University leaders discuss the Jesuit commitment to environmental justice – Stories – News & Events – Santa Clara University

Report on the Panel Discussion: “The Call of Laudato Si’” and its Alignment with Sustainable Development Goals

1.0 Executive Summary

A panel discussion at Santa Clara University, titled “The Call of Laudato Si’ in the Current National and Global Context,” explored the imperative for action-oriented environmentalism, moving beyond rhetoric to substantive engagement. Hosted by the Ignatian Center for Jesuit Education and the Environmental Justice and the Common Good Initiative, the discussion highlighted the critical role of higher education in addressing global crises. Panelists framed the discourse within the principles of Pope Francis’s 2015 encyclical, emphasizing an integrated approach that directly aligns with the United Nations’ Sustainable Development Goals (SDGs), particularly those concerning climate action, quality education, social justice, and global partnerships.

2.0 Youth Demand for Action-Oriented Education (SDG 4 & SDG 13)

A central theme was the growing demand from young people for practical skills and agency to address environmental challenges, rather than abstract messages of hope. This sentiment underscores the objectives of SDG 4 (Quality Education), which calls for learners to acquire the knowledge and skills needed to promote sustainable development.

• Professor Chris Bacon reported that students are seeking more than reassurance; they desire the capacity to generate hope through concrete action.
• This demand aligns with Target 4.7 of the SDGs, which focuses on education for sustainable development and global citizenship.
• The panel concluded that educational institutions must equip students to be active participants in achieving SDG 13 (Climate Action).

3.0 An Integrated Framework for Environmental and Social Justice (SDG 10, SDG 13, SDG 16)

Panelists emphasized that environmental stewardship cannot be separated from social equity, a concept central to the 2030 Agenda for Sustainable Development. This integrated approach connects climate action with goals for reducing inequality and fostering just societies.

1. Environmental Urgency: Professor Iris Stewart-Frey situated the discussion within the context of the Anthropocene, noting that humanity’s impact is “written in carbon, plastic, and toxins.” She argued that hope must be rational and morally grounded, taking form in tangible action. This directly addresses the urgency of SDG 13 (Climate Action).
2. Social Connectivity: Fr. Matt Carnes, S.J., reinforced the principle that “everything is connected,” stating that concern for the environment must be joined with love for fellow human beings. This links environmental efforts to SDG 10 (Reduced Inequalities).
3. Inclusive Justice: Vice President Shá Duncan Smith highlighted the theme of shared liberation, referencing the principle that collaborative work is essential for mutual progress. This perspective is foundational to achieving SDG 16 (Peace, Justice and Strong Institutions) by ensuring that environmental solutions are inclusive and equitable.

4.0 The Role of Higher Education in Advancing the SDGs

The discussion affirmed the university’s responsibility to model sustainable practices and advance the SDGs through its core functions of education, research, and partnership.

• Solutions-Based Scholarship: Executive Vice President James Glaser spoke of the university’s commitment to research that teaches resilience, humility, and creativity. This focus on discovery and innovation contributes to multiple SDGs by preparing students to address complex global challenges.
• Global Partnerships (SDG 17): Professors Stewart-Frey, Bacon, and Raphael shared insights from international Jesuit environmental conferences. These collaborations exemplify SDG 17 (Partnerships for the Goals), demonstrating the importance of global cooperation in sharing knowledge and developing solutions.
• Institutional Action: The panel urged universities to serve as “projects of hope” that compel well-informed, strategic, and compassionate action. This includes fostering community partnerships and embedding principles of empathy and justice into the educational mission, thereby advancing a holistic vision for sustainable development.

Analysis of SDGs in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 13: Climate Action
   • The article directly addresses climate change, framing it as “one of the greatest moral and spiritual crises of our time” and a central theme of the panel discussion. It mentions the “Anthropocene,” a story “written in carbon, plastic, and toxins,” which points to the urgent need for climate action.
2. SDG 4: Quality Education
   • The entire article is set within an academic context (Santa Clara University) and emphasizes the role of education in addressing environmental challenges. It highlights students’ desire for “the knowledge, the skills, and the agency to act” and the university’s role in providing “education rooted in empathy and justice” and preparing students through “research and scholarship.”
3. SDG 17: Partnerships for the Goals
   • The article mentions the importance of collaboration through “community partnerships” and “international partnerships.” It specifically notes that faculty attended “several Jesuit environmental conferences… in Chicago, Spain, Colombia, and Rome,” demonstrating a commitment to global collaboration to share insights and opportunities.
4. SDG 10: Reduced Inequalities
   • The theme of “inclusive justice” is central to the discussion. The article states that “environmental care calls not only for stewardship but for shared liberation” and quotes activist Lilla Watson: “…if you have come because your liberation is bound up with mine, let us work together.” This connects environmental action directly to social equity and the liberation of marginalized communities who are often disproportionately affected by environmental degradation.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Under SDG 13 (Climate Action):
   • Target 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning. The panel discussion itself, titled The Call of Laudato Si’ in the Current National and Global Context, is an explicit effort to raise awareness and build institutional capacity within the university to address climate change.
2. Under SDG 4 (Quality Education):
   • Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development. The article highlights the student perspective of wanting “the knowledge, the skills, and the agency to act” and the university’s commitment to “advancing solutions-based scholarship” and preparing students for a world that demands “resilience, humility, and creativity.”
3. Under SDG 17 (Partnerships for the Goals):
   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships. The article explicitly mentions the university’s role in modeling action through “community partnerships” and highlights the value of “international partnerships” discussed at various Jesuit environmental conferences.
4. Under SDG 10 (Reduced Inequalities):
   • Target 10.2: Empower and promote the social, economic and political inclusion of all. The focus on “inclusive justice” and the idea that “your liberation is bound up with mine” directly addresses the need to ensure that environmental solutions are equitable and promote the inclusion and liberation of all people, especially those from marginalized communities.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For SDG 13 and SDG 4:
   • Implied Indicator: The number and scope of educational initiatives and events (like the panel discussion) focused on climate change and environmental justice hosted by the university.
   • Implied Indicator: The integration of sustainable development principles and skills-based environmental action into the university’s curriculum, as evidenced by providing students with the “knowledge, the skills, and the agency to act.”
2. For SDG 17:
   • Implied Indicator: The number of active “community partnerships” and “international partnerships” the university engages in for environmental action. The article implies this is a key metric by highlighting faculty attendance at international conferences to foster such collaborations.
3. For SDG 10:
   • Implied Indicator: The extent to which principles of “inclusive justice” and “shared liberation” are incorporated into the university’s environmental projects and partnerships. Progress could be measured by how well the university adheres to the principle of working *with* communities rather than *for* them, as articulated in the Lilla Watson quote.

4. Table of SDGs, Targets, and Indicators

Source: scu.edu