ecological
literacy
“The development
of ecological
understanding is
not simply another
subject to be learnt
but a fundamental
change in the way
we see the world.”
– John Lyle, 1994
“The development
of ecological
Ecological literacy refers to an understanding is
individual’s understanding not not simply another
subject to be
only of ecological concepts, learnt but a
but also of his or her place in fundamental
the ecosystem . change in the way
(Meena & Alison, 2009) we see the world.”
– John Lyle, 1994
Ecological literacy refers to an
individual’s understanding not “The development
only of ecological concepts, but
also of his or her place in the
of ecological
ecosystem . understanding is
(Meena & Alison, 2009) not simply another
subject to be
In an essay of David Orr (1989) learnt but a
entitled “Ecological Literacy,” fundamental
he indicated that knowing, change in the way
caring, and practical we see the world.”
competence form the – John Lyle, 1994
foundation for ecological
literacy.
The root of environmental crisis
is the individual’s inability to think
about “ecological patterns,
systems of causation, and long-
term effects of human actions”
(Orr, 1994).
The root of environmental crisis is the
individual’s inability to think about
“ecological patterns, systems of causation,
and long-term effects of human actions”
(Orr, 1994).
Identifying school students’ ecological
literacy levels is a necessary step to
investigate their behavior, attitudes,
sensitivity, and behavioral intention.
Developing environmentally responsible
behavior requires correct knowledge about
climate change, the cause of global warming,
carbon emissions, and carbon footprint (Kuo &
Chen, 2009).
Developing environmentally responsible behavior requires correct
knowledge about climate change, the cause of global warming,
carbon emissions, and carbon footprint (Kuo & Chen, 2009).
Environmental literacy incorporates civic
literacy that pertains to changes in values
and behaviors, and contains affective and
moral pedagogical goals (McBride et al.,
2013).
Developing environmentally responsible behavior requires correct
knowledge about climate change, the cause of global warming,
carbon emissions, and carbon footprint (Kuo & Chen, 2009).
Environmental literacy incorporates civic literacy that pertains to changes in
values and behaviors, and contains affective and moral pedagogical goals
(McBride et al., 2013).
Ecological literacy is meant to enable
conscious and participant citizens to
make informed decisions or take
action on environmental issues (Jordan
et al., 2013).
Characterizing an
Ecoliterate Person
Characterizing an
Ecoliterate Person
An ecologically literate person
of the 21st century, according to
Dr. Tom Puk (2002), is “the
responsible, lifelong learner who
strives to improve the human
condition and the environment
within the context of self, human
groups, the biosphere, and the
ecosphere.”
The ecologically literate person in order to achieve
the aforementioned ultimate goal should become:
Inquirer
who actively secures the basic
skills and knowledge in order to
carry out ecological
responsibilities. This also enables
her to reach her own potential
and place in the physical and
natural environment;
The ecologically literate person in order to achieve
the aforementioned ultimate goal should become:
Inquirer reflective
learner
who actively secures the who understands the
basic skills and knowledge value and limitations of
in order to carry out human knowledge, the
ecological responsibilities. power and limitations of
This also enables her to the natural world, the role
reach her own potential of intuition in real life
and place in the physical pursuits, and the role of
and natural environment; self as it is manifested in
one’s personal narrative;
The ecologically literate person in order to achieve
the aforementioned ultimate goal should become:
reflective Intelligently
learner self-directed
who understands the who engages in self-
value and limitations of appraisal, sets new
human knowledge, the learning objectives,
power and limitations of develops plans to achieve
the natural world, the role those objectives, carries
of intuition in real life out those plans in a
pursuits, and the role of flexible inquiry-directed
self as it is manifested in manner, and reflects on
one’s personal narrative; the whole process;
The ecologically literate person in order to achieve
the aforementioned ultimate goal should become:
Intelligently morally
self-directed responsible
who engages in self-
appraisal, sets new who governs actions with
learning objectives, percepts (responsibility,
develops plans to achieve seeking justice and
those objectives, carries equality for all) that
out those plans in a maintain harmonious
flexible inquiry-directed relationships;
manner, and reflects on
the whole process;
The ecologically literate person in order to achieve
the aforementioned ultimate goal should become:
morally ecologically
responsible responsible
who governs actions with
percepts (responsibility, who embodies ecological
seeking justice and ideas in daily life; and
equality for all) that
maintain harmonious
relationships;
The ecologically literate person in order to achieve
the aforementioned ultimate goal should become:
ecologically seek self-
responsible transcendence
who moves beyond the
limitations of personal
who embodies ecological ego by identifying with
ideas in daily life; and human groups (past and
future), flora and fauna,
ecosphere, that
transcend the individual
life in scope and time.
To make it simple, an ecologically
literate person of the 21st century
is POSITIVE or OPTIMISTIC.
Such a view enables her to look upon the
human experience positively and all living
things compassionately.
General Dominant Primary Example of
conceptions of educational pedagogical strategies
environment objectives approaches
Develop Case study
problem- Cognitive
solving skills. Issue analysis
Problem Develop a Pragmatic Problem-
Environmnetal field of system of solving project
Literacy ethics.
values Affective/ Analysis and
Adopt Moral clarification
environment values
ally
responsive Criticism of
behaviors. social values
General Dominant Primary Example of
conceptions of educational pedagogical strategies
environment objectives approaches
Acquire knowledge Observation
of ecological
concepts and Demonstration
principles. Cognitive
Object Develop skills Experimentation
related to the
Ecological of study scientific method: Experiential Case study
Literacy system observation and
Environmental
experimentation.
Develop system system and
thinking: analysis analysis
and synthesis.
Understand Construction of
environmental ecosystem
realities. models.
