Caring for Our Common Home

Insights from Christian and Vegan Ethics. This is a lesson plan I wrote for teachPrimary magazine modelling how to compare Christianity and the non-religious worldview of Veganism. You can download the article and resources from teachwire.

Why should we care for the environment? Comparing the ethics of religions and non-religious worldviews gives us answers.

Children face a world shaped by climate change, deforestation and biodiversity loss. This lesson introduces how Christianity and the non-religious worldview of Ethical Veganism teach care for the environment.  By examining two distinct worldviews, pupils begin to grasp how beliefs, be them religious or philosophical, can shape how people live and act for the good of the Earth.

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START HERE

Begin with a short class discussion based on images of pollution, deforestation or plastic waste. Who should take care of the Earth? Let pupils suggest their ideas. Then introduce the focus for the lesson on how Christianity and Ethical Veganism responds to environmental issues. Emphasise that one is a religion, and the other is a non-religious worldview or philosophical belief. Note how both offer strong motivations to care for the planet and reduce harm. Encourage children to share what they already know about these and dispel any initial misconceptions.

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Begin by explaining that Christians believe the Earth is sacred (God’s creation) and that humans are tasked with looking after it. Then introduce the creation story in Genesis 1 and 2. Look at Genesis 1:26–28 (rule over…) Genesis 2.15 (cultivate and care…) where God entrusts humans to care for his creation. Ask pupils what this story suggests about the relationship between people and nature.

Now discuss the concept of stewardship. Encourage pupils to consider what it means to be a caretaker rather than an owner. What happens if we swap the word “rule” for “steward” in Genesis 1:26-28? Use this as a foundation to explore how many Christians view their environmental responsibilities.

Next, show images of Christian practices linked to the environment such as harvest festivals. Then ask pupils what these celebrations tell us about how Christians honour the natural world. Highlight how Jesus’ teachings on compassion are often understood to include animals and ecosystems.

Then explore how Christians act on these beliefs today. Present examples like Pope Francis’ Laudato Si’ and the Church of England’s net-zero commitment. How might a church reduce its environmental impact? Frame “church” as meaning the whole global community of Christians, not just one congregation. Conclude this with a reflective question “What choices could Christian make to care for the planet?”. This final questions builds the groundwork for the later comparison with Ethical Veganism as both groups make very similar choices.

Christianity has been chosen for this part of the lesson as it is often a significant part of RE curriculums. However, this section could be adapted to focus on Judaism or Islam. For example, in Judaism, the festival of Tu BiShvat which celebrates the natural world as part of God’s creation. In Islam, the Qur’an speaks of the Earth as a sign of Allah’s power and generosity, and Muslims are encouraged to avoid waste and protect nature.

Ethical Veganism

Start by explaining that Ethical Veganism is a non-religious worldview that believes in avoiding harm to animals and the planet. Clarify that it's legally protected in the UK as a philosophical belief. Ask pupils what they think “avoiding harm” might look like in everyday life. There is lots of great background information in the About Us part of The Vegan Society website (https://www.vegansociety.com/about-us/history)

Next, explore the core principle of ahimsa within Veganism (non-violence), explaining its roots and how it influences ethical choices. Discuss how choosing not to eat or use animal products might help the environment. Present facts on farming, pollution, and emissions. Encourage pupils to think critically about the links between diet, shopping, and environmental impact.

Follow this with real-world examples. Share campaigns like Veganuary and World Vegan Day. Why might someone want to take part? Encourage pupils to reflect on how personal choices or habits can align with values, even without religion.

Comparison

Begin this section by creating a class Venn diagram comparing the worldviews. Guide pupils to identify overlaps like compassion, responsibility and a commitment to reduce harm.

Then discuss how Christians and Vegans act on their beliefs. Highlight that both groups make intentional choices based on their values and that belief, whether religious or non-religious, can inspire action. You could look at Sarx (https://sarx.org.uk/) or Operation Noah (https://www.operationnoah.org) as points of comparison. Children could research these organisations, or the Vegan Society, and summarise their work as a final written task.

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‍ ‍[Extending the lesson]

·       Explore the story of St. Francis of Assisi and discuss his teachings on animals and nature. Present this in a piece of summary writing or class presentation.

·       Explore the history of Veganism and make a short video about it or write the script for one.

·       Invite a Christian speaker or Ethical Vegan to share their perspective and practices. Write questions you could ask them from independent research.

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[Useful questions]

·       Why do Christians call the world “God’s creation”?

·       How does being Vegan help the environment?

·       What does “stewardship” mean in Christian thought?

·       How do beliefs influence how people treat the planet?