ECOLOGICAL LITERACY

A Written Report Presented To

Ms. Nikka De Vera, LPT
Bachelor of Elementary Education
Binalatongan Community College
San Carlos City, Pangasinan

Members:
Castro, Rica A.
Cayabyab, Devin M.
De Guzman, Allyssa Mae
Ferrer, Joan G.
Gayo, Ricky P.
Gabuyan, Zandara Mae V.
Gubatan, Lionel Lian P.
Malasan, April Q.
Manaois, Sheilla Mae R.
Minas, Mariel M.
Paningbatan, Melanie M.
Palisoc, Genesa A.
Quitalig, Kristine Joy
Samson, Jesselyn A.
Sabado, Zaira V.

April, 2024
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 TABLE OF CONTENTS

Content. Page/s
INTRODUCTION…………………………………………………………………………………….3
WHAT IS ECOLITERACY………………………………………………………………………….4
IMPORTANCE OF ECOLITERACY……………………………………………………………..5
DEFINE ECOLITERACY……………………………………………………………………………..5/6
SOME ASPECTS OF ECOLOGICAL LITERACY……………………………………………..6/7
ECOLITERATE PERSON…………………………………………………………………………….8/9
ECOLITERACY IS ESSENTIAL IN DEVELOPING A SUSTAINABLE………………….9/10
ENVIRONMENT
WAYS TO DEVELOP ECOLITERACY IN SCHOOLS…………………………………….10/11
SEVEN ENVIRONMENTAL PRINCIPLES OF NATURE………………………………..11/12
GLOBAL WARMING…………………………………………………………………………………12
CAUSE OF CLIMATE CHANGE……………………………………………………………………13
EFFECTS OF GREENHOUSE GASES…………………………………………………………….13
ECOLITERACY IS ESSENTIAL FOR VARIOUS REASONS………………………………..14
DRAW RELEVANT LIFE LESSONS AND SIGNIFICANT……
14/15/16
VALUES FROM INITIATING OR PARTICIPATING IN AN
ACTIVITY RELATIVE TO CARING FOR THE
ENVIRONMENT
CONCLUSION……………………………………………………………
17
QUESTIONS FOR
DISCUSSION………………………………………17

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 INTRODUCTION

Whether or not we are interested in 'the environment' or identify

with the concept of being 'an environmentalist each of us is entirely
dependent on the air we breathe, the food we eat and the environment
we inhabit for life. Humankind is embedded within the natural world
and dependent on ecological systems but we have designed a world
that does not seem to recognize this basic interdependence. This is
evidenced by the biodiversity crisis and climate change amongst a
plethora of other severe and often irreparable environmental problems.
In response to these dilemmas, sustainability educators developed the
concept of ecological literacy (or ecoliteracy). Ecological literacy is a
philosophical and educational programme that recognises
humankind's essential relationship with the Earth and re-visions
educational, social, political and economic priorities for the design of
sustainable ways of living. It is no exaggeration to say that in a
society with ever-increasing technological capacity for both beneficial
and destructive industrial development, ecological literacy is an
imperative not only for prosperity, but for long-term survival.

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What is Ecoliteracy?

Ecoliteracy is the capacity to

comprehend natural system
organization and processes that
ensure the healthy functioning of
living systems and the sustainability
of life on Earth. Ecoliteracy is
knowing how nature's living systems
work. Eco-literacy implies learning
the concepts of ecological
community organization,
constructive cooperation, and
implementing these ideas to create
sustainable human communities.
Ecoliteracy is when humans let
nature educate them and establish
an ecoliterate legacy by passing on
the knowledge and worldview.
Numerous scholars have
argued that the word environmental
literacy, ecological literacy, and
ecoliteracy have been misused
and/or are so broad that they have
little useful meaning. Despite the
apparent arbitrariness and, at times,
indiscriminate use of these terms,

