Ways to Generate and Save Energy: the earth and to your neighbor.” 65 i • See if your local power company has a payback program for installing solar panels on your campus. (You may also qual - ify for tax credits.) 52 This article has been peer reviewed.

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 41 A freelance writer who previously served as php/news-a-media/409-green-building-news/2095-greening-commercial-re Editorial Manager at Southern Adventist strooms. Retrieved June 18, 2013. University, Lori Futcher lives in Cleveland, 26. Renee Dake Wilson, interview with author, January 24, 2013. 27. Steve Rose, interview with author, November 4, 2011. Tennessee. After spending several years 28. “Electric Hand Dryers vs. Paper Towels”: http://www.slate.com/ researching environmental issues, Mrs. articles/health_and_science/the_green_lantern/2008/06/electric_hand_dryers_ Futcher is now undergoing a self-imposed vs_paper_towels.html. challenge to reduce the amount of package 29. “The Toxic Truth About School Cleaning Supplies”: http://www.green waste going into landfills by seeking inspi - schools.net/article.php?id=241. Retrieved June 19, 2013. 30. “Greener, Cleaner, Healthier, and Safer: Hebrew Academy of Morris ration from how people lived during the American pioneer days. County”: http://greenschools.net/display.php?modin=52uid=1035. Retrieved You can follow her progress at www.lorifutcher.wordpress.com. April 2, 2013. 31. Joy Sussman, e-mail to author, January 29, 2013. 32. Stella Leonard, e-mail to author, February 15, 2013. 33. Debra Harper, interview with author, January 28, 2013. 34. Renee Dake Wilson, interview with author, January 24, 2013. NOTES AND REFERENCES 35. “LunchSkins”: http://www.reuseit.com/store/lunchskins-c-115.html? 1. April Lloyd, e-mail to author, October 20, 2011. utm_ source=bingutm_medium=cpcutm_campaign=Non-Brand_Vendors. Re - 2. Ibid. trieved April 2, 2013. 3. Andrew Thomas, e-mail to author, March 12, 2013. 36. “Waste-Free Lunch Kits”: http://store.kidskonserve.com/ SearchResults. 4. Valerie Hunt, e-mail to Cynthia Gettys, October 19, 2011. asp? Cat=28. Retrieved April 2, 2013. 5. Pam Cross, Facebook post to author, November 21, 2011. 37. Miles Bonny, interview with author, February 8, 2013; and “Eight Rea - 6. Kenneth Brummel, interview with author, February 19, 2013. sons to Eat Local Foods”: http://localfoods.about.com/od/finduselocalfoods/ 7. Valerie Hunt, e-mail to Cynthia Gettys, November 7, 2011. tp/5-Reasons-to-Eat-Local-Foods.htm. Retrieved April 3, 2013. 8. Vicky Lauritzen, e-mail to Cynthia Gettys, October 19, 2011. 38. Renee Dake Wilson, interview with author, January 24, 2013. 9. Reo Ganson, interview with author, February 8, 2013. 39. Julie Lane, e-mail to author, March 15, 2013. 10. Chris Moore, “How to Recycle Inkjet Cartridges”: http://www.eh 40. Yolanda Ocsai, interview with author, December 12, 2011. ow.com/how_4794994_recycle-inkjet-cartridges.html. Retrieved June 18, 41. Marty Hamilton, interview with author, January 3, 2012. 2013. 42. Bobby Spink, interview with author, November 3, 2011. 11. “Top 10 Tips for Starting a School Recycling Program”: http://www. 43. Stella Leonard, interview with author, February 26, 2013. treehugger.com/culture/top-10-tips-for- starting-a-school-recycling-program. 44. Pamela Galus, interview with author, February 6, 2013. html. Retrieved June 19, 2013. 45. Ibid. 12. Jami Walker, interview with author, February 13, 2013. 46. Kenneth Brummel, interview with author, February 19, 2013. 13. “Dream Machine Program”: http:// www.dreammachinerecyclerally. 47. Joy Sussman, e-mails to author, January 29 and March 31, 2013. com/about-rally/overview.html, re trieved November 22, 2011; and Jennifer 48. Renee Dake Wilson, interview with author, op. cit. Bianco, Facebook messages to author October 18, 2011 and November 23, 49. Beverly J. Robinson-Rumble, “Creating a Butterfly Garden at Your School,” 2011. The Journal of Adventist Education 71:3 (February/March 2009):26-29. 14. Jami Walker, interview with author, February 13, 2013. 50. Frederic Liebrand, interview with author, November 10, 2011. 15. “About Us”: http://www.terracycle.com/en-US/pages/about-us.html. Re - 51. ______, e-mail to author, June 10, 2013. trieved November 23, 2011. 52. Marty Hamilton, interview with author, January 3, 2012. 16. “Earn Cash Rewards With Fundraising by Recycling”: http://www.fund 53. Tom Allen, “Auburn Goes Green!” (Press Release), July 12, 2011. ingfactory.com; and “How a FundingFactory Recycling Fundraiser Works”: 54. Valerie Hunt, e-mail to Cynthia Gettys, October 19, 2011. http://www.fundingfactory.com/programs/recycling/. Both retrieved April 3, 55. Larry Robbins, interview with author, April 18, 2013. 2013. 56. Brett Sutterly, interview with author, January 24, 2013; and “Energy 17. “The Good Stuff—Episode 9: Kids Who Care Challenge Crayola”: Saving Tips for Schools”: http://www.ase.org/resources/energy-saving-tips- http://www.storyofstuff.org/2013/03/01/the-good-stuff-episode-9-kids-who- schools. Retrieved June 18, 2013. care-challenge-crayola/. Retrieved March 15, 2013. 57. Ibid. 18. Land Wilson, interview with author, March 19, 2013; and “Extended 58. Reo Ganson, interview with author, February 11, 2013. Producer Responsibility (EPR) to Achieve Zero Waste in Marion”: http://www. 59. Ibid. marinsanitary.com. Retrieved March 31, 2013. 60. “Insulation: A Key Factor in Sustainable Schools”: http://www. 19. “The Good Stuff—Episode 9: Kids Who Care Challenge Crayola,” op. dailyenergyreport.com/insulation-a-key-factor-in-sustainable-schools/. Re - cit.; and Land Wilson, interview with author, March 19, 2013. trieved June 18, 2013. 20. “Crayola Colorcycle –Turn Crayola Markers Into Energy!”: http://www. 61. Cavel Melbourne, interview with author, February 21, 2013; and “En - crayola.com/colorcycle.aspx. Retrieved June 7, 2013. ergy Efficient Companies”: http://energyefficienthome-diy.com/energy-effi 21. Land Wilson, interview with author, op. cit. cient-guide/energy-efficiency-companies/. Retrieved June 18, 2013. 22. “DIY Crayon Fun Kids (And You!) Will Love”: http://www.sheknows. 62. Brendan Krueger, interview with author, February 13, 2013. com/parenting/articles/979355/make-old-crayons-like-new-with-diy-craft. Re - 63. “Energy Saving Tips at School,” http://www.ehow.com/list_6522250_ trieved June 7, 2013. energy- saving-tips-school.html. Retrieved June 18, 2013. 23. Pamela Galus, interview with author, February 6, 2013. 64. “Heat and Cool Efficiently”: http://www.energystar.gov/index. cfm?c= 24. Bobbie Spink, interview with author, November 3, 2011. heat_cool.pr_hvac. Retrieved June 18, 2013. 25. “Greening Commercial Restrooms”: http://energycenter.org/index. 65. Rachel Gutter, interview with author, November 14, 2011.

