Christian-Islamic Dialogue about environmental ethics

ENVIRO

General Information on the Course

Teaching unit	Details
Title of the course	Christian-Islamic dialogue about environmental ethics
Title of the session (teaching unit at the university) or thematic focus	Water as a gift, resources and responsibilities- ecological, ethical and interreligious perspectives
Subject / degree program	Theology with a focus on religious education and didactic of religious education
Classification within the module	Part of the module area Interreligious Education/ Enviromental Ethics/ Education for Sustainable Development (ESD) within teacher education and religious education studies
Partner organization (internal or external cooperation partner)	Fos/Bos in Augsburg (vocational school context)
Target group	University students of religious education and students oft he certificate for interreligious mediation (CIM); indirectly pupils in secondary education
Time frame	Summer semester (12 weeks, one session per week)
Requirements/Prior knowledge	Basic knowledge of theology or religious education; openness to interreligious dialogue

Objectives and classification

Aspect	Implementation in context
Content focus (clarification of one’s own religious/ethical views)	Explanation oft he own religious or confessional backgrpund; Examination of water as a vital resource, religious gift and ethical responsibility through theological, ecological, technological, and political case studies (e.g. drinking water treatment, lithium extraction, sustainable agriculture)
Basic didactic idea (How can a connection to one’s own life be established?)	Strong connection to students´ lifeworlds through everyday experience with water (drinking water, consumption, fasting practices) and current global challenges(Methodology: Group discussion and presentation)
Connection to religious sustainable development	Comparative engagement with Christian and Islamic perspectives on water (creation, purity, avoidance of waste, (global) responsibility, moderation) based on biblical texts, Qur´anic verses, and HadithsWater as a key issue of global justice, biodiversity and resource protection; critical reflection on technology, economy, and politics in the sense of Education for Sustainabile Development (ESD)
Interreligious connectivity (How can an interreligious perspective be opened up?)Terms, questions	Water scarcity, sustainability, stewardship of creation, purity, avoidance of waste, global responsibility
Outcome of the session (questions for interreligious exchange)	Development of shared ethical questions for interreligious dialogue, e.g.: How much water consumption is justifiable? Who owns water? How can religious traditions motivate sustainable actions?

Competencies and learning objectives

Note: This table does not need to be completed. It serves as a framework and source of inspiration for your own conceptual design. The competencies and learning objectives listed are central to the project objectives and should be taken into account. Adjustments to the respective institutional or national context are possible, provided that the objectives remain the same.

Area of competence	Learning objectives
Technical competence (water & sustainability)	Students explain key aspects of water as a resource (significance, lines of conflict, protection perspectives) and classify these in terms of sustainability issues.
Religious self-clarification	Students identify and explain key interpretations, values, and norms of their own religious/ethical tradition with regard to water (e.g., purity, ritual, responsibility, justice, reference to creation).
Didactic and pedagogical competence	Students outline how the topic of water and water ethics can be addressed in educational settings (school/university) in a competence-oriented and open-minded manner.
Interreligious competence	Students inform themselves about the interpretations of other religions and formulate respectful questions about other perspectives.
Transfer competence	Students apply the results to specific contexts (campus, school, community, everyday life, local waterways, consumption) and develop teaching and learning materials (with reference to educational plans/curricula).

In addition to this template, please provide the following additional materials:

• Presentation slides and accompanying materials for the session (e.g., illustrations, prompts, and references to videos, texts, or other resources).
• All texts, images, and media used, with source references and usage status; own materials are preferred.
• Materials or task formats developed by students during the session, provided they can be used for the project.
• Information on the literature used, as well as on didactic principles and further reading, with links where applicable. Glossary to supplement key terms.