208. We are always capable of going out of ourselves towards the other. Unless we do this, other
creatures will not be recognized for their trueworth;we are unconcerned about caring for things for the
sake of others; we fail to set limits on ourselves in order to avoid the suffering of others or the
deterioration of our surroundings. Disinterested concern for others, and the rejection of every form of
self-centeredness and self-absorption, are essential ifwe trulywish to care for our brothers and sisters
and for the natural environment. These attitudes also attune us to themoral imperative of assessing the
impact of our every action and personal decision on the world around us. If we can overcome
individualism, we will truly be able to develop a different lifestyle and bring about significant changes
in society.
II.
EDUCATING FOR THE COVENANT BETWEEN HUMANITY AND THE
ENVIRONMENT
209. An awareness of the gravityof today’s cultural and ecological crisismust be translated into new
habits. Manypeople know that our current progress and themere amassing of things and pleasures are
not enough to givemeaning and joy to the human heart, yet they feel unable to give upwhat themarket
sets before them. In those countries which should be making the greatest changes in consumer habits,
young people have a new ecological sensitivity and a generous spirit, and some of them are making
admirable efforts to protect the environment. At the same time, they have grown up in a milieu of
extreme consumerism and affluence which makes it difficult to develop other habits. We are faced
with an educational challenge.
210. Environmental education has broadened its goals. Whereas in the beginning it was mainly
centred on scientific information, consciousness-raising and the prevention of environmental risks, it
tends now to include a critique of the “myths” of a modernity grounded in a utilitarian mindset
(individualism, unlimited progress, competition, consumerism, the unregulated market). It seeks also
to restore the various levels of ecological equilibrium, establishing harmony within ourselves, with
others, with nature and other living creatures, andwithGod. Environmental education should facilitate
making the leap towards the transcendent which gives ecological ethics its deepest meaning. It needs
educators capable of developing an ethics of ecology, and helping people, through effective pedagogy,
to grow in solidarity, responsibilityand compassionate care.