42 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org The JAE Website (http://jae.adventist.org) has a NEW feature that enables you to search by issue the past 34 years' editions of the magazine. For example, you can easily identify all of the school boards articles in the three special issues without having to search for them one by one. In addition, you can search for articles on topics ranging from Adventist Colleges Abroad to “Why Writers Read Differently.” And all the information on the Website is available FREE 24/7 in four languages: English, Spanish, French, and Portuguese! Of course, you can also search the site by: Author, Title, Key Words, or Abstract. On the JAE Website, you also can obtain information on how to order Continuing Education tests; send a message to the Editor, Office Assistant, or Subscription Manager; and download guidelines for writers.

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The Journal of Adventist Education • December 2012/January 2013 4 http://jae.adventist.org The Journal of Adventist Education • October/November 2013 43 Green is an Important Part of the Spectrum

reen letters spelling cided that student learning could be en - Veverka: How easy was it to con - “Rogers Adventist School” riched with the addition of renewable re - vince others of your dream? stand out against the sources. RAS was preparing to erect a Wessman : It depends on “others.” cream-colored block new school building, and she figured Our principal at that time, Jim Weller, building topped with a that this would be the perfect opportu - was easy to convince. Getting the money Gblue roof. The sign, however, is not the nity. The first project, solar panels, went was not easy. We wrote grants, talked only thing that is green at RAS. Arriving so well that she and the school were ap - with potential donors, and finally came at school, students head to the large tank proached to try the next project, a wind up with a grant from Bonneville Power to check on the young salmon that are turbine. The newest of the green proj - and individual donations. progressing through the stages from ects, and probably the one that draws the Veverka: According to a Columbia eggs to alevin to fry, eventually to be re - greatest daily attention from students, is Rural Electric newsletter, Rogers Advent - leased into one of the local streams as a the salmon tank located in the school ist School was the first school in the part of a program to reintroduce fish lobby. What convinced Wessman that Walla Walla Valley to install this photo - into the wild and educate students about students would benefit from these proj - voltaic system [one that uses solar panels the salmon’s lifecycle. Near the salmon ects? In the following interview, she an - to convert sunlight into electricity]. This tank, two computer screens monitor the swers these questions and others. PV system generates about 1,200 watts. I energy being produced by solar panels understand that these panels, located on and a wind turbine. How did solar pan - Veverka : Tonya, what sparked your the south side of the building, convert els, a wind turbine, and a salmon tank interest in solar panels? enough sunlight to electricity to operate become a part of Rogers Adventist Wessman: I was interested in renew - the lights in just over three classrooms. School? able energy and thought that this Do you know if many schools have fol - Each of these “green” inclusions is the would be a great opportunity for edu - lowed RAS’s lead? brainchild of Tonya Wessman, one of the cation for kids. It seemed to me that Wessman: I don’t know of any, but 1st- and 2nd-grade teachers. Upon arriv - our school should be the leader in the one local school does have a wind tur - ing at Rogers 11 years ago, Wessman de - [Walla Walla] valley in all areas of edu - bine. cation.

