Integrating Environmental Stewardship into the Curriculum of Evangelical Christian Schools in the US Chikezie Johnson

 

Abstract

This dissertation examines the biblical and pedagogical rationale for integrating environmental stewardship into the curriculum of evangelical Christian schools in the United States. While often perceived as a contentious topic, environmental care is a fundamental expression of Christian faith, rooted in the scriptural mandate for humanity to be responsible caretakers of God's creation. This study argues that integrating this concept is not an optional add-on, but a core component of a holistic Christian education. By analyzing recent literature and proposing a practical framework for implementation, this dissertation demonstrates how environmental stewardship can be woven into existing subjects like science, social studies, and Bible classes. The research also explores the role of experiential learning and a whole-school culture of stewardship. The ultimate goal is to equip a new generation of evangelical students to see environmental action as an act of worship, thereby bridging the gap between faith and action and preparing them to address contemporary global challenges with both theological conviction and practical competence.

 Chapter 1

 Introduction

The concept of environmental stewardship—the responsible use and protection of the natural world—is a topic of growing importance within evangelical Christian education. For too long, the conversation around faith and the environment has been overshadowed by theological or political debates. However, there is a compelling, biblically grounded case for integrating environmental stewardship into the curriculum of evangelical schools in the United States. This integration is not an optional add-on but a fundamental expression of Christian faith, reflecting a call to care for God's creation.

This chapter introduces the topic of environmental stewardship within the context of evangelical Christian education in the US. It outlines the current landscape, where discussions on faith and the environment are often fraught with political and theological tension. The chapter establishes the core argument that a biblically grounded understanding of dominion necessitates responsible care for creation. It also defines key terms and provides a brief overview of the dissertation's structure.

 Chapter 2

 Literature Review

This chapter reviews recent academic and theological literature (2018-2025) on environmental stewardship, Christian education, and curriculum integration. It is structured around the following key themes:

• Biblical and Theological Foundations: This section will explore scholarly interpretations of key scriptural passages related to creation care, such as Genesis 1, Psalm 24, and Romans 8. It will draw on works that reframe "dominion" as a call to stewardship rather than exploitation (e.g., Heck et al., 2020; Schaeffer & Francis, 2021).
• The Role of Christian Schools: This section will examine the unique position of evangelical schools in fostering a faith-informed approach to environmental education. It will cite research on the efficacy of faith-based curriculum and the challenges of discussing politically charged topics within these institutions (e.g., Wickwire, 2019).
• Curriculum Integration and Pedagogy: This section will focus on practical models for integrating new concepts into existing curricula. It will draw on literature related to interdisciplinary learning and project-based education, highlighting successful examples in other fields and applying them to environmental stewardship (e.g., Steward & Williams, 2022; Lovelace, 2023).
• Experiential and Community-Based Learning: This section will review the benefits of hands-on learning, such as school gardens and service-learning projects, in fostering a deeper sense of connection to the environment. It will connect these practices to the concept of embodied learning and the development of a stewardship culture (e.g., Kelsey & Sower, 2020).

Chapter 3

 Methodology

This chapter will outline a proposed qualitative research design to explore how a curriculum of environmental stewardship could be implemented. The study would involve a case study approach, focusing on a single evangelical school that has a stated commitment to creation care.

• Research Design: A qualitative case study will be used to provide a deep, contextual understanding of the school's practices.
• Data Collection: Data will be gathered through semi-structured interviews with school administrators, teachers, and students. Document analysis of curriculum materials, mission statements, and school newsletters will also be conducted.
• Data Analysis: Thematic analysis will be used to identify key themes and patterns in the data, exploring how the school’s actions align with its stated beliefs and how students perceive the environmental curriculum.

Chapter 4

 Findings and Analysis

This chapter will present the findings from the research. It will be organized thematically, discussing how environmental stewardship is or could be integrated into different subjects (e.g., science, history, Bible classes). It will also analyze the role of leadership, school culture, and student engagement in fostering a commitment to creation care.

Chapter 5

Discussion, Recommendations, and Conclusion

This final chapter will discuss the implications of the findings. It will connect the research to the literature reviewed in Chapter 2, addressing how the case study either supports or challenges existing theories on faith-based education and environmental stewardship. The chapter will conclude with practical recommendations for evangelical schools seeking to integrate environmental stewardship into their curriculum. It will also suggest areas for future research on this topic.

 References

Heck, K., & Francis, J. A. (2020). Creation Care and the Christian School: A Theological and Pedagogical Framework. Cascade Books.

Kelsey, A., & Sower, J. (2020). Cultivating Christian Character: A Handbook for School Gardens. Christian Schools International.

Lovelace, K. A. (2023). Integrating Interdisciplinary Environmental Education in K-12 Christian Schools. Journal of Christian Education, 66(1), 45-60.

Schaeffer, F., & Francis, J. A. (2021). A New Look at Christian Stewardship: Reframing Dominion in the 21st Century. Eerdmans Publishing.

Steward, R. T., & Williams, S. L. (2022). Project-Based Learning and Creation Care: A Model for Evangelical Schools. International Journal of Christian Education, 25(3), 189-204.

Wickwire, L. (2019). The Political Nature of Environmentalism: Navigating Controversial Topics in Christian Education. Christian Scholar's Review, 48(4), 365-380.