Stewardship - questions and activities

Lower primary – Little stewards pray, serve and give
1. What is a steward?
What do you look after at home? Do you have any pets you care for? Plants? Gardens? Little sisters and brothers? What do you have to do to look after them? What would happen if you didn’t look after them? Looking after animals, plants, places and people is being a steward. 
God made the world, and he has asked us all to be stewards of it. That means we are stewards of the whole world, all of creation. 
Stewardship starts from the heart
Stewardship is my way of life! Stewardship is our belief that all we have and all we are comes from God. These are called gifts. When we understand and believe this in our heart we have to say ‘Thank you God’! We have to be grateful to him! When we understand stewardship—we become God’s stewards. No one is too young or too old to be called by Jesus. It starts with the heart.
Source: Stewardship for children, by the Orange Catholic Foundation
How to be a steward
‘A good steward exhibits positive character traits such as respect, caring, responsibility, and good citizenship toward the land, air, water, plants, animals, and people. Environmental stewardship is living responsibly as a caretaker of the environment for the benefit of present and future generations. A stewardship ethic is essential for the health and wellbeing of life on planet Earth’.

Source: Good Character, Good Stewards: Caring for the World Around Us by Shenandoah National Park and staff of McGaheysville Elementary School, Rockingham County Public Schools, Virginia.
2. Stewardship means working together and caring. Play Gaming the Gospels – ball games that break the ice and build teams. 
3. Caring for animals – why not make a worm farm or a frog pond at your school, or help to maintain existing examples of these. Landcare Tasmania has some helpful factsheets on worm farms and frog ponds for schools. Junior Landcare offers advice on making bee hotels. Watch: Creating a bee hotel | Construction With Costa
Scripture connections:
· Proverbs 12:10 says, ‘The righteous care for the needs of their animals, but the kindest acts of the wicked are cruel.’
Kindness to animals is godly. In fact, caring for them is part of our purpose. 
God made us to be stewards over animals
· ‘Then God said, ‘Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals, and over all the creatures that move along the ground’ (Gen. 1:26).
· ‘Now the Lord God had formed out of the ground all the wild animals and all the birds in the sky. He brought them to the man to see what he would name them; and whatever the man called each living creature, that was its name. So, the man gave names to all the livestock, the birds in the sky and all the wild animals’ (Gen. 2:19-20).
God’s care for animals show his love for us
· ‘You, Lord, preserve both people and animals’ (Ps. 36:6).
· ‘Therefore, I tell you, do not worry about your life, what you will eat or drink; or about your body, what you will wear. Is not life more than food, and the body more than clothes? Look at the birds of the air; they do not sow or reap or store away in barns, and yet your heavenly Father feeds them. Are you not much more valuable than they?’ (Matt. 6:25-26).
4. Caring for plants: why not make a food garden at your school or help to maintain existing examples of these? Landcare Tasmania has some helpful factsheets on creating food gardens for schools. 
Take it one step further by growing the fruit, vegetable, herb and companion plants from seed. Use these in classroom cooking classes or share the produce with the wider school community, either for free or as a fundraising initiative to cover the cost of buying the equipment for the project. 
Your school may also like to apply for a junior landcare grant to cover cost.
Scripture connections: 
· The man who plants and the man who waters have one purpose, and each will be rewarded according to his own labour.
For we are God’s fellow workers; you are God’s field, God’s building. (1 Corinthians 3:7-11)
· He makes grass grow for the cattle, and plants for people to cultivate – bringing forth food from the earth (Psalms 104:14)
5. Caring for places: looking after the school grounds
Watch: What really happens to the plastic you throw away – Emma Bryce
Container drive: 
· Research how much students can earn from a container collection
· Start a container collection program at the school
· Have the children create posters to advertise their plan and to generate support for their container drive. · · · They might dictate/write and illustrate friendly letters to their parents and school administrators to share their enthusiasm for the project.
· How else can they advertise their efforts? Ask the class to make a plan. 
· Set up recycling bins that are tended to by the class.
· Create a chart to advertise and illustrate the class’s fund-raising goal. This could be in the form of a thermometer that will ‘blow its top’ when the goal is reached. Students could also create a graph to chart the date and number of kilograms as containers are collected. Allow the children to sign their names on the chart to show that they will work hard to accomplish their goals.
· Use the money raised to buy trees and plants to enhance the school environment and gardens. 