BY JOY BRUNT VEVERKA

44 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org Veverka: After the installation, were there any stipulations, obligations, or re - sponsibilities on the part of the school? Wessman: No. Veverka: How do students benefit from the solar panels? Wessman: I am quite sure teachers use them for awareness when they study about renewable energy. In my classroom, representatives from Co - lumbia Rural Electric come and share information with students. Veverka: As for the wind turbine, I understand that you were approached by Columbia Rural Electric, and that the project, including installation of a 7.5-ton concrete base and a 53-foot-tall wind turbine (including blades), were all part of a $20,000 grant. What did you do to coordinate the process? Since this was the first project like this in the area, were there some concerns? Wessman : Tons of paperwork! One other turbine that size was located in the valley, but not in a residential area. We had to do paperwork for environmental studies, make presentations to the Col - lege Place City Council, send paperwork to Olympia [the state capital], and send out notices to all the neighbors. There were concerns about noise, birds, and safety—-such as ice or blades flying off. Veverka: I must ask, other than the knowledge that alternate sources of power exist, how do students benefit from the wind turbine? Top: At Rogers Adventist Wessman: It is another opportunity School (RAS), multi-age for them to learn about renewable en - reading buddies smile as they transport solar pan - ergy. They also learned how to try els from boxes to the in - something that’s hard. I learned that stallation points. lesson, too; it wasn’t easy, but it’s one step at a time. Middle: RAS 1st- and 2nd-graders help with Veverka: I know the history behind groundbreaking for the the salmon tank. One summer evening, wind turbine. Students you, your husband, Marty, and I were signed their names on guests at the home of one of our school the base that was placed families. While we were enjoying a deli - in the hole. cious dinner in their backyard, some - Bottom: A RAS student thing was said about a salmon tank. carefully releases a You said you had operated one at Riv - salmon. erside Adventist Christian School in

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 45 Washougal, Washington, when you Creek. Led by Ranger Mike or Marty said: “Seeing the salmon take to the nat - taught in the Oregon Conference. I Wessman, fry are collected from the ural stream water for the first time was mentioned that I had learned just that tank and put into buckets. They then like seeing a baby walk for the first time.” very day about one available in our ride the bus along with the students to “I liked watching our salmon turn area through Ranger Mike Dedman at the release site. Patiently, each student from little eggs to fry,” stated Nathaniel Whitman Mission. Hearing the conver - lowers a cup containing a young Cueto. “I wish I could have seen them sation, our hostess went to her com - salmon into the water, waiting for it to turn from smolt [juvenile fish] to puter and printed out the information. swim away. Parents and grandparents adult. Salmon are born with a special Tonya, you don’t waste any time. When often accompany us, joining in the ex - sense (like a GPS) that guides them I saw you the next afternoon, you had citement. What would you add, Tonya, back to the place they were born to lay already made the arrangements! regarding the salmon experience? their eggs there, too. I think it would be Now we are in the third year of the Wessman: Students are interested in cool to have that sense in your brain because then if you were lost, you could just ‘feel’ where to go. It was very exciting to see the salmon swim off when we released them into the river!” As you can surmise, these projects in - volve community resources—we can’t do it alone. Ranger Mike Dedman of the National Park Service works with the Department of Fish and Wildlife to maintain a self-sustaining program of salmon in local schools. “The program in the schools is primarily to emphasize the lifecycle of salmon and how that relates to our everyday experiences. For example, the redd, or nest, in the streams is important for the salmon. We can’t change the course of the stream, we can’t remove rocks, or cut shrubs or trees, and still maintain the necessary cool, clear, clean water required,” Ded - man states. He adds: “Another emphasis is showing the importance of salmon to us. For some people it is food, as it is for Ranger Mike Dedman shares information about the salmon lifecycle. other animals. Those animals benefit our habitat. Birds eat a lot of salmon. Both birds and salmon eat a lot of in - salmon program, and I can attest to its it. They care about the fish. Watching sects. Birds eat rodents that are harmful educational value. One of the [North the cycle is interesting, since most kids to us. It is all interrelated.” American Division] Pathways reading just go to the pet store and buy a fish. “The idea behind raising salmon is selections, Come Back, Salmon by Here they see the lifecycle. Parents have from the Confederated Tribes,” Ded - Molly Cone, comes to life when those enjoyed watching the process, too. man explains. “They know from eggs are placed in that gravel nest. Stu - I asked some students what was im - records and letters and journals from dents check their progress each day and portant to them about that event. missionaries and immigrants how are thrilled when the alevin first begin “It felt good and bad knowing that many salmon there were. Henry Spald - to move. For three years, students from the salmon we raised were going out ing made the comment that there were our two classrooms have gently re - into the ocean and that we wouldn’t see ‘so many salmon you could walk across leased young salmon, or fry, into Mill them again,” remarked Sarah Dybdahl, the streams on their backs.’ Dams were now a 7th grader. Another student, Rachael Schremp,

46 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org built, and salmon could no longer mi - grate up the rivers. After some of the dams were torn down, the Confeder - ated Tribes put mature fish, ready to lay eggs, at the headwaters. The cycle began again.” Salmon began returning to the area streams in 2004 and now number more than a thousand fish each year. 1 How exciting for students to have a part in restoring a species back to its habitat! It had been nearly 80 years since salmon had spawned in these streams. Students are also involved in helping to maintain the salmon’s habitat. According to Mike Dedman at Whitman Mission, “resto - ration work was done to modify the ri - parian zone next to the creek by adding certain rocks to attract fish, adding wood debris and logs, and planting the shore with cottonwoods and willows.” By the time this article goes to press, RAS students will have helped to main - tain that habitat. They are not the only students in the area helping. Local col - lege and university students have worked with area agencies on Doan Creek, the one closest to RAS, and whose headwater springs originate under the school’s playground. Accord - ing to Mike Denny from the Walla Walla Conservation District, Doan Creek was relocated to a ditch in 1947. This put an end to fish spawning. When the land became a part of Whit - man Mission, discussions began among several agencies. “In early 2007, with the plans in hand, the old stream chan - nel was re-established (dug out), and a new mouth (confluence with Mill Creek) was established,” states Denney. “That spring,” he continues, “with the great help of Walla Walla College [now University] students, hundreds of wil - low trees were planted along the still dry stream bed in anticipation of turn - ing Doan Creek out of its ditch and Top: Eggs begin their life at school in a nest, or redd. After almost three months, they are back into the newly planted channel. In ready for four-times-a-day feedings. early 2008, Doan Creek was diverted Bottom: Don Veverka (kneeling) and Tonya Wessman (far right in purple shirt) help stu - into its old original ‘new’ channel. In dents release salmon into Mill Creek. less than nine months after closing up