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significant efforts have been made to explicitly define and delineate
the essential components of environmental literacy, ecological
literacy, and ecoliteracy, and to anchor their characterizations in deep
theoretical and philosophical foundations firmly. Moreover, it is the
ability to comprehend the natural systems that enable life on Earth.
To be ecoliterate means understanding the principles of
ecological community organization (i.e. ecosystems) and applying
those principles to create sustainable human communities. The term
was coined by American educator David W. Orr and physicist Fritjof
Capra in the 1990s. Therefore, a new value entered education; the
"well-being of the earth". An ecologically literate society would be a
sustainable society that does not destroy the natural environment on
which they depend. Ecological literacy is a powerful concept because
it lays the groundwork for an integrated approach to environmental
issues. Eco-literacy advocates see it as a new educational paradigm
emerging from the intersections of holism, systems thinking,
sustainability, and complexity.

Importance of Ecoliteracy

We understand that ethics and values are developed early in life,

thus we support holistic approaches to education that involve
understanding the natural world and human impact on Earth. We want
an ecoliterate, greater-good-focused society. Empathy, emotional
intelligence, and relationships create positive acts.Interdisciplinary
education gives learners a broader perspective. Long-term
repercussions need teachers to create an emotional or value-based
connection between
students and information. We want children to be worried about
the environment, and that worry should push them to act. Affective
learning is emotional knowledge. Adults' environmental attitudes are
often founded on affective learning, formative childhood experiences
with nature or its devastation, and role models like parents or
teachers. Encouraging students to appreciate and preserve the
environment helps create an environmental ethic. Long-term

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repercussions need teachers to create an emotional or value-based
connection between students and information. We think that the new
integration of intelligences it represents will have significant
educational, social, and ecological benefits. It relies on the results of
the recent educational initiative to promote social and emotional
learning, which has resulted in fewer behavioral issues and greater
academic achievement. It also fosters the knowledge, empathy, and
action that are necessary for living a sustainable lifestyle.

DEFINE ECOLITERACY

Ecological Literacy is a basic life-skill that every human being on

our planet should be supported to develop.

* Ecological literacy refers to the understanding of ecological

systems and the ability to live sustainably within them. It involves
knowledge about the interconnectedness of life on Earth, including
ecosystems, biodiversity, and the impact of human activities on the
environment. Ecoliteracy also encompasses the skills needed to
address environmental challenges and promote ecological
sustainability.

* Ecological literacy, or eco-literacy, is a term first used by

American educator David W. Orr and physicist Fritjof Capra in the
1990s, in order to introduce into educational practice, the value and
well-being of the Earth and its ecosystems. • It is a way of thinking
about the world in terms of its interdependent natural and human
systems, including a consideration of the consequences of human
actions and interactions within the natural context.

* Ecological literacy equips students with the knowledge and

competencies necessary to address complex and urgent
environmental issues in an integrated way, and enables them to help
shape a sustainable society that does not undermine the ecosystems
upon which it depends.

* Ecoliteracy is a ability to understand the natural system that is

related to our life.It is a way of thinking about the world in terms of

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interactions within natural systems including aconsideration of the
consequences of human actions. And defined as an understanding how
ecological systems work and being able to live in harmony with nature
sustainably. It involves grasping the interconnectedness of life and the
impact of human actions on the environment. Ecological literacy is a
prerequisite for sustainability, and a critical life skill and
understanding that politicians, corporate and educational leaders, and
professionals of every field should develop, preferably starting from an
early age. If we take serious the transformational changes required for
a sustainable society and future, it should have been the most
important goal for education at all levels - from primary and secondary
schools to universities, and continuing education. It is widely
acknowledged that this type of education is critical for our collective
wellbeing and even our survival; yet little of it is applied (as yet) in our
educational systems.