·  Students should contribute to the continuing care of the new planting(s). If this is done each year, the students will observe, through time, the creation of a small park-like area in the schoolyard or community. They will see the results of their responsible, caring, citizenship and environmental stewardship.
Scripture connections:
Genesis 1:26–31, 2:1–15.
Numbers 35:33 
You shall not pollute the land in which you live; for blood pollutes the land, and no expiation can be made for the land, for the blood that is shed in it, except by the blood of the one who shed it.
Jeremiah 2:7 
And I brought you into a plentiful land to enjoy its fruits and its good things. But when you came in, you defiled my land and made my heritage an abomination.
Isaiah 24:4-6 
The earth mourns and withers; the world languishes and withers; the highest people of the earth languish. The earth lies defiled under its inhabitants; for they have transgressed the laws, violated the statutes, broken the everlasting covenant. Therefore, a curse devours the earth, and its inhabitants suffer for their guilt; therefore,the inhabitants of the earth are scorched, and few men are left.
6. Caring for people:
Read Kindness is my Superpower by Alecia Ortego.
There is a read aloud by Reading Pioneers Academy here. 
Caring for people inside the school community: Friendship skills
· Revise the concepts of loving your neighbour and the Golden Rule. 
Loving and including your neighbour – questions and activities
Learning to love your neighbour – questions and activities
Diversity, inclusion and the Golden Rule – questions and activities
Christian friendship skills and treating others respectfully – questions and activities
· What is ‘mean-on-purpose’ behaviour? Discuss the difference between rude, mean or bullying behaviours. Make a table and list the types of behaviours under three columns. 
Further reading for teachers: The Difference Between Rude, Mean, and Bullying from Intermountain Healthcare. 
· What happens when ‘Mean-on-purpose’ behaviour gets out of hand?
See ‘How to tell if it’s bullying’ from Kids Helpline.
This is a great opportunity to tie back to school expectations about behaviour and the way students treat each other, and to go over school procedures and policies in case a student needs help. 
Caring for people beyond the school community: Charitable works
· Why not conduct a food or clothing drive to benefit a local non-profit, such as Vinnies. Students can research local not-for-profits and present their findings to the entire school community. Based on student votes, one not-for-profit is selected and all net proceeds raised in a fundraising activity organised and chosen by the class are donated directly to the charity. 
· Collect personal care items for the homeless.
· Collect non-perishable foods to donate to a food bank.
· The children can offer their gifts during a prayer service held during their Religious Education class. 
· Collect baby items such as diapers, bottles, sleepers, etc, for an agency which ministers to needy mothers and mothers who are experiencing crisis pregnancies. 
· Write thank-you notes to the parish priests during Vocations Month. 
· Write welcome letters to the RCIA candidates. 
· Collect school supplies for students in mission schools. 
Scripture connections:
Dignity – Matthew 7:12 (The Golden Rule)?
In everything do to others as you would have them do to you; for this is the law and the prophets.
Agency – 1 Thessalonians 5:11?
Therefore encourage one another and build up each other, as indeed you are doing.
Love – Matthew 22:34-40, The Greatest Commandment. 
When the Pharisees heard that he had silenced the Sadducees, they gathered together, and one of them, an expert in the law, asked him a question to test him. ‘Teacher, which commandment in the law is the greatest?’ He said to him, ‘You shall love the Lord your God with all your heart and with all your soul and with all your mind.’ This is the greatest and first commandment. And a second is like it: ‘You shall love your neighbour as yourself.’ On these two commandments hang all the Law and the Prophets.’
7. What do I get out of being a steward?
Junior Landcare offers Student Resilience activities based on butterfly gardens and tree planting.
Tie this in with prayer and mindfulness activities designed to help students ‘re-charge’ in the natural environment. 
Scripture connections:
Colossians 3:23-24
Whatever you do, work heartily, as for the Lord and not for men, knowing that from the Lord you will receive the inheritance as your reward. You are serving the Lord Christ.
Galatians 6:9
And let us not grow weary of doing good, for in due season we will reap, if we do not give up.
Luke 12:33-34
Sell your possessions, and give to the needy. Provide yourselves with moneybags that do not grow old, with a treasure in the heavens that does not fail, where no thief approaches and no moth destroys. For where your treasure is, there will your heart be
Ephesians 6:8
Knowing that whatever good anyone does, this he will receive back from the Lord, whether he is a bondservant or is free.
