Module 10:

ECOLITERACY
LEARNING OUTCOMES

1. Explain ecoliteracy in developing a sustainable environment

2. Discuss the seven environmental principles of nature

3. Describe a green school

4. Articulate how ecoliteracy can be integrated in the curriculum, practiced in the school and
demonstrated in the classroom

5. Draw relevant life lessons and significant values from a personal experience on initiating or
participating in an environmental activity

6. Analyze a research abstract on ecoliteracy and its implication to teaching-learning process

7. Make a community service action plan on environmental care and protection

CONCEPT EXPLORATION
In many places, people are struck and devastated by various natural disasters, locally, nationally
and globally. Thus, disaster preparedness and risk management have been the targets of the
government and educational institutions through various plans and programs. In this case,
environmental awareness has to be reiterated and strengthened in schools and integrated in the
curriculum, while everyone has to be oriented on taking care of and sustaining the environment through
eco- literacy practices.

Ecoliteracy and Sustainable Development

Eco literacy considers ecological systems and awareness of how society operates within natural
aspects as an educational imperative. The basic principles of ecoliteracy are good starting points to
explore fundamental lessons that can be learned from nature for the reform of society (Wahl, 2017).
David Orr (1992) posited that by failing to include ecological perspectives in education, students are
taught that ecology is unimportant. Orr and Capra (1990) coined the idea of 'ecological literacy' as
creating a new emphasis on the need for education to integrate understanding of the interdependence
between natural processes and human ways of life. Therefore, ecoliteracy is the ability to understand
the organization of natural systems and the processes that maintain the healthy functioning of living
systems and sustain life on Earth.

In another perspective, ecological literacy is an understanding of the principles of organization

that ecosystems have evolved to sustain the web of life, which is the first step on the road to
sustainability. The second step is the move towards ecodesign, of which there is a need to apply the
ecological knowledge to the fundamental redesign of technologies and social institutions, to bridge the
current gap between human design and the ecological sustainable systems of nature (Capra, 2003).
 Sustainability is a qualitative and quantitative condition that demonstrates the human capacity
to survive over time. It is qualitative in a way that we want well-being although it is difficult to measure.
Capacity can be measured with foot printing tools. It is a biological and But it is also quantitative in that
natural capital and ecological carrying ecological imperative for human society to exist within the
carrying capacity of the ecosystem. Ecological literacy therefore, provides the basis for integrated
thinking about sustainability. It supports the frame of mind, ethics, and the type of practice that will
support the kind of thinking that prioritizes ecological imperatives.

To achieve sustainability, we must trace the roots of our cultural assumptions and work on
ecological illiteracy. Our society has created industries, processes, programs and institutions that are
destroying the ecosystem's ability to support life. This unsustainable and reckless action is a direct result
of lack of ecological understanding and lack of sense of urgency. With this in mind, ecological literacy
aims to replace fragmented thinking with new cognitive and social capacities necessary for the design of
sustainable ways of living (www.eco-labs. org/about/eco-literacy).

Ecologically Literate Person and Society

For Wahl (2017), an ecologically literate person can apply such understanding to the design and
organization of communities and the creation of a regenerative culture. To be ecoliterate means to
understand the principles of organization of ecological communities (i.e. ecosystems) and to use those
principles for creating sustainable human communities (www.wikipedia.org). An ecologically literate
person understands the essence of independence and interconnectedness and that we are all part of a
living system. An ecologically literate person translates this understanding into actions that demonstrate
conscious efforts to minimize negative impacts on our life-sustaining systems and maximize value
contribution to our collective well-being, now and for future generations (http://
educationforsustainability.info/general/ecological-literacy).

On the other hand, an ecologically literate society would be a sustainable society, which does
not destroy the natural environment on which they depend. Thus, ecological literacy is a powerful
concept as it creates a foundation for an integrated approach to environmental problems. Advocates
and catalysts champion eco-literacy as a new educational reform emerging from holism, systems
thinking, sustainability and complexity. Wahl (2017) claimed that nurturing ecological literacy in
students of a wide range of ages has become the goal of sustainability education programs worldwide.

Ways to Develop Ecoliteracy in Schools

A growing number of educators feel the need to foster learning that genuinely prepares young
people for the ecological challenges presented by this entirely unprecedented time in human history.
Thus, the goal is to raise students with an important perspective called "socially and emotionally
engaged ecoliteracy", which is a process that offers an antidote for fear, anger and hopelessness which
result from inaction. Hence, the act of engaging in ecological challenges on whatever scale is possible or
appropriate. It develops strength, hope and resiliency among young people.