General Dominant Primary Example of
conceptions of educational pedagogical strategies
environment objectives approaches
Promote and Case study
contribute
economic Cognitive Social marketing
development. sustainable
Shared Develop the many Consumption
resource dimensions of Pragmatic activities
Ecoliteracy for
one’s being in
Sustainable living
interaction of the
sustainable environment. Holistic management
Develop an project
living Gaia organic Immersion
understanding of Intuitive/ Visualization
the world and
participatory creative Creative
action and with workshops
the environment.
Greening Initiatives,
although challenging
and demanding, yield
significant benefits in
the longs run
environmental
and economic
sustainability
A system-wide culture of sustainability helps
preserve and enhance what the institution value
today as well as for the future.
Reputation as
a leader
through example
As colleges and universities offer courses in environmental
management, engineering. laws and regulations, and
assessment, greening initiatives provide them opportunities to
practice what they preach and make their mark. as
environmental leaders. Colleges and universities need to examine
their own organizations and implement on their own campuses
what they and the public expect their industry to do.
"Real-life" work
experience for your
students
Environmental audits and pollution prevention evaluations
can be integrated into the curiculum, providing students with
hands-on investigative and problem-solving experience that
they can take with them when they enter the workforce. This
experience not only makes your students more marketable, it
also provides them with the kinds of broad- thinking skills that
allow them to succeed and thrive once they are employed.
Economic
benefits
A routine, curriculum-based, environmental audit
program that reveals waste and inefficiency
associated with campus activities, coupled with the
identification of environment-friendly alternatives, can
yield significant cost savings for the institution.
Improved
quality of life
in the campus
A Green Campus is a cleaner. Safer,
and healthier place to live and work.
Ecological literacy is a form of
transformative education that requires shifts
in three related areas: (1) perception
(seeing). (2) conception (knowing), and (3)
action (doing) in schools, teachers are also
required to shift emphasis through the
following:
From parts
to whole
subjects are to
be taught as
integrated, not as
isolated units in the
curriculum.
From parts From objects
to relationships
to whole an ecosystem is a
community. Communities
subjects are to are characterized by sets,
be taught as networks, or relationships.
Schools put premium on
integrated, not as relationship-based
isolated units in the processes such as
cooperation, collaboration,
curriculum. and decision-making by
consensus.
From objects From objective
From parts to relationships knowledge to
to whole an ecosystem is a
contextual knowledge
community. Communities this shift requires one
subjects are to are characterized by sets, to explain properties
be taught as networks, or relationships.
Schools put premium on of the parts within the
integrated, not as relationship-based context of the whole
isolated units in the processes such as or in terms of
cooperation, collaboration, environments and
curriculum. and decision-making by systems.
consensus.
From objective From quantity
knowledge to to quality
contextual knowledge
this shift requires one assessments
to explain properties have traditionally
of the parts within the emphasized
context of the whole
standardized
or in terms of
testing in terms of
quantities, numeric
environments and scores, and
systems. measurements.
From objective From quantity From structure
knowledge to to quality to process
contextual knowledge
assessments systems are
this shift requires one have traditionally dynamic and
to explain properties emphasized evolving. Thus, the
of the parts within the standardized understanding of
context of the whole testing in terms of living structures is
or in terms of quantities, numeric linked to
environments and scores, and understanding
systems. renewal, change,
measurements. and transformation.
From structure From contents
to process to patterns
systems when we draw maps
are relationships, we discover of
dynamic and certain configurations of
evolving. Thus, the relationships that appear
again and again. We call
understanding of these configurations
living structures is patterns, instead
focusing on what a living
of
linked to system is made of, we study
understanding its patterns. Pedagogically,
the shift reminds us of the
renewal, change, importance of integrating
and transformation. art into programs of study.
let’s
have
a quiz!
Test I: Multiple
Choice (1-5)
Test II: Enumeration
(6-10)
Test III: Essay (5pts)
1. This refers to an individual’s
understanding, not only of ecological
concepts, but also of his or her place in
the ecosystem (Meena & Alison, 2009).
a. Environmental Literacy
b. Socio-environmental Literacy
c. Civic Literacy
d. Ecological Literacy
2. Which among the literacies
does environmental literacy
incorporates to?
a. Financial Literacy
b. Cultural Literacy
c. Social Literacy
d. Civic Literacy
3. Ariane, the CEO of an electric car company,
acknowledges the limitations of current
technology, respects the balance between
industrial growth and environmental preservation,
and reflects on her personal values to guide
decision-making. Which of the following
characteristics of an ecoliterate person is
Ariane?
a. ecologically responsible
b. morally responsible
c. an inquirer
d. a reflective learner
4. Lynda and Offelia are teachers who want their
students to explore why typhoons occur more
often in the Philippines than in other neighboring
countries. They will not only focus on learning about
what makes up a typhoon, but also the relationship
of geography and the weather system, and how it
occurs again and again. How will the teachers shift
emphasis?
a. from parts to whole
b. from quantity to quality
c. from structure to process
d. from contents to patterns
5. Filmore is a principal at an urban school that
wants to make greening initiatives. Before
Brigada Eskwela starts, he calls for a meeting
with the teachers and discussed on how to
establish a Green Campus. How will this be
beneficial in the long run?
a. Reputation as a leader through example
b. Economic benefits
c. “Real-life” work experience for students
d. Improved quality of life in the campus
Enumeration:
6-8. Ecological literacy is a form of
transformative education that requires shifts
in what three related areas?
9-10. Give two long-term benefits of
greening initiatives.
Essay 5pts:
How does environmental literacy,
ecological literacy, and ecoliteracy differ from
and relate to each other?
Thank
You!
