Ecological Literacy: Module in EDBENC: Building and Enhancing New Literacies Across The Curriculum [PDF]

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Chapter 6: Ecological Literacy

Ecological Literacy Objectives At the end of the chapter, you should be able to:    

Define ecological literacy; Distinguish among environmental literacy, ecoliteracy, and ecological literacy; Describe an ecoliterate person; and Recognize individual and collective roles in protecting and rehabilitating the environment and ecosystem.

We are now at a critical point with many environmental issues such as climate change and rampant environment destruction. Alienation from nature greatly contributes to the aggravation of these environmental problems. Ecological literacy is important to business and political leaders, and to all levels of education.

There are lots of problem we are experiencing right now. Everyday our environment gets worse and it causes a lot of problems to animals and humans. Many would say, this might be one of the effects of globalization. Others would also say, human beings are the one destroying the environment. In this lesson, we will know our roles in protecting and rehabilitating the environment and ecosystem.

As a student, what can you contribute to help save our mother earth?

Ecological literacy refers to an individual’s understanding not only at ecological concepts, but also of his or her place in the ecosystem (Meena & Alison, 2009). The term ecological literacy was first introduced by David in 1989 in his essay “Ecological Literacy”. He indicated that knowing, caring, and practical competence form the foundation for ecological literacy. He pointed out that the root of environment crisis is the individual’s inability to think about “ecological patterns, systems of causation, and long-term effects of human actions” (Orr, 1994). Thus, he emphasized the importance of experience in one’s natural environment that can enable humans to shift perspective from one of an economic emphasis to one of balance amongst economics, ecology, and cultures. Module in EDBENC: Building and Enhancing New Literacies Across the Curriculum

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Chapter 6: Ecological Literacy Orr (1992) also argued that the ecologically literate person understands the dynamics of the environmental crisis, which includes an understanding of how people have become so destructive. Therefore, identifying school students’ ecological literacy levels is a necessary step to investigate their behavior, attitudes, sensitivity, and behavioral intention. In order to create awareness among students, it is important to foster correct knowledge to ensure positive approach to the environment (Hares, Eskonheimo, Myllystaus, & Luukkanen, 2006). Kahyaoglu (2009) also stated that positive attitudes and values toward the environment are occurred with a good knowledge. Developing environmentally responsible behavior requires correct knowledge. Developing environmentally responsible behavior requires correct knowledge about climate change, the cause of global warming, carbon emissions, and carbon footprint (kuo & Che, 2009). There has been an increasing concern with enhancing “ecological literacy” in society. The current literature on ecological literacy emphasizes on role of scientific knowledge and ecological thinking in identifying cause-effect relationships in socio-environmental systems, in order to allow more enlightened decision-making; therefore, its primary pedagogical goals are cognitive and experimental. In this, it differs from the broader concept of environmental literacy, which incorporates civic literacy that pertains to changes in values and behaviors, and thus also 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. n2009). Efforts in this direction include books by experienced ecologists for the general public, of which two outstanding examples are Leyin (2000) and Slobodkin (2003). Characterizing an Eco literate Person Dr. Tom Puk (2002) of Lakehead University characterized an ecologically literate person of the 21st century as “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:   

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An 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; A reflective learner, who understands the value and limitations of human knowledge, the power and limitations of the natural world, the role of intuition in real life pursuits, and the role of self as it is manifested in one’s personal narrative; Intelligently self-directed, who engages in self-appraisal, sets new learning objectives, develops plan to achieve those objectives, carries out those plans in a flexible inquire-directed manner, and reflects on the whole process; Morally responsible, who governs with precepts (responsibility, seeking justice and equality for all) that maintain harmonious relationships. Ecologically responsible, who embodies ecological ideals in daily life; and Seek self-transcendence, who moves beyond the limitations of personal ego by identifying with human groups (past and future), flora and fauna, ecosphere, that transcend the individual life in scope and time.