In this case, ecoliteracy is founded on a new integration of emotional, social and ecological
forms of intelligence. While social and emotional intelligence extend students' abilities to see from
another's perspective, empathize, and show concern, ecological intelligence applies these capacities to
understanding of natural systems and cognitive skills with empathy for all of life.
 By weaving these forms of intelligence together, ecoliteracy builds on success from reduced
behavioral problems to increased academic achievement to foster social and emotional learning.

To help educators foster socially and emotionally engaged ecoliteracy, the following are
identified practices in age-appropriate ways for students, ranging from pre-kindergarten through
adulthood, and help promote the cognitive and affective the abilities with the integration of emotional,
social and ecological intelligences.

1. Develop empathy for all forms of life. By recognizing the common needs we share with all organisms,
we can extend our empathy to consider the quality of life of other life forms, feel genuine concern about
their well-being and act on that concern.

2. Embrace sustainability as a community practice. By learning the wondrous ways that plants, animals
and other living things are interdependent, students are inspired to consider the role of
interconnectedness within their communities and see the value in strengthening those relationships by
thinking and acting cooperatively.

3. Make the invisible visible. If we strive to develop ways of living that are more life affirming, we must
find ways to make visible the things that seem invisible by using webbased tools, such as Google Earth,
GoodGuide and Fooducate Apps.

4. Anticipate unintended consequences. Teachers can teach students strategies for anticipating
unintended consequences. These include precautionary principle, that when an activity threatens to
have a damaging impact on the environment or human health, precautionary actions should be taken.
Another strategy is to shift from analyzing a problem by reducing it to its isolated components, to
adopting a systems thinking perspective that examines connections and relationships among various
components of the problem.

5. Understand how nature sustains life. Ecoliterate people recognize that nature has sustained life for
long that resulted to turning to nature when their teachers imbibe three crucial tenets to ecoliterate
living: (1) ecoliterate people learn from nature that all living organisms are complex and interconnected
that inhabit a particular place for survival; (2) ocoliterate people of scale; and (3) ecoliterate people
collectively practice a way of life that fulfills the needs of the present generation while simultaneously
supporting nature's inherent ability to sustain life in the future.

Seven Environmental Principles of Nature

Considering the key to understanding environmental problems is to learn about ecosystem.
Ecology can be best appreciated in schools through a more practical and more relatable perspectives
and manner of orientation and realization.

The following are basic environmental principles of ecosystem (adapted from Barry Commoner;
cited in Butler, 2012).

1. Nature knows best. People need to understand nature and have to abide by the rules it imposes. In
essence, one must not go against the natural processes if he/she would like to ensure a continuous and
steady supply of resources.
2. All forms of life are important. Each organism plays a fundamental role in nature therefore, all living
things must be considered as invaluable instruments in maintaining balance in the ecosystem.

3. Everything is connected to everything else. In an ecosystem, all components interact with each other
to ensure that the system is sustainable, of which any outside interference may result in an imbalance
and deterioration of the system.

4. Everything changes. People must rethink their relationship with the environment through relevant
technologies for positive changes.

5. Everything must go somewhere. Since wastes may go back to one's own backyard in some other
forms, it is important to become aware of the different types of waste, classify and segregate those that
are toxic and potentially hazardous.

6. Ours is a finite earth. Awareness of the earth's limited resources leads to a conscious effort to change
one's attitude and initiative to recycle them.

7. Nature is beautiful and we are stewards of God's creation. Being the most intelligent and being gifted
with reason, humans are capable of controlling and taking care of the creation to their own advantage

Towards a Green School and Education for Sustainable Development

Schools play a great role in the development of academics but also environmental ethics and
care for nature among students.

The school environment, therefore, should encourage, support and nurture students' capacities
on green environment as integrated in the curriculum and instruction. This will allow them to connect
with their surroundings and attend to their health and safety needs, while motivating them to learn and
imbibe a sense of belongingness and sensitivity towards the school, society and even this planet.

Environmental issues and concerns can be effectively addressed when all efforts of staff and
students are geared toward adopting environmentally sustainable principles at all levels, from planning
and decision-making up to their execution in the school's functioning as part of the daily routine, such as
creating a Green School.

Green School: The concept and background

The concept of Green School was introduced in Europe in the 1990s while the Rio Earth Summit
of 1992 took cognizance of the need to take action in every area in which human impacts on the
environment. The World Summit on Sustainable Development (WSSD) in Johannesburg in 2002
catalyzed the efforts to bring about a shift in educating about the environment' to 'educating for
sustainability. This shift reflected the international climate of thinking about Sustainable Development
that meets the needs of the present without compromising future generations to meet their own needs.

