Scientific and Spiritual Dimensions of Climate Change

The purpose of this course is to facilitate the study of climate change from a scientific and a spiritual perspective. Any faith group can use these materials. 
Below you find a fundamentally updated course, posted in February 2024. Each unit is available as a user-friendly and printable pdf file.

Introduction: The Purpose of this Course (pdf)

Unit 1
Spiritual Reflections on Nature and Humankind (pdf) 
Section 1: Nature and Creation 
Section 2: Human Relationship with Nature 
Section 3: Interconnectedness and Interdependence in Nature 
Section 4: Sustainability 
[Very short version of Units 1 and 2 combined] (pdf)

Unit 2
Science and Religion (pdf) 
Section 1: Science 
What is science? / Models / Publication and Peer Review / Uncertainty and Scientific Consensus / The Intergovernmental Panel on Climate Change / The Limits of Science / The Position of Baha'i Institutions on Science and Climate Science 
Section 2: Religion 
Section 3: The Relationship of Science and Religion 
Section 4. Misuse of Religion and Science 
Section 5: Independent Investigation of Truth 
Section 6: Science and Religion in this Course 
Short version of Unit 2. (pdf)
Here, the section on science is significantly shortened.

Unit 3
The Impacts of Climate Change (pdf) 
Section 1: What is Climate Change?
Section 2: Heat Waves
Section 3: Climate Change and its Impacts on the Water Cycle
Section 4: Melting of Glaciers and the Polar Ice Caps
Section 5: Sea Level Rise
Section 6: Water Scarcity
Section 7: Droughts
Section 8: Climate Impacts on Soil and Agriculture
Section 9: Extreme Weather Events – Storms and Floods
Section 10: Forests
Section 11: Wildfires
Section 12: Loss of Biodiversity, Changes in Ecosystems
Section 13: Ocean Acidification
Section 14: Impact on Ocean Currents
Section 15: Effects on Human Health
Section 16: Impacts on Energy Supply
Section 17: Multiple Stresses
Section 18: Displacement and Migration
Section 19: Conflicts over Natural Resources

Unit 4
The Causes of Global Warming (pdf) 
Section 1: Scientific Observations of Global Warming and Changes in Climate 
Section 2: Why Is the Earth Warming? / Photosynthesis / The Carbon Cycle / The Greenhouse Effect / A little bit of climate science history / Greenhouse Gases 
Section 3: Where Does the Warming Go? 
Section 4: A Look into the Past 
Section 5: The Present and the Future

Unit 5
Climate Change Mitigation – What Must Be Done (pdf) 
Section 1: The Broader Social and Environmental Context of Climate Change Mitigation 
Section 2: Mitigation and Adaptation 
Section 3: Energy Generation and Use 
Section 4: Transportation 
Section 5: Sustainable Agriculture 
Section 6: Reducing Deforestation and Planting Trees 
Section 7: Garbage – an Obsolete Concept 
Section 8: Economic Changes

Unit 6
Spiritual Principles for a Sustainable World (pdf) 
Section 1: Stewardship of the Earth 
Section 2: Various Aspects of Justice: Vulnerable Populations / Inequitable Emissions / Economic Injustice / Intergenerational Injustice 
Section 3: Eradication of the Extremes of Wealth and Poverty 
Section 4: Spirituality as Opposed to Materialism 
Section 5: Moderation 
Section 6: Fostering Unity with a Non-Judgemental Attitude 
Materialism Optional additional resource (pdf)

Unit 7 
Ethical Principles for Social Transformation (pdf) 
Section 1: The Oneness of Humankind 
Section 2: The Need for a World Federal System 
Section 3: Decentralization and Empowerment at the Grassroots 
Section 4: Participation of the Local Population, Especially Indigenous People 
Section 5: The Empowerment of Women 
Section 6: Consultation 
Section 7: Trustworthiness – an Antidote for Corruption 
Section 8: Education

Unit 8
Addressing a Challenging Reality
Part 1 - Prospects for the Future (pdf) 
(for more insights into the science, optional)
Section 1: Future Threats 
Section 2: Feedback Mechanisms 
Section 3: The Long Term Perspective 
Part 2 - Addressing a Challenging Reality (pdf)
Section 1: A Challenging Reality 
Section 2: A Shift in Thinking

Unit 9
Reasons for Hope
Part 1 - The Role of Religious Communities (pdf) 
Section 1: Dealing with the Emotional Stress Caused by Climate Change 
Section 2: The Role of Religious Communities 
Section 3: What is Progress? 
Section 4: A Promise and a Responsibility 
Part 2 - Hope in a World of Turmoil - a Bahá'í Perspective (pdf) 
Section 1: What do the Bahá'í teachings say about the current global crisis? 
Section 2: The Challenge for the Bahá'í Community 
Section 3: The Hopeful Vision of a New Spiritual World Order 

Unit 10
A Holistic Approach to Action (pdf) 
Section 1: Individual Actions 
Section 2: A Holistic Approach to Action 
Section 3: Public Discourse 
Section 4: Social Action 
Section 5: Community Building 
Section 6: Education 
    A. The Importance of Environmental Education in the Bahá'í Community 
    B. Incorporating Environmental Education in Bahá’í Activities

Each class can be viewed online or saved to your computer from the links above. Most files in html are over 200 kb.