Matthew 16:27 
For the Son of Man is going to come with his angels in the glory of his Father, and then he will repay each person according to what he has done.
Hebrews 6:10 
For God is not unjust so as to overlook your work and the love that you have shown for his name in serving the saints, as you still do.
Jeremiah 17:10
'I the Lord search the heart and test the mind, to give every man according to his ways, according to the fruit of his deeds.'
8. Mindful nature appreciation and prayer:
Take students outside and engage the senses. Ask them to sit cross-legged or lie flat on their backs and close their eyes. Ask them to take note of how they are feeling in that moment. Talk them through taking three mindful breaths, then relaxing different parts of their bodies, starting with their toes and working up to the tops of their heads. Then, ask students to notice what they can hear. Tell them not to yell out their answer, but to keep the idea in their mind. Encourage them to focus on a single sound. Then ask the students to gently open their eyes and sit in a circle. Ask them to share how they felt after the relaxation exercise. Was it different or the same as how they felt before the activity? Tell them that no matter how they feel it is valid. Everybody responds to activities differently. 
Make your way around the circle and ask each student what they heard. Make a list, which sounds were natural and which were manmade?
Next, play a game of eye spy. Start by encouraging kids to guess what natural things they can spy. Then moving on to asking them where they can spy God. 
Let students find a quiet and safe place to work on their own. Ask them to write down the places they spy God in their reflection journal. They can draw, write words or symbols, sentences or paragraphs, decorating the page as they see fit. Students who are keen can share their ideas and creations at the end of the activity. Students who are struggling to maintain focus might be supported by using the ‘see, think, wonder’ framework. 
Complete the activity by returning to the circle and once again, asking students to close their eyes, then ask them to take a deep breath in and slowly let it out to the count of three. When they are even more settled, ask them to take a deep breath in through their nose, imagining God is breathing life into them and let it out through their mouth, letting out all the negativity, feelings of discomfort, worry, sadness and any other bad things out of their mouths. Ask students to make a sign of the cross. Ask students to think of one thing they would like God to help them with today, and then ask them to say thank you to God for one thing today. 
Then, students can open their eyes and you can read this prayer from the National Catholic Reporter to them or they can read it with you. 
Children’s Earth Prayer?
Dear God, thank you for this beautiful planet. Bless it and keep it safe from harm. We pray for the protection of the animals, the soil, air and water. May we care for all you have made. Help us to love the Earth as you do. We pray in Jesus’ name. Amen.

 

Upper primary – Ladders leading to change
1. Play the following Gaming the Gospels activities
Gaming the Gospels: River deep, mountain high
· Does the environment play an important part in the message of the Bible? How and why?
Gaming the Gospels: Doing God’s will
· What does Jesus want us to do when it comes to caring for the environment? What makes you say that? What did Jesus teach us about our relationship with God? What is Jesus’ role in that relationship (intercessor)
Gaming the Gospels: My Garden of Eden
· What items are necessary for our survival? Are there more than seven? Is it possible to have these items in isolation or does their existence rely on a complex web of natural relationships? (ecosystem)
2. Consider this Bible verse: Genesis 2:15
The Lord God took the man and put him in the garden of Eden to till it and keep it.
· What do you think it means?
· What is the literal meaning of the verse? 
· Could the verse be read in other ways?
· What message does the verse have for us today? 
· Consider the worlds of the text. The worlds of the text have three dimensions:
a. the world that gave rise to it – the world behind the text
b. our world as readers today – the world in front of the text
c. what is in the text – the world of text (sometimes called the world within the text).
· Conduct a critical reading of the verse. Is the message a worthy one? 
a. Have you heard a similar message in other places that you trust?
b. Does this relate to any experiences you have had?
c. What other people, texts and organisations have similar ideas?
d. Assess the strengths and weaknesses of the argument.
e. Analyse the components of the argument (e.g. facts, ideas and claims)
f. Consider how the ideas can be applied in practice or what the problems may be.
g. Consider the source: author’s credentials, publication date, including whether there are more recent editions of the text, or other texts that provide more up-to-date information, scope, intended audience, writing style and general quality?
h. Identify gaps and bias: generalisations, assumptions, opinions, selective inclusion of evidence that only supports a particular point of view, words that may indicate the author is overstating or making unjustified assumptions?