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 47 the 1947 irrigation ditch, several pair of plants, many experienced for the first the dams along the Columbia and Endangered Species Act-listed Steel - time just how large a sunflower can be. Snake rivers. They check out the head trout were already digging redds I marvel at the generosity of a local salmon viewing areas and learn about [nests] to lay their eggs. These beautiful farmer who is willing to occasionally the boat ride that takes salmon from big fish were 30 inches long. Deer, devote an afternoon to sharing with a Umatilla to Portland. moose, beaver, coyotes, and dozens of group of students. Fifth- and 6th-grade students test native bird species all have moved into In order to gain a broad perspective, power usage at their homes through a this area as a result of the newly estab - students in grades 3 and 4 visit McNary program sponsored by Pacific Power lished riparian habitat.” Dam in Umatilla, Oregon. There they and Light. Bruce Wildfang visits each But back to the salmon still in the learn about hydroelectric power and tank. As the eyed-eggs grow into alevin, they are still maintained by the yolk sac. Once that disappears, students feed the salmon four times each day. Dedi - cated teachers and administrators take over the feeding on weekends. Dedman has set up the program so that it is fi - nancially self-sustaining. Permits are obtained through a local fisheries biol - ogist, and water-treatment chemicals are minimal. The cost to RAS is in the work of feeding and changing water; there is no monetary cost. The learning is phenomenal. Students become ex - cited about habitat and growth, pro - tecting the environment, and appreci - ating the world and its creatures that God has created. The idea that “it takes a village” is certainly true when it comes to provid - ing students with experiences outside of the classroom. In October 2011, my 3rd- and 4th-grade class enjoyed a full- day field trip focused on salmon educa - tion and local food systems. Students learned about habitat from a stream simulator, searched stream water for macro invertebrates, painted pictures of salmon (now displayed on our school fence), climbed inside a 25-foot “salmon” named FIN, and visited a local farm where they studied local food systems. 2 Tasting giant radishes and arugula was not for the faint- hearted! While students tiptoed through rows of organically grown veg - etables, learning how to walk without Top: Salmon fry are fed by RAS students and staff before being released for their journey packing down the soil or stomping on from Mill Creek to the Walla Walla River, down the Columbia River and out to the Pacific Ocean, where they will feed and grow for several years before returning to spawn. Bottom: Releasing the salmon brings mixed emotions: excitement about sending them on their long journey and sadness at no longer being able to watch them grow.

48 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org Poems Written by Students at Rogers Adventist School After They learned About Salmon for the Earth’s resources reveal the im - Water Egg portance of being stewards of what Cool, clean Small, healthy God has created and entrusted to us, Flowing, splashing, shining Growing, developing, living His children. While introducing Rocks, logs, fish, bugs Streams are beautiful places. salmon back into local streams will not Gleaming, rushing, flashing Laying, moving, rolling be a “fit” for schools in every geo - Clear, shiny Fragile, energetic graphic area, there are always areas that Stream Redd can be enhanced, replanted, or cleaned By Asher Mahurin By Rebecca Danner up to restore the beauty of the world God created. Eggs Adult All of these experiences contribute Red, black Red, shiny to students’ understanding of their re - Laying, fertilizing, moving Reproducing, laying, spawning sponsibility to care for the world in Tails, yolk sacs, fins, alevin Eggs, water, rocks, logs which they live. As they explore various Swimming, growing, aging Hatching, moving, feeding methods to produce and conserve en - Shiny, silky Silvery, new ergy, ways to protect the habitat and Salmon Alevin the creatures living there, and make an By Jake Freedle By Larissa Krueger impact by using less, they are inspired to engage in lifelong learning and vol - i Salmon Salmon untarism. Hatching, shimmering Cool, silvery Hiding, flopping, zipping Spawning, jumping, moving Ocean, estuary, rocks, channel Ocean, rocks, rivers, streams This article has been peer reviewed. Flipping, swimming, jumping Laying, fertilizing, swimming Old, tired Silky, shiny Egg Fish Joy Brunt Veverka, By David Rittenbach By Jessica Mitchell M.Ed ., has been teaching for 11 years at Rogers Ad - ventist School in College Place, Washington, as part of the 3rd- and of the three classrooms for three peri - a new mountain bike and other prizes. 4th-grade team. She has taught in a va - ods, explaining the importance of Teachers Gwen Payne, Cindy Solis, and riety of school settings, including second - using power wisely. Each student is Loralee Thomas report that students ary, where she taught academy biology given a kit containing equipment he or enjoy Wildfang’s energetic and inform - classes. As an adjunct professor for the she can use to evaluate electrical and ative presentations. School of Education and Psychology at water usage at home. The kit contains a By Design , the North American Di - Walla Walla University, also in College bag for measuring the amount of water vision’s new science program for grades Place, Mrs. Veverka teaches classroom output for the shower, a low-flow 1-8, presents an inquiry-based ap - organization and management as well as shower head, a timer to encourage five- proach to science. Students learn about small schools colloquium. minute showers, and a device to test the Creator and the world around them water temperature. Also included in the through their inquiries, questions, re - kit are a colored tablet to check for toi - search, and investigations. In addition, REFERENCES let tank leakage, a low-wattage light they learn care and respect for the 1. http://www.ci.walla-walla.wa.us/index.asp? Type=B_BASIC&SEC={3E5A2A74-8EB7-4152- bulb, a nightlight, and a booklet ex - world created by a loving God. Pro - B912-D9BCD720053B }. plaining how to reduce energy costs grams that teach sustainability and care 2. William A. Grant Water & Environmental and usage. Names of students from the Center K-12 Newsletter (Fall 2011): http://www. three classrooms who complete the en - wwcc.edu/CMS/fileadmin/WEC/K-12_Fall_ tire process are placed in a drawing for 2011. pdf. Accessed July 9, 2013.

