Transformative Pedagogy: Teaching and Learning toward Moral Agency in the Face of the Seemingly Insurmountable

This paper addresses a central pedagogical conundrum confronting theological educators who seek to bring theology and religious studies to bear on the seemingly insurmountable challenges of climate change linked with predatory capitalism and white supremacy. The pedagogical conundrum stems from a paradox. On-the-one-hand, humans cannot address climate injustice without seeing “what is going on,” including the magnitude of climate disaster and the power structures and attendant worldviews that maintain “the way things are.” On-the-other-hand, the more one sees, the more powerless one may feel. The pedagogical challenge is to enable seeing reality for what it is and – despite that – instilling hope and agency. This paper offers insights on participatory teaching that empowers moral agency in relation to climate injustice and fosters social equity. The authors engage audience participation and discussion of case studies that embody the hope of communities embracing their moral-spiritual agency in collaborative work for transformative change.