INTEGRATION-WITH-CREATION: NEW SPIRITUAL DIMENSIONS OF ECOLOGICAL STEWARDSHIP FOR CATHOLIC EDUCATION By Davileen Margaret Radigan A Thesis submitted to the Faculty of Theology of University of St. Michael's College and the Department of Theology of the Toronto School of Theology in partial fulfillment of requirements for the degree of Doctor of Ministry Awarded by the University of St. Michael's College Toronto 2010 Davileen M. 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While these forms may be included Bien que ces formulaires aient inclus dans in the document page count, their la pagination, il n'y aura aucun contenu removal does not represent any loss manquant. of content from the thesis. 1+1 Canada ABSTRACT Integration-with-Creation: New Spiritual Dimensions of Ecological Stewardship for Catholic Education Doctor of Ministry, 2010 Davileen Margaret Radigan Faculty of Theology, University of St. Michael's College New dimensions of faith and spirituality are emerging as human consciousness expands and the global village shrinks. While a Christian model of stewardship for creation care has been dominant in Western culture, there is a weakness in how people have been living out the sacred covenant. The "new universe story" offers the planet hope midst its ecological peril. The scientific story of cosmogenesis expressed by Thomas Berry and Brian Swimme, along with insights from Eastern and Indigenous traditions, offers Western culture a way to reimagine itself. The sacredness of all of creation is taking on new dimensions of faith and spirituality with reverence for the concept of the common good for people and the planet as one integrated Earth community. The shift from cosmos to cosmogenesis is creating a new dynamic of solidarity between religion and science. As a result, spiritual energy is awakening the imagination to creative solutions for serious concerns about earth-human sustainability. This energy will be taken up in Catholic education as we develop religious and spiritual experiences towards an "ecological conversion." The deep, reflective tradition of retreat ministry can be instrumental. Hence, this thesis explores the question "what are the methods within a retreat ministry that can facilitate the emergence of an ecological spirituality in Catholic education so that earth stewardship becomes a more integral dimension of Catholic consciousness?" AUTOBIOGRAPHICAL STATEMENT I have inherited my love of creation from my family. My father, Ken, was from a large, third generation Irish family who built a homestead in Damascus, Ontario. He often entertained our family by telling farm stories such as when he rode "Darkie," the horse, to Midnight Mass through ten miles of deep snow. Traveling with Dad was always a "field trip" as he pointed out wheat, oats, barley, canola, mustard, soya, hay, and corn. My mother, Margaret, and I delighted in the joy of sunset colours. Sometimes in early August, we looked for and found shooting stars. Mom loved birds and expertly imitated their calls and whistles. I learned a deep connection with Earth and so it is within nature that I meet the sacred. Our family of nine lived fifty miles north of Toronto in a small hamlet called "Wildfield." We were surrounded by open fields, farmlands, creeks, and ravines which imprinted my soul. For thirty-four years as an elementary school teacher, I especially liked to take the children outside for as much of their learning as possible. Together we loved "field trips" whether out in the school yard, down to the creek, or by bus to a Conservation Area. Those students who had trouble with academic learning seemed to blossom in the out-of- doors. Something in the nature of nature touched the soul of children. For many, the natural world seemed to be their niche. Two Grade 7 boys, for example, spent the last days of June converting a pile of rubble into a garden complete with a little picket fence which they built from scraps of wood. A lady in the neigbourhood had donated a Russian Olive tree. During the summer months, the boys watered the colourful petunias in "their garden." They had become co- creators of beauty. Nature likes team work! Over several years, the "Green Team" eagerly animated the school with composting, recycling, and reusing of materials. We looked after the bird feeders. We joined the Canadian Bird Tally every spring. Our Earth Day Celebration became almost as prized as our Christmas Concert. My vocation as a Catholic teacher is a lifelong adventure. Now my two young granddaughters are the motivation for my concern about the well being of the planet. For their future I want do as much as I can to preserve, protect, and promote a love for creation, and a love for our Creator. The vantage point of being a grandmother is giving me the opportunity to see the bigger picture of our relationship with the whole Earth community. The trees, bees, and birds are, in a way, my extended family. It is a privilege to share my deep appreciation for creation as an ecoretreat facilitator. iii DEDICATION For my Granddaughters Lily Elizabeth Grace Radigan and Hannah Rose Joy Radigan Your zest for life inspires me. IV ACKNOWLEDGMENTS My family, son Shaun, daughter-in-law Lisa, granddaughters Lily (5) and Hannah Rose (3) for their support and playtimes. The community of Earth where I live in Halton Hills, the Credit River, the Niagara Escarpment, the abiding creatures, the flora and fauna for land, air, water, and beauty. Kim Duke and her family, members of my Ministry Base Group, for their active participation in this study and their role in applying it to classroom and school practice. Also Suzanne Ropitzky and family, Paul Garofolo and family, Bev Trounce, and Troy and Anne Beretta for their support in the early stages of this project. Rev. Robin Wardlaw, a team member of my Collaborative Learning Group, for his sense of humour, attention to this research, and active ecojustice in his own parish ministry. Alice Brona, Sharon Dutton, Bob Isenberger, Paula Marcotte, and Dorothy McDougall for their careful reading and feedback about my writing. The Elliott Allen Institute for Theology and Ecology at the University of St. Michael's College for the opportunity to study theology with a creation-centred view and for acknowledging the effort with a Certificate of Specialization. The research participants in this study for their reflections, their enthusiasm as they begin the vocation of teaching, and for their commitment to children and creation. The retreat participants who inspire me to contemplation and to walk-the-talk. The Elderberry Connection, a community of sisters and brothers of Earth so named after Thomas Berry, OP., in whose memory we meet annually for a retreat and who support me with encouragement. My friends Daune MacDonald, and Sylvia Verde who have helped me to articulate experiences and concerns about religion and the environment. Sr. Frances Ordway, IBVM, Sr. Lenore Sullivan, IBVM, and other Loretto Sisters of the Institute of the Blessed Virgin Mary with whom I am an Associate member, for their role in modeling Earth consciousness. Dr. Brian Walsh for his guidance, insights, comprehensive knowledge, experience in co- authoring books and articles written about creation. I am also thankful for his personal commitment to live ecologically sustainable at Russet House Farm near Lindsay, Ontario. v TABLE OF CONTENTS ABSTRACT ii AUTOBIOGRAPHICAL STATEMENT hi DEDICATION iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF TABLES xi LIST OF FIGURES xii LIST OF APPENDICIES xiii I. CHAPTER ONE Introduction A. Background 1 B. Context of Applied Research Thesis 1. Retreat Ministry 2 2. A Global Concern 3 3. The New Cosmology 6 4. Themes in Ecotheology 11 5. Ecological Conversion 14 6. Environmental Education 18 7. New Dimensions of Spirituality 20 8. The Religious Dimension of Catholic Education 23 C. Applied Research 1. Ministry-in-Action 27 2. Research Interest 27 3. Statement of the Research Problem 28 4. The Hypothesis of this Study 28 5. Overview of Chapters 31 II. CHAPTER TWO Theoretical Frameworks and Assumptions A. Introduction to Theory at Work 32 vi B. Cosmology 1. Definition 33 2. Cosmology - Scientific 34 3.