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 49 What Can We Do in Our Homes and Schools to Care for the Environment?

s Christians, we believe God created the Earth and moth. You can find monarch caterpillars on milkweed plants; has entrusted us to care for it. What are some prac - search under the leaves for a green caterpillar with black-and- tical things we can do at home and school to care for white stripes. They eat milkweed leaves, so you will need to sup - the Earth’s environment? Before you step out in ac - ply fresh leaves as the caterpillar eats them (other types of cater - tion, pray individually and with your family and stu - pillars prefer different plants). 2 Watching the caterpillar grow, dAents about what God desires your family and class to do in car - the chrysalis form, and the butterfly emerge is awe-inspiring ing for His creation. Consider the path God impresses you to and can bind our hearts to the Creator and His work. take. Perhaps He will lead you to start with simple steps. But first, Another enjoyable learning activity is to catch a tadpole or teach your children and students to love God’s great outdoors. polliwog from the edge of a pond. Before taking your students to the pond, obtain a little net and jar with a lid, in which to store a Get Involved With nature few tadpoles. They will need clean, dechlorinated water and food The more time we spend outdoors in God’s creation, the (frozen lettuce or spinach works well) and may take many weeks more likely we are to treasure and value nature and feel com - to metamorphose into a frog. If it is a native species, you can re - pelled to care for it. We must teach children to love what God lease the frog back into the same pond; otherwise you need to has created and to care for the environment. One simple way care for the frogs in your home or classroom. 3 is to take them on nature hikes where they can observe animals You can also help your students to learn more about cre - and plants. Obtain books they can use to identify birds, plants, ation by providing them with books or magazines on nature trees, and animals and their tracks. A fun activity while on a topics. Every family and school should consider subscribing hike is to make plaster casts of animal footprints you find. 1 to magazines that contain well-written articles on environ - Another fun activity: Raising a caterpillar to a butterfly or mental issues. Increased knowledge and awareness can lead to

BY CARRIE A. C. WOLFE

50 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org a greater desire to care for the environment. paper, cardboard, and metal containers can be mixed together. If When you take your students on field trips to state or your town does not have curbside pickup, make arrangements provincial parks, pay the entry fee, and enter your name and with someone who owns a truck or station wagon to deliver the those of your students in the log of visitors. If you use a nature recyclables to the recycling station on a regular schedule. trail with a registry, be sure to record your hike. The more use Consider reusing items and reducing your household/school these parks and trails receive, the more likely that they will con - waste. One easy item to reuse or reduce is grocery bags. Use tinue receiving funding. Your class could plan to stay overnight reusable cloth bags when shopping, and avoid plastic bags. in the park campground. The visitor or interpretive center usu - If you do get new grocery bags, reuse them at home and ally contains much information, including the schedule for spe - school. Instead of buying plastic bags for your wastepaper bas - cial programs and hikes, where your students can learn more kets, reuse grocery bags. Other ways to reuse and reduce about many natural things, including the sky at night, animals garbage: Cut old clothes into rags for cleaning, or donate used in ponds or streams, the clothing and household types of plants and birds items to a thrift shop so living nearby, and ways to others can reuse them. help the flora and fauna Two examples of Web - continue to thrive. While at sites that assist communi - the park, you might also ties in reducing the amount learn how your students of waste going to landfills can volunteer for organized and in reusing items are data-collection efforts, such the Freecycle Network and as counting birds or plants Craigslist. The Freecycle Net - for scientific surveys. Some work 4 is active in more than parks have specialists who 85 countries; it is an e-mail will present full lectures list where you can list (often with animals or household items that you plants) in school class - want to give away. Craigs - rooms. list 5 is also active interna - tionally and has a free sec - Recycle, Reuse, and tion for advertising used Reduce items. Many things that Our environment is your family and school God’s gift to us. We live in don’t need anymore may be it, we use it, and we enjoy it. just right for someone else. It is also our responsibility to care for it. What are Provide financial Sup - some practical things we port/Volunteer can do to achieve this ob - Encourage your stu - jective? An easy way to start dents to raise or donate is by keeping in mind the three R’s of environmentalism: recy - money to environment-friendly organizations, or have them cle, reuse, and reduce. volunteer some time to help advance their work. There are both Is there a recycling program in your neighborhood or city? international and local organizations that your family or class Some items that are commonly recycled are glass, paper, card - may wish to support. Students can pick up trash along local board, metal cans, and plastics. Some companies offer money roads and streams, and in parks, and write letters advocating for used aluminum. It is easier and less expensive to recycle alu - for clean water and air. minum than to mine and process it. Many cities have a public location where citizens can deposit Try Composting recyclable items for free. Decide where you will temporarily A system of complete and natural processing, composting collect items for recycling. combines recycling and reducing the amount of waste going Some cities also have curbside pickup of certain recyclables. into landfills. Most people throw compostable materials in the Check the phone book or the Internet for local recycling compa - garbage, not realizing that they can be transformed into com - nies. Many recyclers don’t require you to sort the items; glass, posted humus, a soil conditioner and fertilizer for the garden,