· What conclusions can you make about this Bible verse? What message does it send us about caring for the environment? Is it a message worth noticing?
3. Read ‘A fishy tale’, answer the following questions and complete the activities
Learning about fish ladders gives primary school students a unique entry into the importance of the environment.
Instructions: Read the passage carefully and answer the questions that follow.
· What is happening at St Bernadette’s Primary School during lunchtime, and who is involved?
· Who is Maree Sier-Trentin, and what is her role at the school?
· What are some activities the students engage in while in the school garden during lunchtime?
· How does Maree encourage her students to connect with the environment?
· Describe the Clean Up Australia Day activity that Maree’s Year 3 and 4 students participated in.
· According to Maree, why is it important to involve students in small actions such as designing stickers for school bins?
· How does the school use experiential learning to educate students about the environment?
· What inspired the book Gladys and Stripey, and how did St Bernadette’s students respond to it?
· Explain the purpose of fish ladders, and why Scientist John’s visit was significant for the students.
· What message does Marker 4 at the Darebin Creek Fish Ladder convey, and how does it relate to the students’ experiences?
Short answer:
· What is the purpose of the fish ladder in Darebin Creek
· How did the students at St Bernadette’s contribute to protecting their local environment?
· According to Ranger Sean Willmore, why are rangers important in the context of the climate emergency?
Inferential thinking:
· Why does Maree believe that education about the environment needs to be practical and applicable?
· How does the Spiritual Healing Trail in Darebin Parklands relate to the fish ladder?
· Why did the students at St Bernadette’s run a fundraising event for the Thin Green Line Foundation?
Vocabulary:
· Define the term ‘ecosystem’ based on the information provided.
· What is the significance of the term ‘emergency workers for the environment’ in the context of Ranger Sean Willmore’s work?
4. Watch Laudato Si’ – An Urgent Appeal for Action by Catholic Earthcare Australia
5. Read Stewardship of the Earth by Brisbane Catholic Identity. 
6. Have a look at these stewardship projects from St Joseph’s in Bristol in the UK. Could you undertake similar projects?
· Picking up rubbish in your local area (outside of the school)
· Take part in or raise funds for a tree planting project
· Find out about COP28 and the Pope’s role in it
· Find out about Laudate Deum
· Write letters to world, national, state and local leaders to urge them to act on climate change
· Hold a school assembly raising awareness about climate change and explaining why we should care for the environment and what stewardship means. 
7. Watch Laudato Si’ animation for children | CAFOD. 
8. Pray Pope Francis’ ‘Prayer for our earth’ 
Watch: A Prayer for the Earth by Pope Francis, published in Laudato Si’ by ecojesuit
Reflect: turn the Scripture passage into a dialogue with God, taking time to speak intimately with him. We may ask the Lord what he is saying or how he wants us to apply the truth of his Word to our specific life situation. 
Respond: You may want to write out your prayer to God and anything he says to you in your reflection journal. You can use art, symbols, words and pictures.

 

Lower secondary – the right environment for change 
1. Play ‘Superhero pass’ from Gaming the Gospels – Superhero style
Reflection questions: What is humility? Do you think superheroes can be humble? Explain? How could being humble be a useful superpower?
2. Play Gaming the Gospels: Workers in the vineyard 
3. Play Gaming the Gospels: The eight Beatitudes
Reflection question: How can working hard to protect the environment and work to prevent climate change make a person more blessed? 
4. Watch: Jesus’ Olympic feats and complete the discussion questions.
5. Read ‘The right environment for change’ where two young writers discuss how the first hurdle in tackling the climate crisis is for human beings to look at how they manage change and relate to one another.
Time for some humility
· According to John 3:16-17, what is the purpose of God sending his Son into the world?
· What is Pope Francis’ message in Laudato Si’ regarding humankind’s role in relation to Mother Earth?
· List some global challenges mentioned in the passage besides climate change.
· What does Romans 1:25 reveal about humankind’s tendencies, and how does it relate to the need for change?
· Explain the concept of humility as discussed in the passage.
· How can humility positively transform lives and the world, according to the passage?
· Provide examples of how humility can be applied to address climate change and global challenges.
· How does humility contribute to social justice and addressing the effects of global warming?
· What role does humility play in promoting peace, compassion, and ethical behaviour?
· Give an example from the passage of an individual humbly working to save the planet, and what impact did their work have globally?
· What is the passage’s main message about humility and its impact on the environment?