Many Ways of Using this Course (pdf)

Background (pdf)

Welcome to this Interfaith Study Course on Climate Change!

The aim of this course is to serve as a contribution to the efforts to empower individuals, groups, and institutions to address the environmental challenges in their communities and to engage in meaningful conversations for positive social change. 

The topic of climate change is huge, and most people are overwhelmed by too much information, some of which may not even be accurate. The course aims to provide the necessary knowledge that every citizen of the world needs to build a society in harmony with nature. Clearly though, knowledge alone is not sufficient. Spiritual and ethical principles are needed for guidance and motivation, and to provide a vision for a just, peaceful, and environmentally sustainable world. A spiritual perspective and empowerment for action can also help with the despair that can be caused by the realization of the seriousness of the state of our world. 

In the process of exploring the various issues raised by climate change, we will therefore use both science and religion: 

- A scientific approach is used to provide a basic understanding of climate change. 

- A spiritual approach is used to explore the ethical dimensions of climate change. 

The course is based on the science presented in the reports of the Intergovernmental Panel on Climate Change (IPCC) and on up-to-date scientific research. 

This is an interfaith course. It includes the teachings and wisdom of many religions. At the same time, it is written from a Baha’i perspective. The materials draw on the teachings of many faiths, for example when discussing stewardship of the Earth, justice, compassion, and love. Other teachings such as the importance of both science and religion, the fundamental equality of all human beings, and a world-embracing view are new in religious history, and the materials are based on the Baha’i teachings. 

Scriptures were selected for their relevance in the context of climate change. That’s why different religious scriptures are not represented equally in quantity. However, the respect shown for all religions is the same. Any faith group can use this course. The most interesting study groups may be those that represent the most diversity in the participants. The course can also be of interest to scientists who are interested in ethical and faith perspectives. Baha’is may use the course as supplementary materials to the books prepared by the Ruhi Training Institute. 

Groups can adapt the materials to their special interests and circumstances. Perhaps a group has limited time to study together. It is possible to only discuss a selection of units according to the group’s interest. Many Ways of Using the Course Materials provides some ideas about how to tailor them to the needs of the group and how to use the materials creatively. (See below)

Individuals can use the materials for personal study and as a resource for their service. 

The objectives of the course are: 

• Helping individuals and communities to consider environmental sustainability in their lives and activities. 
• Becoming competent in explaining the problem of climate change and its ethical challenges and thus becoming an agent for positive change. 
• Deepening our awareness of our interconnectedness with the earth and with all other people, and recognizing that an environmentally sustainable lifestyle not only contributes to a healthy environment, but is also vital for a spiritual life. 
• Service is an integral part of the course, as well as developing skills for service. 

For all groups, some service project, even on a small scale, would be highly beneficial. All the studying and meaningful conversations during group meetings will bear their highest fruit in some practical action. Each group can consult about their service project considering the needs of their community, the local environmental issues, the human and financial resources, and the time they can give to the project. The materials of Unit 10 are meant to assist in such actions. 

The purpose of this course is to spread accurate knowledge about climate change and awareness of its ethical dimensions to many people. It should not be regarded as merely an enrichment for the participants. Therefore, you are encouraged to use your new insights in your conversations. Perhaps you can present specific topics that you think may be of special interest to family, friends, or youth groups. In this process you not only build your capacity but can become an agent for positive social change. 

The despair that can be caused by the realization of the seriousness of the state of our world will be counteracted by opening up a spiritual perspective and by empowering the participants to action. The first section in Unit 9 Part 1 is devoted to dealing with the emotional stress that can be triggered when becoming more aware of the real threat of climate change. 

Since its publication on 9 November 2009 on the website of the International Environment Forum, the course has been updated six times, and the last revision in 2024 was a fundamental redesign. For transparency, you can read about the background of the course here. 

This course does not represent the views of any particular religion or institution. It also does not claim to be comprehensive. The issue of climate change is vast and complex, and its ethical implications are profound. Our purpose here is to lay a foundation upon which you will be able to build your own knowledge, to think on your own about the ethical dimensions, and to help make all your actions a service to humankind and a contribution to saving the foundation for life on this planet.