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 51 yard, or potted plants. Your family or school can purchase a composting container, or create a homemade composting bin by forming chicken wire into a bottomless cylinder. Press the wire into the earth. Put a few sticks on the bottom to ensure that the compost gets adequate air circulation, then add layers of “green” items, like cut grass or cafeteria waste (e.g., food scraps, fruit and vegetable peels and food leftovers, excluding meat), alternating with thin layers of “brown” things—dead leaves, crumpled or shredded paper, or waste litter from vege - tarian pets like gerbils or guinea pigs. Add a little water to the compost heap, but don’t let it get too wet. Cover the bin so it won’t get soaked with rain. Soon the mixture will decay. You can’t make a mistake composting because it will happen no matter what you do, whether it is hot or cold, or you add an uneven mixture of “green” and “brown.” Depending on the outdoor temperature (in hotter climates, it works faster), it will take months to a year to completely re - process; when it is done, the compost is basically topsoil, smells of earth, and is a great medium in which to grow plants. Foul odors may emanate from the compost if it has inade - quate oxygen or there is too much “green” and too little “brown” material. If it starts to smell, mix it to inject more air, and add additional “brown” material. 6 An alternative to a compost bin is using worms to process food scraps. 7 Brandling worms ( Eisenia fetida , also known as tiger worms) will live in a plastic bucket or vermicomposting bin and eat their weight in excess food every day or so. They break down the food, recycling it into rich compost that can be used for organic gardening or fertilizer for indoor plants. 8

Buy local By choosing to buy food locally grown, you and your school support the local economy and reduce the amount of gasoline or diesel fuel necessary to transport food long distances. The price may reflect lower transportation costs. Also, fresh produce often tastes better and contains more vitamins since it is more likely to have been picked when it was ripe. Your local market may indicate which produce was grown locally. There may be a farmers’ market or food co-op nearby that you can patronize, or even arrange for a farmers’ market on school grounds one afternoon each week. Top: Food scraps and green items ready for composting. Be a Vegetarian Middle: Rainwater can be captured to irrigate gardens and even for Choosing to eat a diet that includes less or no meat and to household use if properly treated. consume more plant-based foods will mean less pollution from Bottom: International Rescue and Relief students from Union College animal feed lots (urine, manure, antibiotics, and other waste ma - (Lincoln, Nebraska) built the Tasba Raya Adventist Mission Station in terials from factory farms can seep into rivers and ground water). Nicaragua, where rainwater collected from the roof and gutters is In addition, if fewer animals are raised for slaughter, the amount stored in a large holding tank. A 55-gallon barrel uses a bio-sand water filter system to produce safe drinking water. The station has a of grain that goes into animal feed can be reduced and made separate filtering system for water that is piped to the kitchen. Over - available for people instead. This would also save water: For ex - flow from the holding tank goes to an underground cistern for use ample: “Approximately 2,500 gallons of water, 9 and 10 to 16 during the dry season.

52 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org pounds of grain 10 are required to produce one pound of beef.” stalling the solar panels, you can use them to create power to Clearly, it is much more economical for people to eat grain and operate a hot water heater or to heat your home or school. Cur - plant-based foods than to eat meat. Adequate protein is easy to rent technology has made flexible solar cells affordable, so that obtain from a plant-based diet. For example, all essential amino people can use them to charge portable electronic devices, such acids are ingested in sufficient amounts when a person eats a as cellular phones and small computers. mixture of rice and beans, or corn and beans. Also, choosing to eat a plant-based diet reduces the demand for meat, and hence Involve your Church in Conservation less slaughter and potentially, less cruelty to animals. 11 While your family and school can do much to care for the en - vironment, you and your colleagues have an opportunity and an Harvest Rainwater obligation to make your church more sensitive to environmental Consider capturing rainwater in a barrel or cistern for use concerns. Share with parents and church members the biblical when water is scarce. 12 You can use it for irrigation (lawns and reasons for taking care of God’s creation and challenge them to gardens) or even to bathe. If captured water is used for drink - be good stewards. 18 Raise people’s consciousness about conser - ing, it should be properly filtered, boiled, or treated. Even where vation, and collaborate with your constituents, church elders, and drinking water is clean and readily available, it makes environ - pastor to take simple measures to care for the environment: cre - mental sense to capture rainwater and use it for lawns and gar - ating an appreciation for nature by organizing walks, camping dens, instead of using tap water. 13 trips, etc.; printing church bulletins on recycled paper; placing Unless you live where it rains often and the earth around recycling containers in the church building; and arranging sem - you is saturated with water, you might want to catch some of inars on some of the environmental concerns mentioned in this the rainfall and store it on your land rather than allowing it to article, such as recycling, composting, catching rainwater, and run off, carrying topsoil with it. Such water can be used to make being responsible stewards of God’s creation. i rain gardens, 14 which allow the water to soak into the ground, after which you can fill the area with s%DUCATIONAL!DMINISTRATION perennial flowers and native vegeta - s.!$0ROlLE#OGNITIVE'ENESIS 15 tion, or a butterfly garden. s#URRICULUM 4EACHINGAND,EARNING s6ALUE'ENESIS3PIRITUAL$EVELOPMENT use Wind and Solar Power Energy from both the wind and s0ROFESSIONAL$EVELOPMENT4RAINING the sun can be harnessed to produce s(EALTH3OCIO 0SYCHOLOGICAL electricity. Burning less coal and s)NTEGRATING&AITH,EARNING natural gas for electricity and heat - s%DUCATORS0ARENTS ing/cooling buildings is beneficial to s(ISTORICAL3TUDIES the environment. If you live where city/county ordinances don’t pro - hibit wind turbines, consider buying IS YOUR RESEARCH and installing a roof- or tower- mountable vertical-axis wind tur - ON ADVENTIST bine. 16 If your home or school does not use all the energy produced by EDUCATION the wind turbine, the generator can INCLUDED? be tied into the electrical grid, or you can store the energy in a battery. Some localities give tax credit for in - stalling wind turbines. Solar panels are becoming more efficient and available for homes circle.adventist.org and schools. Some European coun - tries, such as Spain and Germany, are far ahead of other nations in 600+ Adventist research links at circle.adventist.org/4research solar power utilization. 17 After in -