What is victory?
· What does the author suggest ‘real winning’ is about in the context of the passage?
· According to John C Maxwell, what is the relationship between change and growth?
· Why does the author question the point of changing the world if individuals themselves remain constant?
· What negative consequences does the author associate with the fixation on the ‘victory’ of opinions in debates?
· How has technological development contributed to a disrespectful climate, according to the passage?
· What advice from the Bible does the author provide to encourage empathy towards those with opposing views?
· Why does the author mention Jesus’ treatment of the Pharisees and the scribes in the context of discussing opposition?
· What does the author consider a noble cause, and why does she caution against being blinded in the pursuit of it?
· What, according to the passage, is the responsibility that comes with the inevitability of change?
· What does the author suggest is crucial for creating a better climate for all through progression and reflection?
6. Complete the three-minute reflection called ‘Contribute to Goodness’ by Loyola Press. 
Then, respond to the following reflection questions in your journal:
· Do you find it easy or hard to believe that God wants the best for you?
· Consider Philippians 1:6 – ‘I am confident of this, that the one who began a good work in you will continue to complete it until the day of Christ Jesus’. What does this mean? Re-write the verse in your own words. Who is speaking? Who are they speaking to? Why did they write this? When did they write this? Does the sentiment still have relevance today? Does the sentiment have personal relevance to you? Explain. 
· What does the reflection tell us about the way God thinks of us? How do you feel about that sentiment?
· What sort of a community does the reflection say you are a part of? Do you feel a connection to that community? Why/why not? What could you do to connect more if you want to? If there are barriers to you connecting, what are they and what can you do to overcome them?
· Do you know what Advent is? Advent is the lead-up to something good, what is that? How can you participate in love toward all God’s creation in the lead-up to Advent? 
· If we let God lead, what does that mean when it comes to caring for his creation? How do we know where to go and what to do?
· Draw a picture, write a song or poem, write a pledge or a letter, write a prayer in response to how you are feeling at the completion of this reflection exercise. 
· What are you going to do now?
7. Invite a guest speaker, such as a local environmentalist or a representative from a Catholic organisation focused on environmental stewardship, to share insights and inspire the students.
8. Take action: St Paul wrote to Timothy, ‘Let no one disregard you because you are young, but be an example to all the believers in the way you speak and behave, and in your love, your faith and your purity’ (1 Timothy 4:12).
Practical stewardship activity: ‘Eco-Care Challenge’
Objective: The objective of this one-month stewardship activity is to engage Year 8 students in hands-on, time-bound initiatives that promote caring for creation, aligned with Catholic values.
Materials needed:
· Gardening tools
· Planting materials (seeds, saplings)
· Recyclable materials (paper, plastic, etc.)
· Art supplies
· Compost bins
· Journals/notebooks
· Digital devices for research (optional)
Activity Timeline:
Week 1: Introduction and planning – Class sessions 1-2
Introduction to stewardship: Begin with a brief introduction to the concept of stewardship and its alignment with Catholic values.
Green teams formation: Divide the class into small teams, each becoming an ‘Eco-Care Team’.
Brainstorming and planning: Teams brainstorm and plan a one-month stewardship project. Encourage them to choose manageable tasks such as creating an eco-friendly bulletin board, starting a mini herb garden, or initiating a paper recycling program.
Week 2: Implementation begins – Class sessions 3-5
Project kick-off: Each team begins implementing their planned project.
Daily journaling: Assign daily journaling to document progress, challenges faced, and individual reflections.
Week 3: Mid-project check-in – Class session 6
Mid-Project Review: Teams review their progress, discuss challenges, and adjust their plans if needed.
Guest speaker session (optional): If possible, invite a guest speaker to share insights and provide guidance.
Week 4: Culminating event and reflection – Class sessions 7-8
Completion of projects: Teams finalise their projects.
Culminating event: Organise a small event where each team showcases their achievements. This could be a brief presentation, display, or interactive activity.
Final reflection session: Conclude the activity with a class reflection on the impact of their efforts, lessons learned, and how their projects align with Catholic values.
Key points:
Encourage creativity and innovation within the constraints of the one-month timeline.
Emphasise the connection between their stewardship projects and Catholic teachings on responsibility and care for creation.
Use daily journaling as a tool for self-reflection and documentation of progress.
Consider integrating Catholic prayers or reflections into the activity to reinforce spiritual connections.