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Chapter 6: Ecological Literacy The ecologically literate person of the 21st century has a positive view of life, grounded in the faith of interconnectedness, and has the capacity to competently perform significant life work and related tasks. Such a view enables her to look upon the human experience positively and all living things compassionately. Environmental Literacy, Ecological Literacy, and Eco literacy Frameworks for ecoliteacy exhibit a high degree of similarity with frameworks for environmental literacy, in that both sets include similar affective, knowledge, cognitive skills, and behavioral components. However, what most differentiates ecoliteracy from environmental literacy is the clear emphasis on sustainability, and the introduction of spiritual, holistic components, expressed in terms of “celebration of Creation” (Orr, 1992), “spirit” and “reverence for the Earth” (Capra, 1996, 2007), and “expansion of the soul” (Wooltorton, 2006). An ecololiterate person is prepared to be an effective member of sustainable society, with well-rounded abilities of head, heart, hands, and spirit, comprising an organic understanding of the world and participatory action within and with the environment. Environmental literacy, ecological literacy, and ecoliteracy

Environmental literacy

General conceptions of environment Problem field of values

Dominant educational objectives Develop problemsolving skills, from diagnosis to action.

Primary pedagogical approaches Cognitive Pragmatic

Ecological literacy

Object of study system

Case study, issue analysis, problemsolving project

Affective/moral

Analysis and clarification of values, criticism of social values

Cognitive

Observation, demonstration, experimentation

Develop a system of ethics Adopt environmentally responsible behaviors Acquire knowledge of ecological concepts and principles.

Examples of strategies

Experiential

Develop skills related to scientific method: observation and experimentation

Module in EDBENC: Building and Enhancing New Literacies Across the Curriculum

Case study, environmental system analysis, construction of ecosystem models

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Chapter 6: Ecological Literacy Develop systems thinking: analysis and synthesis

Ecoliteracy

Shared resource for sustainable living Gaia

Understand environmental realities in view of informed decision-making Promote and contribute to economic development that addresses socil equity and ecological sustainability

Cognitive Pragmatic Holistic Intuitive/creative

Develop the many dimentions of one’s being in interaction with all aspects of the environment

Case study, social marketing, sustainable consumption activities, sustainable living management project Immersion, visualization, creative workshops

Develop an organic understanding of the world and participatory action in and with the environment Greening Initiatives in college and Universities Increased awareness of environmental degradation and concern for its rehabilitation have prompted colleges and universities to green their campuses. A green campus is “a place where environmentally responsible practice and education go hand-in-hand and where environmentally responsible tenets are borne out by example” (NEIWPCC n.d.). The green campus institution is a model environmental community where operational functions, business practices, academic programs, and people are interlinked, providing educational and practical value to the institution, the region and the world. Greening initiatives, although challenging and demanding, yield significant benefits in the long run: 

Environmental and economic sustainability. A system-wide culture of sustainability helps preserve and enhance what the institution values today as well as for the future.

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Chapter 6: Ecological Literacy 

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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. Economic benefits. A routine, curriculum-based, environmental audit program that reveals waste inefficiency associated with campus activities, coupled with the identification of environmental-friendly alternatives, can yield significant cost savings for the institution. “Real-life” work experience for your students. Environmental audits and pollution prevention evaluations can be integrated into the curriculum, 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. Improved quality of life in the campus. A Green Campus is a cleaner, safer, and healthier place to live and work.

Read the questions and instructions carefully. Write/print your answers in an A4 sized bond paper. 1. What environmental issues and concerns move you and provoke you to action? What efforts and practical steps do you do to influence others to take action?

Read the questions and instructions carefully. Write/print your answers in an A4 sized bond paper. 1. Develop a personal definition of sustainability. 2. What are greening initiatives done by your department or college? 3. What personal greening initiatives would you propose to your own campus, community, and home?

