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As theological education has moved increasingly to online and hybrid settings (both by choice and by pandemic necessity), practical theologians committed to teaching ecological theological education must navigate a paradox. How do we teach about interconnectivity and interdependence between the human and other-than-human inhabitants of a particular place when our classrooms are in disembodied digital spaces? This article examines a case study of a pedagogical tool developed by the author called the “Who Is My Neighbor” Mapping Exercise that enables students to explore and articulate how they conceptualize themselves and their faith communities embedded within their larger ecological contexts. This paper assesses the use of the mapping exercise in four different course contexts: three online and one hybrid online–immersion course. The author provides an overview of each of the four course contexts in which the tool was used, includes descriptions of how students engaged the tool, and assesses its effectiveness. The author uses three types of criteria for assessment of the pedagogical exercise: student feedback, level of competence demonstrated in student assignments (sermons, worship services, teaching events), and personal observations, particularly around the differences between online and onsite contexts. The author suggests that the mapping exercise is a tool that can be used by others teaching practical theology to help students understand their relationships within Creation and their communities, critically engage environmental justice issues, and apply what they learn to their ministry contexts.

Who Is My Neighbor? Developing a Pedagogical Tool for Teaching Environmental Preaching and Ethics in Online and Hybrid Courses