There was a continuous misuse and abuse of natural resources in quest for development that
would tend the future to be at stake. Hence, we need a deeper understanding and action to respond to
environmental issues and challenges that our Earth is confronted with.

Recognizing education as a critical means to achieve sustainability, the United Nations launched
the 'Decade of Education for Sustainable Development (DESD) in 2005, to integrate principles, values
and practices of sustainable development into all aspects of education and learning in order to
encourage behavior that will create a more sustainable future in terms of environmental integrity,
economic viability and a just society for present and future generations (UNESCO, 2005). A key objective
of the UNDESD is to foster better quality teaching and learning for ESD. This calls for reorientation of
thinking and practice of formal education, including teaching-learning approaches and assessment.

Green Schools and ESD. The Green School is visualized as a school guided by the principles of
environmental sustainability. It seeks to create a conducive environment to fully utilize all resources and
opportunities inside and outside the school and orient teachers and students on environmental
sustainability through active involvement of the community. It demands on-going, continuous and
synergistic efforts of all stakeholders toward improving the environment of the school and its
surroundings.

Students learning experiences outside school help them to consolidate and apply knowledge,
gain understanding of environmental processes, interrelationships and issues, acquire life skills and help
foster attitudes, values and sensitivity toward environmental concerns.

A "Green School" is identified with those elements and environmental sustainability through
various environment-friendly environmental sensitivity to promote means and encourage judicious use
of resources. It also caters to the physical, mental and emotional needs of a child by ensuring a school
environment that is physically safe, emotionally secure and psychologically enabling.

Essential aspects of Green School Environment. The 'greenness' of a school finds expression in
various aspects of the environment. The Green School has clean, healthy, protective and green
surroundings. It also promotes both the physical and the psychosocial health of learners and others in
school; ensures a healthy (provision of health services, such as nutritional supplementation and
counseling), hygienic (safe drinking water, neat and clean classrooms, playground and parks, etc.), safe
learning environment with healthy practices (e.g. a school free of drugs, corporal punishment and
harassment); and brings children closer to nature and involves them in taking care of it.

Thus, a Green School is a school that engages the school community, especially children, in
critical thinking and learning by adopting participatory, practical and collaborative approaches to work
together and make the school environment healthier for students and staff by involving the whole
community to work towards a sustainable future.

A Green School adheres to the following precepts:

1. Learning about the environment. It focuses mainly on acquisition of knowledge and understanding of
the surroundings and related issues.

2. Learning through the environment. It refers to the processes of learning while being engaged with
environment inside and outside the classroom.

3. Learning for the environment aims at developing an informed response and responsibility towards the
environment beyond acquisition of skills and knowledge.

Understanding Green Curriculum. For a curriculum to be 'Green', it must include the following
aspects:
1. Environment is encompassing, multidisciplinary and dynamic, has scientific, social, economic, political
and technological dimensions

2. Being holistic, a Green Curriculum views environment as all that is around and aims to give a better
understanding of the way the world functions its operations, its alteration because of the actions of
human race and its consequences.

3. It holistically addresses sustainability concerns, such as protection and conservation of natural

resources, traditions, culture and heritage, safety and security, physical and emotional assurance, health
and sanitation issues, concern for equity and justice and interconnection between and among natural,
social, physical and cultural environment.

4. This requires a teaching-learning approach where students are provided time and space to explore
different facets of environment and interconnect them.

5. A Green Curriculum is a mutual concern of teachers and students.

Creating a Green School. A Green School is a school that creates a healthy environment
conducive to learning, while saving energy, environmental resources and money.

Therefore, a Green School (1) reduces environmental impacts and costs; (2) improves occupants'
health and performance; and (3) increases environmental and sustainability literacy.
(https://www.centerforgreenschools. org/green-school)

Characteristics of a Green School. Green, healthy, and high- performing are the characteristics
of a green school that provides many benefits to students, teachers, parents and the community, at
large.

1. It protects health. Schools, built with more daylighting, better ventilation, and healthy green building
materials and paints are healthier for students and staff.

2. It increases student performance. Student test scores can improve up to 20% when students learn in
green classrooms.

3. It saves energy and money. Operating costs for energy and water in a green school can be reduced by
20% to 40%.

4. It reduces carbon emissions. Green schools significantly reduce carbon dioxide emissions.

5. It reduces water usage. On an average, a green school reduces water usage by 32% that has direct
savings for the building.

6. It improves teacher retention. A green school can reduce teacher turnover by as much as 5%, which
improves student learning and school community, and can result in financial savings for the school.