The materials of this course can be used in many different ways. It is for the users to decide what is relevant in their situation and to adapt them to their own circumstances, interests, and needs. Here are just a few ideas to stimulate your own creative thinking. 

While the course is designed for group study, it works equally well for individuals to read, either from “cover” to “cover”, or any unit of specific interest. It can also serve Baha’is as a resource for public discourse. 

Each study group has specific interests and circumstances, and there may be time restraints. Some groups may be able to study the course systematically from the beginning to end. Many groups may like to shorten the materials or focus on specific topics. For example: 

• A group wants to study climate change and its spiritual dimensions but does not have much time to get together. Such a group may like to skip Units 1 and 2. 
• A group may be specifically interested in discussing the relationship between science and religion and may choose to only study Unit 2 on that topic. Another group may like to get together to discuss Materialism and Consumerism. It may choose to read Unit 6 Part 1, Section 4: Spirituality as Opposed to Materialism and Part 2 on Materialism. 
• A Jewish or Christian group may like to end their study with the discussion of Unit 9 Reasons for Hope, Part 1 The Role of Religious Communities because some of the content in the second part of Unit 9 and Unit 10 may be of more interest to Baha’i communities. 
• Baha’i groups may like to have the priorities of the Nine-Year Plan in mind, namely social action, public discourse and community building. The course materials can be used for devotional gatherings, and its content can be discussed with youth groups. All units can provide inspiration and materials for public discourse, and the last Unit 10 can contribute to efforts in social action. 

How much time does it take to study the course materials? This will depend on how much of the materials the group wants to discuss and how it conducts its studies. If a group decides to systematically go through the whole course, it may take about 14 or more sessions of 2 hours each. 

Some units provide a short version for those groups who have limited time. 

There are creative ways to save time and simultaneously build capacity. For example, small sub-groups or individuals could study certain sections before a group meeting and then make a brief presentation to the group. Such presentations may include the arts. 

For studying the materials in a group setting, it is best if all participants have their own paper copies of the materials. Each unit is available as a pdf file for easy printout. Printing double sided saves trees. You can also print on paper that was previously used one sided. 

The Role of the Facilitator 

The first task of the facilitator is to help the group get together and to organize the time and place for the meetings. You can also be instrumental in creating an atmosphere where everyone is welcome and where different opinions may be expressed without fear of judgement or ridicule. 

The role of the facilitator is 

• To ensure that everyone gets to participate in reading and discussing
• To keep the group focused on the materials to be studied
• To keep track of time so that the material is covered in a timely manner. 
• To prepare for the study by looking through all the materials ahead of time to be able to make good decisions about the allocation of meeting time. 
• To encourage the group to consult about and carry out a service project. 

You don’t need to be an “expert” on climate change to facilitate this course. 
It is also possible to have two facilitators who plan the study together and take turns during the sessions. 
If possible, ask the participants to read the brief Introduction before the first class. 

Perhaps you can begin each meeting with a prayer (in an interfaith setting alternating religious traditions if possible) and/or a short piece of music. Try to give all participants a chance to offer a prayer throughout the course. 

As there are plenty of materials to cover, encourage the participants to focus on the topic. It is desirable that, while reading the materials, participants add comments and engage in short discussions. Such discourse will make the study lively, interesting and meaningful. However, it may often be necessary to remind the participants to keep these discussions short so that you will be able to read through the materials in a timely manner. 

One important aim of the course is the understanding of the scientific concepts and the meaning of the sacred texts. A few paragraphs in the materials may be difficult to understand with just one reading. You may help the understanding of the participants by posing a key question, by asking someone to summarize the paragraph, or simply by suggesting reading the paragraph a second time. 

Some practical ideas to encourage service and community engagement: 

Encourage the participants to practice public discourse by discussing climate change with their family members or friends. This could happen very informally, or they could create a presentation on the causes or/and impacts of climate change to a circle of friends, or a youth group. Such presentations could also focus on spiritual/ethical dimensions of climate change such as climate justice, the interconnectedness of human life with nature, or the importance of good environmental governance including on the global level. Such a project would give the participants some practice explaining what they have learned so far. They could do this individually, or present together, for example by distributing the topics among themselves. 

Encourage the group to engage in a community service project. Apply the ideas for consultation and decision-making, which are discussed in Unit 7 section 6 and in Unit 10. Consider the special circumstances of your group such as time constraints, special interests, and talents, as well as the needs of your community. Remind the group to keep the project small and simple enough so that you can carry it out with joy.