Ecological Moral Voluntarism is a Corollary of Ethical Education

Why should humans protect biodiversity? Is it only because nature is beautiful, or because every species plays a role in the ecosystem? Some argue that all living beings have inherent moral value, as proposed by Deep Ecology. However, scientific or philosophical arguments alone are often not enough to motivate people to care about nature. As David Hume suggested, morality is based more on feelings than on pure reason. Protecting ecosystems therefore depends on human choice and moral commitment. Since the Earth cannot defend its own inherent value, caring for the planet ultimately relies on human responsibility.

Both secular and religious forms of ethical education can help develop this sense of care for biodiversity. Secular ethics often emphasize considering the interests of all beings, while monotheistic religions such as Judaism, Christianity, and Islam stress responsibility toward creation through a covenant between humans and God.

To support this moral awareness, we have developed “Noah’s Ark” a cross-cultural and interreligious educational project for primary school children in Flanders. The project aims to encourage respect for all living and non-living parts of the environment and to promote dialogue between different cultural and religious backgrounds, using the story of Noah’s Ark as a shared symbol.

In the first step, children aged 7–8 chose which animals should be allowed on the ark. In addition to familiar and popular animals, they included less attractive species such as spiders, snakes, and bees, as well as animals considered unclean in some traditions, such as pigs. This showed an inclusive view of life.

Next, the children expressed their feelings through drawings of the ark during the flood. Although the storm was frightening, they saw the ark as a place of safety for all life. They then imagined daily life on the ark, which helped them feel connected not only to other humans but also to animals and the natural environment.

Finally, the children shared their thoughts and feelings with one another. This exchange helped them develop new attitudes of care and responsibility toward all life on Earth.