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Dr Koshy, you were a chemistry teacher. What was it that motivated you to become an environmental activist?
Dr Koshy: My attitude and approach to chemistry took a new turn when I visited Minamata in Japan in 1989. People living there were heavily affected by two diseases, the Minamata disease and the Itai Itai disease, both related to the chemical pollution of the water. I realized that I could use my chemistry background to take action to save nature and I was really encouraged to do more research on environmental issues.
In the end, I got my doctorate with a thesis on river pollution. I also started working among fellow Christians to make them more eco-literate. At the beginning, some listened to me, some ridiculed me. As I acquired scientific as well as theological insights, I was able to communicate more effectively.
You say caring for life on earth is a spiritual commitment for you. What does that mean to you?
Dr Koshy: The story of Noah and the flood states that God made the covenant not just with human beings but with “every living thing” and desires all creatures to “be fruitful and multiply.” Creation and all the earth's creatures are clearly important to God. We are called to be equally clear about our commitment and covenant with the earth as central to our commitment and covenant with God.
Like Moses and Elisha, we seek to be God's agents of healing and restoration to those affected by ecological degradation. If we want to protect people’s rights, also the rights of future generations, we must include rights related to God's creation, like the right to an intact ozone layer or the right to clean water. Without these rights, all other rights ultimately are lost. What is the point of rights in society if the earth becomes unliveable?
CSI is engaged in a major effort to become a “green church.” What does that include?
Dr Koshy: In the life and ministry of our church, CSI would like to promote sustainable development practices and build power for change. Our green protocol provides guidelines to our parishes and schools on how to be more sustainable in all their activities, be it weddings or the construction of new buildings. We have established model eco-centres like the CSI Synod Centre in Chennai and our Othara campsite in Kerala state. The centre in Othara, for example, has a rainwater harvesting unit and it produces green energy from a biogas plant.
By 2022, we plan to create our first group of climate-resilient schools and communities. Students at participating schools will follow the green protocol, commit to carbon neutrality, practice climate mitigation and adaptation. These children will also transform their houses in the same way they do at school—a community transformation through students!
What role does water play in all this?
Dr Koshy: Water conservation is a key part of our green church programme. Our members are planting as many trees as possible, also plants like vetiver, jatropha, and mangroves. That improves the green cover, which is important for replenishing groundwater, controlling erosion, and reducing global warming.
We ask our parishes and schools to dig at least one mud pit to harvest rainwater falling on their rooftops. That way rainwater is being filtered and seeps into the groundwater. The idea is to fight water shortage and to encourage people to be more thoughtful of where their water comes from and how they use it.
You mention schools. What is your approach to education regarding environmental issues?
Dr Koshy: We are currently converting more than 1,000 schools run by CSI into green schools because we want people to learn how to live sustainably. Our green schools project moves beyond theory into practice. We do not just tell students that they should use water with care, to name but one example, but we let them put that into practice in their everyday school life.
Students are involved in eradicating plastic waste, organic cultivation, water conservation, and many other sustainable practices. Our green audit involves all teachers and students and uses practical methodology touching on many parts of the official curriculum, such as producing data on how much water is wasted and how to reduce that waste. We see that students are changing because of the programme. A new generation is being built with new values.