7. It improves daily attendance. It reduces absenteeism by 15%.

8. provides a unique educational opportunity. Schools can become teaching tools and important
features of science, math, and environmental curriculum when green features, advanced technology
and design in schools are used to motivate students about learning real world applications of green
technologies and using schools and schoolyards as living laboratories.
9. It creates green jobs. Investing in creating green schools is an investment in green jobs, including
green construction, building product manufacturing, and green architecture.

10. It improves equity. Greening public schools creates an opportunity to improve the health and
educational settings for all students amidst diverse identities and needs https://bostongreenschools.org/
what-is-a-greenschool/

Dark Green School Program: Philippine Environmental Perspective

A Dark Green School (DGS) is a school that delivers Environmental Education through
assimilation of the environmental philosophy by the students in formal lessons, as well as in activities
outside the classroom.

Accordingly, schools must:

a. be clean and neat as evidence of good management and housekeeping

b. call for green spaces, appropriate land use, planning, conservation of materials and energy proper
waste management, segregation, use of appropriate materials and avoidance of harmful ones and
respect to others' right to a smoke-free air

c. have management policies and guidelines that would create a healthful and ecological campus.

d. have a well-planned environmental curriculum for all levels, adequately oriented and trained faculty,
and administrative, library and financial support.

e. have faculty and students who are aware of and appreciate the environmental program of the school.

f. reach out to an outside community to spread concern for Mother Earth and facilitate projects and
programs that improve the environment.

g. engage in research that adds knowledge in the ways of nature and the impact of human activities.
(http://119.92.161.2/embgovph/portals/20/ee/neeap/dark-green schools program.ppt)

Ecological Living Practices

Sustainable ecological living is based on different sets of principles. To assess the impact of our
choices and actions, we need criteria from studying the basic facts of life as follows (Capra, 2003): (1)
Matter cycles continually through the web of life; (2) Most of the energy that drives the ecological cycles
flow from the sun; (3) Diversity assures resilience; (4) One species' waste is another species food; and (5)
Life does not take over the planet by combat but by networking.

The dimensions of sustainability describe the environmental impacts of our activities, the causes
of which come from the socio-economic and political systems of the society. Sustainable development
entails three dimensions: environmental, economic and Social.

Ecological living gives larger understanding of how things connect and are interdependent that
begins with addressing the causes of negative impacts on the environment. Ecological living and literacy
therefore, provide people with the tools, knowledge and wisdom for taking concrete actions on their
immense desire to contribute to a better world and future (Capra, 2003).
 Therefore, ecological living means to live in a way that it: (1) respects and replenishes the
carrying capacity of our planet; (2) honors our interrelatedness with all expressions of life; (3) enhances
the qualitative aspects of our relationships; and (4) brings forth the best of our human capacities for the
co-creation of an ecologically sustainable and caring world.

Smitsman (2014) mentioned practical suggestions on how we can support the change for
sustainability through ecological living. In order to sustain outer actions for ecological living, it is helpful
to remember and draw inspiration from the inner or personal development dimensions of ecological
living. The following are inner and outer ecological perspectives. To wit:

A. Inner ecology (Smitsman, 2014).

1. Become a catalyst of change to help co-create a better world and future.

2. Care for and relate with non-human beings while spending time with nature.

3. Make the most of sustainability crisis that forces us to learn, dream, think, design, act and relate in
new ways.

4. Join the rest around the world in becoming agents of sustainability.

5. Nurture nature by taking care of our body and become aware of our natural body rhythms.

6. Become more energy efficient and learn to recycle our own energy.

7. Learn to compost our own waste and no need to dump this unto others.

8. become aware of rights, needs and well-being of future generations and explore how we can support
this in our actions.

Outer ecology (Smitsman, 2014).

1. Educate ourselves about the resources that we, our family and/or organizations utilize to fulfill and
sustain our needs.

2. Reduce, reuse, repurpose and recycle.

3 Be aware of the real price of goods and services that we use. Cheap products often have hidden costs
(e.g. the cost of child- labor, animal cruelty, or degradation of ecosystems).

4. Find out any child labor practices or natural resources that were sacrificed in the process of producing
products and services.

5. Recycle grey-water.

6. Collect and use rainwater.

7. Create an organic vegetable garden

8. Compost organic waste and use the compost in the garden.

9. Create a garden (with a balance of endemic/indigenous plants) to support local wildlife (animals,
insects, trees and plants).
10. Create a roof garden (green roof) as a natural air-conditioning alternative to increase garden space.
Buy organic and local products as much as possible.