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 53 Recommended Books and Websites NOTES AND REFERENCES Amsel, Sheri. 365 Ways to Live Green for Kids. Avon, Mass.: 1. Plaster Cast Animal Tracks. Available at: http://charlottemason. tripod. com/ plaster.html. Accessed January 29, 2012. Adams Media, 2009. 2. See Beverly J. Robinson-Rumble, “Creating a Butterfly Garden at Your Glaser, Linda. Garbage Helps Our Garden Grow: A Compost School,” The Journal of Adventist Education 71:3 (February/March 2009):26- Story . Minneapolis: Millbrook Press, 2010. 29: http://circle.adventist.org/files/jae/en/jae200971032604.pdf. Kinkade-Levario, Heather. Design for Water: Rainwater 3. “How to Raise Tadpoles”: http://allaboutfrogs.org/ info/tadpoles/index. Harvesting, Stormwater Catchment, and Alternate Water Reuse. html. Accessed October 20, 2011. 4. The Freecycle Network. Available at: http://www.freecycle.org/. Accessed Gab riola Island, B.C., Canada: New Society Publishers, 2007. January 29, 2012. Koontz, Robin. Composting, Nature’s Recyclers . Minneapolis: 5. Craigslist > Cities: http://www.craigslist.org/about/sites. Accessed Janu - Picture Window Books, 2007. ary 29, 2012. Also on Facebook. McDilda, Diane Gow. 365 Ways to Live Green . Avon, Mass.: 6. Pauline Pears, All About Compost: Recycling Household and Garden Waste Adams Media, 2008. (Tunbridge Wells, Kent, U.K.: Search Press, 1999). 7. See Mike Woolnough, Worms and Wormeries: Composting Your Kitchen Roulac, John W., ed. Backyard Composting: Your Complete Waste . . . and More! published by The Old Pigsties, Clifton Fields, Lytham Road Guide to Recycling Yard Clippings . Ojai, Calif.: Harmonious (Preston, U.K.: The Good Life Press, Ltd. PR4 0XG, 2010). Press, 1992. 8.”What Do Worms Eat?”: http://www.professorshouse.com/Your-Home/ http://www.howtocompost.org Gardening-Plants/General/Articles/What-Do-Worms-Eat/. Accessed October 23, 2011; Mary Appelhof, Worms Eat My Garbage: How to Set Up and Maintain a Worm Composting System (Kalamazoo, Mich.: Flower Press, 1997). 9. G. Bornstrom, “Impacts on Demand for and Quality of Land and Water,” Vegetarian Cooking: Books and Web Pages presentation for the 1981 annual meeting of the American Association for the With Recipes Advancement of Science, cited in Sandra Blackmer, “What Are the Ethical Is - Chesman, Andrea. The Roasted Vegetable. Boston: Harvard sues Related to the Livestock Industry?” Entrusted , Stephen Dunbar, L. James Common Press, 2002. Gibson, and Humberto M. Rasi, eds. (Adventus, 2013), p. 94. Katzen, Mollie. The New Moosewood Cookbook . Berkeley, 10. Sierra Club, “Choosing for Nature: Three Times a Day: The True Cost of Food”: http://www.sierraclub.org/sustainable_consumption/toolkit/choos Calif.: Ten Speed Press, 2000. ing.pdf. Retrieved January 17, 2012. Cited in ibid. ______. Sunlight Café: Breakfast Served All Day . New 11. See Blackmer, “What Are the Ethical Issues Related to the Livestock In - York: Hyperion, 2002. dustry?” Entrusted , op. cit., Chapter 9. Robertson, Robin. The Vegetarian Meat and Potatoes Cook - 12. “Rainwater Harvesting”: http://en.wikipedia.org/wiki/Rainwater_ book . Boston: Harvard Common Press, 2002. harvesting. Accessed November 20, 2011. 13. An example of harvesting rainwater is the one in use at the Tasba Raya http://www.vegetariansrecipes.org/ Seventh-day Adventist Mission station in Nicaragua in an area where there are http://www.syvum.com/recipes/ivrindex.html no wells. In this area, the rainy season is followed by three months of drought. http://www.epicurious.com/ To overcome the water shortage, the Union College (Lincoln, Nebraska) Inter - http://www.foodnetwork.com/ national Rescue and Relief program set up a rain-capturing system consisting http://www.adventistbookcenter.com of a large building with a 30- by 85-foot (about 9- by 26-meter) zinc roof and sufficient guttering system to capture the rainwater. The collected water is stored in a 40,000-gallon (151,400-liter) masonry cistern. Even during a light rain, water rushes at a speed faster than one gallon per second. The water is This article is adapted from a chapter in the new book En - stored in the cistern and pumped out during the dry season. The system is large trusted: Christians and Environmental Care (Adventus, 2013), enough to supply 30 to 40 people with all the water they need for cooking and and is printed with permission from the editors and publisher. drinking (with a limit of four liters per person per day for cleaning). All drink - For more information about the book, see http://www.adven ing water is filtered with a Berkey water filter system (“Berkey Water Filter. Water Purification Systems and Filtration”: http://www.berkeyfilters. com/ tus21.com. index. html. Accessed November 29, 2011). 14. “RainGardens”: ftp://ftp-fc.sc.egov.usda.gov/IA/news/RainGardens.pdf. Accessed July 29, 2013. Carrie A. C. Wolfe chairs the Division of 15 . Rainscaping Iowa: Landscapes for Clean Water : http://www.rainscapin Science and Mathematics at Union College giowa. org/. Accessed October 24, 2011. in Lincoln, Nebraska, where she is also a 16. “All Small Wind Turbines—Portal to the World of Small Wind Tur - bines”: http://www.allsmallwindturbines.com/. Accessed October 24, 2011. Professor of Chemistry. Dr. Wolfe received 17. “Solar Power Information”: http://www.solarpower2day.net/. Accessed her B.A. in Chemistry from Union College October 24, 2011. and a Ph.D. in Chemistry from the Univer - 18. Tri Robinson with Jason Chatraw, Saving God’s Green Earth: Rediscov - sity of Nebraska-Lincoln. She formerly ering the Church’s Responsibility to Environmental Stewardship (Norcross, Ga.: taught at Columbia Union College. Ampelon Publishing, 2006).

