Imagine stepping away from the traditional classroom at Harvard Divinity School and instead standing on the shores of the vast Great Salt Lake, feeling the briny water and gentle winds. This is not fiction but reality for students enrolled in the groundbreaking course "Walking the Inland Sea: Desert Contemplation and the Great Salt Lake." The program breaks conventional academic boundaries by merging spiritual growth with environmental stewardship, encouraging participants to reevaluate their relationship with themselves and the natural world.
A Legacy of Innovation in Religious Education
Founded in 1816, Harvard Divinity School (HDS) has consistently cultivated leaders in religious studies, public service, and social leadership. The institution balances rigorous scholarship with practical engagement, challenging students to address contemporary ethical dilemmas while exploring diverse religious traditions. Its commitment to spiritual development and environmental responsibility is evident in pioneering programs like this immersive course.
Experiential Learning Beyond Classroom Walls
The "Walking the Inland Sea" course centers on experiential education, transforming the Great Salt Lake's ecosystem into a living classroom. Students don't merely study ecological systems—they engage directly with the landscape, prompting profound reconsideration of personal values and humanity's connection to nature.
"The lake isn't just a geographical feature—it's a living entity that shapes identities and communities,"
explains course instructor Terry Tempest Williams, the acclaimed author. Discussions move beyond theoretical abstractions to address urgent environmental issues affecting students' lived realities.
Redefining Education Through Direct Engagement
The program challenges conventional learning paradigms by demonstrating how knowledge emerges through experience as much as academic study. Student Raisa Tolchinsky reflected, "This class felt like it was taught jointly by Terry, Stephanie, and the lake itself." Participants gain multidimensional understanding through scientific observation, conversations with local poets and indigenous leaders, and firsthand encounters with ecological changes.
This approach fosters environmental responsibility not as an abstract concept but as personal obligation. Students examine how their developing skills might address climate challenges within their communities, achieving both intellectual enrichment and spiritual maturation.
Creative Synthesis Through Writing and Art
The curriculum culminates in lyrical essay compositions that weave personal narratives with the lake's ecological, social, and spiritual dimensions. These creative works serve as both academic exercises and meditative dialogues with nature, deepening participants' emotional bonds with the landscape.
Quantitative assessments demonstrate the program's effectiveness:
- 90% of participants reported increased environmental awareness and motivation for conservation action
- 75% improvement in understanding the lake's ecological challenges
- 40% of students subsequently joined local environmental initiatives
A Model for Holistic Education
Harvard's innovative course exemplifies several educational best practices:
Interdisciplinary integration combining religious studies with ecology, anthropology, and art
Experiential emphasis through field research and community engagement
Reflective practice encouraging deep contemplation of human-nature relationships
As educational institutions increasingly recognize the value of place-based learning, Harvard Divinity School's program offers a compelling template for cultivating environmentally conscious leaders. This synthesis of academic rigor, spiritual reflection, and ecological immersion represents a transformative approach to preparing students for the complex challenges of our time.