11. Support local businesses and organizations that care for our planet

Integrating Ecological Literacy into the Curriculum

The Center for Ecoliteracy (2015) promotes a variety of teaching strategies based on practices
that are developmentally appropriate to students' level and are brain-based to foster knowledge, skills
and values essential to sustainable living (Sly, 2015).

Students learn best when teaching strategies are varied that include hands-on activities, time for
reflection, thoughtful discussion and combined indoor and outdoor environments, including
interdisciplinary projects (Sly, 2015). To wit:

1. Place-based Learning. It is an experiential learning that engages students in their own environments
and a strategy that captures their imagination and advances environmental stewardship and civic
engagement. Activities include mapping the local environment to learn key ecological and cultural
principles, studying the interplay between local society and the environment, supporting habitat
restoration projects, and working with local citizens to improve the quality of life in their communities.
Learning takes students out of the classroom and into the community and natural environment. It
adheres to the following principles:

1.1 Place-based projects are integrated back into classroom lessons.

1.2 Students want to learn in order to apply their knowledge to solving real problems.

1.3 Students play an active role in redefining and recreating projects.

1.4 Students collaborate with local citizens, organizations, agencies, businesses and government.

1.5 Students help make plans that shape the future of their social, physical and economic environments.

1.6 Students are encouraged to view their community as an ecosystem and to understand the
relationships and processes necessary to support healthy living.

Research reveals the benefits of place-based learning, such as: (1) higher test scores; (2) better
grade-point averages; (3). improved classroom behavior; (4) increased self-esteem and problem-solving
abilities; and (5) higher-level thinking skills (Sly, 2015).

2. Project-based Learning. It is a strategy that involves students in projects that use a variety of
resources, including the community, technology, outside experts, written resources, and the Web, while
the teacher usually serves as facilitator of learning.

Using this strategy, research shows its impact on learners, such as: (1) increased critical thinking
skills of students; (2) fostered positive attitudes toward subjects (such as mathematics) and exemplary
performance with conceptual questions and applied problems; and (3) Improved positive study and
work habits, problem-solving capabilities and self-esteem.

Likewise, project-based learning bears environmental impact, such as habitat restoration,

modeling the evolution of agriculture, and changing food in schools.
3. Socratic Inquiry. This is named after the Greek philosopher Socrates, who believed that questions
(not answers) stimulate learning. Therefore, rather than teaching facts and information, teachers
encourage students to ask questions about their assumptions, values, and preconceptions. Therefore,
the role of the teacher shifts from direct instruction to facilitating discussion.

Through skilled questioning, the teacher asks students to clarify their statements, identify
weaknesses in their arguments and provide evidence for their reasoning.

In return, this strategy impacts student learning as evidenced by the following outcomes. (1)
Students reveal their beliefs, misconceptions and values and eventually, clarify their thoughts related to
the topic being discussed. (2) Students become more adept in critical thinking.(3) Students improve their
listening skills and learn to better articulate their thoughts and ideas and become more tolerant of
diverse opinions.

4. Experiential Learning. It promotes students' involvement in the real world and defines the teacher's
role as a facilitator of learning. The process of learning leads to behavioural outcomes. It is based on the
premise that learning is an active and a continuous process, with experience at its foundation.

It goes along with principles of learning associated with environmental literacy.

4.1 Experiential learning is vital to schooling for sustainability.

4.2 Only through direct contact with the natural world will students develop an

In-depth understanding of fundamental ecological principles.

4.3 By working with others to solve real-world problems, they also develop skills at the heart of
sustainable living.

4.4 When students participate in experiential learning, they frequently follow the learning cycle.

4.5 This is a process that starts with unstructured exploration, followed by concept formation and
application.

5. Interdisciplinary Learning. It emphasizes connections between traditionally discrete disciplines, such

as math, science, history, and language arts, rather than limiting learning to one content area at a time.
The following are advantages of interdisciplinary learning:

5.1 When teaching and learning are organized around themes, problems, or issues, students seek
knowledge and skills from a variety of disciplines to provide an expanded and more complex
understanding of the topics

5.2 When done well, interdisciplinary approach eliminates fragmentation and learning of isolated skills.

5.3 It allows students to access a particular theme from different entry points as they work with a range
of sources of information and perspectives.

5.4 It also allows teachers to better differentiate instruction and create more interesting and rich
methods of assessment.

5.5 It increases students' motivation for learning, as well as their level of activeengagement.
5.6 Students recognize the value of their learning and become more involved in it.

5.7 Students learn more when they apply a variety of skills to what they are studying and when they
interact with their classmates, teachers, and members of the community.

5.8 Interdisciplinary teaching and learning adheres to the principles that help define sustainable living.
(https://www.ecoliteracy.org/article/teaching strategies).