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This article shows how eco-theology could and should be indigenised in an African context using the Copperbelt in Zambia as a case study. The ecological crisis worldwide has given rise to the call for everyone to work together to start caring about our natural environment. In theology, the response to this call received the name eco-theology. By means of a literature review, ethnographic information and governmental legislation, the article tries to illustrate how eco-theology could and should be indigenised in an African context using the Copperbelt in Zambia as a case study. This article makes an attempt to contribute to the needed ecological renewal by reinterpreting two traditions that inform thinking on the Copperbelt: Christianity and African traditional religion. The supernatural belief of the Lamba people is no longer embodied in this creation, and it is not too late for the people to form any indigenous environmental protection movement to protect the sacredness of mother Earth from further contamination and exploitation by strengthening, maintaining and respecting the traditional teachings and the cultural laws. Obedience to God's command to tend creation is a quest for continued creation by humans, so that value is added to what is already in existence. This is embodied making the place we live in more beautiful, appealing and peaceful. Fruitfulness with sustainability becomes core values for interdependence and earth keeping. CONTRIBUTION: We wish to address the ecological situation of the mining industry in Zambia from a theological perspective by assessing the impact of the copper mining and processing industry on humans, their environment and nature and by showing how the traditions of African traditional religion (ATR) thought can be transformed into tools to oppose this ecological disaster. ; http://www.hts.org.za/ ; Dogmatics and Christian Ethics

On 29 July 2017, an international colloquium entitled 'Re-Imagining Curricula for a Just University in a Vibrant Democracy – Carrying the Conversation Forward' was held at the Faculty of Theology, University of Pretoria, Pretoria, South Africa. A wide range of scholars from African and non-African countries provided variegated perspectives on how tertiary theological and religious education could contribute positively to the development of contemporary societies – African and non-African. This article focuses on the colloquium's African contributors by means of the concept of ecodomy, envisaged as a constructive process. Whilst the attending academics came from Europe, the USA, South Africa and Ghana, this article takes into consideration only the contributions provided by African scholars. The purpose of this selection is to identify ecodomic or constructive ways to argue in favour of university education in the fields of theology and religion which share the potential to be applied across the whole African continent. Bearing in mind that Africa has been dealing with decolonisation awhile, these African contributions investigate issues such as contextualisation, science, practice, illumination and holism from the governing principle of decolonisation, which is also the overarching societal umbrella for academic development in Africa. This study concludes with an assessment and a proposal written from an exclusively South African vantage point which demonstrates the viability of tertiary theological and religious education for the ongoing ecodomic development of African societies. ; This research is part of the project, 'University, Education and Theology', directed by Prof. Dr Johan Buitendag, Department of Systematic and Historical Theology, Faculty of Theology and Religion, University of Pretoria. ; http://www.hts.org.za ; am2020 ; Dogmatics and Christian Ethics

This article is an attempt to provide a systematic and integrative picture of the main contributions presented at the colloquium which addressed the current state of theological education, proposals for the basic values to be laid as foundation for a new theological curriculum and concrete attempts to build such a curriculum in South Africa, the African continent and especially at the University of Pretoria with a particular stress on decolonisation as contextualisation. In dealing with these aspects, the article focuses on whether or not theology as an academic field has a future in university and society by implementing a concrete programme of decolonisation which is adapted – by means of education – to the specifics of various local contexts including those in Africa. If the answer to this question is positive – and the colloquium contributors, as well as the authors, of this article do believe to be so – then one must find out how theology should be done in the university, how theology should work in society and what (kind of) theology should be taught in the university so that its impact in society is continuously transformative and permanently relevant to human life and human existence in Africa and throughout the world. ; This research is part of the project, 'University, Education and Theology', directed by Prof. Dr Johan Buitendag, Department Dogmatics and Christian Ethics, Faculty of Theology, University of Pretoria. ; This article is based on the contributions presented at an international colloquium held at the Faculty of Theology of the University of Pretoria as part of its centenary celebrations on July 29, 2017. The responses of the participants are based on the University of Pretoria's (2017) draft paper on curriculum transformation, titled, 'Reimagining curricula for a just university in a vibrant democracy'. ; http://www.hts.org.za ; am2017 ; Dogmatics and Christian Ethics