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Chapter 6: Ecological Literacy References Adawiah, R. M., & Norizan, E. (2013). Ecological literacy among secondary school students. Retrieved from https://www.researchgate.net/ publication/263011210 Capra, F. (1996). The web of life. New York: Anchor Books. Capra, F. (2007). Sustainable living, ecological literacy, and the breath of life. Canadian Journal of Environmental Education, 12. Goleman, D., Bennett, L., & Barlow, Z. (2012). Ecoliterate: How educators are cultivating emotional, social, and ecological Intelligence. CA: Jossey-Bass. Hares, M., Eskonheimo, A., Myllytaus, T., & Luukkanen, O. (2006). Environmental literacy in interpreting endangered sustainability case studies from Thailand and the Sudan. Geoforum, 37(1), 128-144. Jordan, R., Singer, F., Vaughan, J., & Berkowitz, A. (2009). What should every citizen know about ecology? Frontiers in Ecology and the Environment, 7, 495-500. Kahyaoglu, M. (2009). Perspectives, readiness and self-efficacy of pre-service teachers related to teaching environmental problems in the context of science and technology education. Mehmet Akif Ersoy University Journal of Faculty of Education, 9(17), 28-40. Kuo, N. W., & Chen, P. H. (2009). Qualifying energy use, carbon dioxide emission and other environmental loads from island based on a life cycle assessment approach. Journal of Cleaner Production, 17, 1324-1330. Levin, S. A. (2000). Fragile dominion: Complexity and the commons. Cambridge, MA: Perseus. Lewinsohn, T. M., Attayde, J. L., Fonseca, C. R., & Genade, G. (2014). Ecological literacy and beyond: Problem-based learning for future professionals. DOI 10.007/s13280-014-0539-2. Long, T. M., Dauer, J. T., Kostelnik, K. M., Momsen, J. L., Wyse, S. A., Speth, E. B., & Ebert-May, D. (2014). Fostering ecoliteracy through model-based instruction. Frontiers in Ecology and the Environment, 12, 138-139. McBride, B. B., Brewer, C. A., Berkowitz, A. R., & Borrie, W. T. (2013). Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here? Ecosphere, 4(5), 67. http://dx.doi.orh/10.1890/ES13-00075.1 Meena, M. B., & Alison, M. W. (2009). Decisions and dilemmas: Using writing to learn activities to increase ecological literacy. Journal of Environmental Education, 40(3), 13-26. doi: 10.3200/JOEE.40.3.13-26.

New England Interstate Water Pollution Control Commission (NEIWPCC) (N.D.). Greening the campus. Where practice and education go hand in hand. Retrieved 12 February 2019 from http://neiwpcc.org/ Orr. D. W. (1989). Ecological literacy. Conservation Biology, 3, 334-335.

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Chapter 6: Ecological Literacy Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany: State University of New York Press. Orr, D. W. (1994). Earth in mind. Washington, DC: Island Press. Orr, D. W. (2000). A sense of wonder. In Z. Barlow & M. Crabtee (Eds.), Ecoliteracy: Mapping the terrain (p. 19). Berkeley: Living in the Real World. Also available electronically at http://www.ecoliteracy.org/publications/pdf/wonder.pdf Peacock, A. (2009). Teaching eco-literacy during a period of uncertainty. Policy & Practice: A Development Education Revie. Retrieved from https://www.developmenteducationreview.com/issue/issue-9/teaching-eco-literacy-during-perioduncertainty Pool, R. F., Turner, G. D., & Bottger, S. A. (2013). Ecology content in introductory biology courses: a comparative analysis. The American Biology Teacher, 75, 544-549. Puk, T. G., & Behm, D. (2003). The diluted curriculum: The role of government in developing ecological literacy in Ontario secondary schools. Canadian Journal of Environmental Education, 8, 217-23. Slobodkin, L. B. (2003). A citizen’s guide to ecology. New York: Oxford University Press. Toronto District School Board. (2015). Ecological literacy. Retrieved from https://www.tdsb.on.ca/Portals/ecoschools/docs/Best%20Practices_Section%204.pdf.

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