This ‘Eco-Care Challenge’ provides a focused and achievable stewardship activity, allowing students to actively contribute to caring for creation within a limited timeframe.

 

Upper secondary – caring for our common home and caring for the people in it are linked ideas
1. Watch: 10 Things You Need to Know about Pope Francis’ Laudato Si’
· Write down three things you remember from the video.
· Write down two new things you found surprising.
· Write down one thing you want to learn more about?
· What does Pope Francis write about the poor?
2. Watch: Rerum Novarum Papal Encyclical Summary & Review
· Write down three things you remember from the video.
· Write down two new things you found surprising.
· Write down one thing you want to learn more about?
· Who was Pope Leo XIII and when did he write the encyclical? 
Going further: Watch complete history of Catholic social doctrine by Breaking the Habit
3. Read ‘Fast fashion is a horror show’ where a young writer highlights how the fashion movements of today seem to materialise overnight just to be replaced by another at a frightening speed. This ‘fast fashion’ harms workers and the planet. 
· What is fast fashion?
· Who is Tracey Newham and what does she think of fast fashion? 
· What is Laudato Si’ and who wrote it?
· What does it remind us about?
· Rewrite this quote from the article in your own words: ‘ . . . if we no longer speak the language of fraternity and beauty in our relationship with the world, our attitude will be that of masters, consumers, ruthless exploiters, unable to set limits on their immediate needs. By contrast, if we feel intimately united with all that exists, then sobriety and care will well up spontaneously.’ Who wrote it?
· What happened in 2012 and why was it significant?
· How can we counteract the problems of fast fashion? 
· Is fast fashion or slow fashion more aligned with Catholic belief? Why?
· Which Catholic social teaching does the article highlight as being relevant when considering fast fashion? Explain in your own words. Make sure your answer contains the word ‘because’. 
· What is Rerum Novarum, who wrote it and why?
· What has become apparent in recent times. Explain in your own words.
· What do off-shore workers have to do with fast fashion?
· What does ‘preventable tragedy’ mean?
· Who does the article refer to when they describe the ‘western fast fashion epidemic’? How does the Western appetite for fast fashion affect other parts of the globe?
· What is consumerism?
· What do you think of the Bible’s messages about consumerism? How do they compare with your experience?
· What new things have you learned from the article? What surprised you? Did anything shock you? How do you feel after reading the article? Will any of your behaviour change after reading it? Why/why not? Explain. 
4. Watch: CST – The Rights of Workers by Breaking the Habit
· Write down three things you remember from the video.
· Write down two new things you found surprising.
· Write down one thing you want to learn more about?
6. Explore the relationship between caring for the environment and preserving workers’ rights according to Catholic beliefs. In your essay, address one of the following points:
· Foundational principles: Discuss the core principles within Catholic teachings that emphasise the responsibility to care for the environment and uphold workers’ rights. How do these principles guide the moral framework for environmental stewardship and labour practices?
· Interconnectedness: Elaborate on the concept of interconnectedness within Catholic teachings. How does the Church view the interdependence between a sustainable environment and just labour practices? Provide examples or references from Catholic social teachings that illustrate this interconnectedness.
· Stewardship and justice: Analyse the Catholic perspective on stewardship and justice in the context of environmental care and workers’ rights. How does the Church reconcile the call for responsible environmental stewardship with the promotion of social justice for workers?
· Ethical considerations: Explore the ethical considerations that arise when balancing environmental concerns with workers’ rights. How does Catholic doctrine guide decision-making in situations where there may be a tension between environmental sustainability and workers’ welfare?
· Corporate social responsibility: Discuss the role of individuals, businesses, and institutions in upholding Catholic values regarding the environment and workers’ rights. How does the concept of corporate social responsibility align with Catholic teachings on these issues?
· Challenges and solutions: Examine the challenges that may arise in achieving a harmonious balance between environmental care and workers’ rights from a Catholic perspective. Propose potential solutions or strategies that align with Catholic social teachings to address these challenges.
· Impact on Communities: Evaluate the potential impact of integrating Catholic values into environmental and labour practices on local and global communities. How might a conscientious approach to both environmental and labour concerns contribute to the common good as envisioned in Catholic teachings?
Ensure your essay demonstrates a comprehensive understanding of Catholic beliefs, drawing on relevant theological and ethical principles to support your analysis.