54 The Journal of Adventist Education • October/November 2013 http://jae.adventist.org Editorial Continued from page 3 In fact, the word shamar is also used in the Aaronic blessing (Numbers 6:24), NOTES AND REFERENCES “The Lord bless you and keep you.” In the same way that we wish for God to 1. In all fairness, the steakhouse also featured an excellent salad bar. So per - preserve us, we are to protect and care for His creation. haps, only a potential disconnect. 11. Exodus 9:29; Deuteronomy 10:14; 1 Chronicles 29:11; Job 41:11; Psalm 2. Genesis 1:28. All Scripture quotations in the article and endnotes are 24:1, 2; 89:11; 95:3-5; 104:24; 1 Corinthians 10:26. from The Holy Bible, New International Version. Copyright © 1973, 1978, 1984, 12. Leviticus 25:23-24; Psalm 8:6-8; Luke 16:2-13. 2011 by Biblica, Inc. Used by permission. All rights reserved worldwide. 13. Job 12:10; Psalm 65:9-13; 104:10-14; 145:9-17; Isaiah 43:20, 21; Matthew 3. Matthew 6:26; 12:11, 12. 6:26; 10:29; Luke 12:6; Hebrews 1:3. 4. Isaiah 44; Romans 1:25. A similar pantheistic worldview pervades the 14. Genesis 6:19-21; 7:3; 9:1. New Age “Mother Earth” perspective. 15. Genesis 9:8-10; 9:12-17. A covenant that includes the creatures of the 5. 2 Peter 3:10-12. field and the birds is also referenced in Hosea 2:18. 6. Isaiah 65:17; Revelation 21:1. 16 . Exodus 23:4, 5, 10-12; Leviticus 25:2-7; Deuteronomy 5:12-15; 22:1-4; 7. Matthew 28:18-20. 25:4; Proverbs 12:10. 8. In Genesis 1, God repeatedly assesses the creation as “good” and “very 17 . Deuteronomy 20:19. good,” conveying its God-given value. See also Exodus 20:11; Nehemiah 9:6; 18. Isaiah 24:4-6; Hosea 4:1-3; Joel 1:15-20; Zechariah 7:8-14; 11:1-3. Jere - Psalm 95:5; Jeremiah 32:17; John 1:3; Ephesians 3:9; Colossians 1:15-17; He - miah, for example, writes: “I brought you into a fertile land to eat its fruit and brews 1:2; and Revelation 4:11; 14:7; 11:17, 18. rich produce. But you came and defiled my land” (2:7). “How long will the 9. Genesis 1:26-28. God’s command that humans were to have dominion land lie parched and the grass in every field be withered? Because those who over all created things has been used irresponsibly as an excuse to plunder the live in it are wicked, the animals and birds have perished” (12:4). “It will be Earth. To have dominion , however, means to be in charge of . Thus, God put us made a wasteland, parched and desolate before me; the whole land will be laid in charge of caring for His creation. waste because there is no one who cares” (12:11). 10. Genesis 2:15. The Hebrew words abad and shamar in this passage, ren - 19. Ezekiel 34: 2-4, 17, 18; Isaiah 5:8-10; 24:4-6; Psalm 107:33, 34. dered in the KJV as dress and keep , could also be translated as serve and preserve . 20. Revelation 11:18.

http://jae.adventist.org The Journal of Adventist Education • October/November 2013 55 PERIODICALS