Some aspects of Ecological Literacy

1. Principles of Living Systems

Living systems are open, self-organizing systems that have the
special characteristic of life and that interact with their environment
through information and material-energy exchanges. Examples of
living systems include the human body, or a forest, or a river, as well
as human created organizations, such as communities, or schools.
Connecting students to natural systems provides them with a deep
sense of place and an understanding of their local environment. While
students are immersed in experiences of the natural world as part of
their classroom learning, they discover and study the principles
guiding the functioning of natural systems. The guiding principles and
characteristics of living systems serve as a basis for envisioning and
designing sustainable communities.
2. Design inspired by Nature
Beyond understanding natural systems, ecological literacy is
about applying this understanding to the redesign of organizations,
communities, businesses, and societies to align with ecological
principles. According to David Orr, the goal of ecological design is to
transform how humans act in the world to provide food, shelter,

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energy, materials, and seek their livelihood. Ecological literacy asks
what people know and how should they learn it, given the limits of the
Earth and its system.

3. System Thinking
Ecological literacy is also guided by an understanding of
systems, or systems thinking, sometimes called holistic or relational
thinking. Because a system is a set of interdependent, interrelated
parts that make up a complex and unified whole, it cannot be fully
understood by analyzing its constituent parts. Ecological literacy
involves applying a way of thinking that emphasizes relationships,
connectedness and context. For example, we can only understand a
songbird by exploring both its own characteristics as well as its
interactions with the watershed where it lives. Systems thinking is
necessary to understand the complex interdependence and often
unpredictable dynamics of ecological systems, social systems,
economic systems and other systems on all levels. Ecologically
literate students find connections in seemingly disjointed problems,
perceive patterns instead of pieces, and design communities based on
the interrelatedness of all life.

4. Ecological Paradigm and the Transition to Sustainability

Ecological literacy is partly aimed at triggering large-scale social
change in how humans live on the planet. Teaching young people that
we are part of the natural world is the basis for theshift to an
ecological paradigm –a worldview that places humans as embedded in
ecological systems rather than perceived as separate, and that
recognizes that there are global constraints to the amount of
resources we can use and waste we can produce on a finite Earth.

As Fritjof Capra notes, “in the coming decades, the survival of

humanity will depend on our ecological literacy – our ability to
understand the basic principles of ecology and to live accordingly.”
This shift to an ecological paradigm is part of a transition to
sustainability – meeting human wellbeing while substantially reducing
poverty and conserving the planet's life support systems.
Sustainability is not just about basic needs and human survival,
sustainability is the process to create a vibrant society.

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 5. Collaboration, Community Building and Citizenship Ecological
literacy is about emphasizing collaboration and partnership as a
hallmark of living systems and life. The ability to associate, create
links, draw on collective distributed intelligence of many individuals is
part of eco-literacy. Ultimately, sustainability is a community practice.
Ecologically literate students are also community builders and active
citizens. An ecological education occurs both within the natural
environment and in the local community where students can build
relationships and apply their understanding in a real-world.

ECOLITERATE PERSON

An ecologically literate person understands that we are all part

of a living system, where the key principles are about interdependence
and interconnectedness. 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 the future
generations.

The ecologically
literate person of the
21st century will be
considered as the
responsible, lifelong
learner who strives to

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improve the human condition and the environment within the context
of self, human groups, the biosphere and the ecosphere. This person
will find purpose and meaning for life by continuously aspiring to
higher levels of balanced growth, in his or her cognitive, affective,
psychomotor, reflective, intuitive, aesthetic, social, creative and
spiritual capabilities. The development of these qualities will be
conducted in the pursuit of significant life work.
In order to accomplish this overriding aim, he or she would:

. become an inquirer by actively securing the basic skills and

knowledge (i.e., knowledge of the relationships found within the
ecosphere, among the components of solar energy, the air, water, soil,
rocks, flora and fauna, people, animals and all other organisms and
components, both biotic and abiotic) that facilitate the carrying out of
ecological responsibilities. This knowledge and skill will empower the
individual to reach her or his own potential and place in human and
natural environments.

. become a reflective learner by acquiring the understanding of

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.

. become intelligently self-directed by engaging in self-appraisal,

setting new learning objectives, developing plans to achieve those
objectives, carrying out such plans in a flexible inquiry-oriented
manner, while reflecting on the whole process.

. become a morally responsible person by governing personal

action with precepts which contribute to the maintenance and growth
of the relationships that give life meaning. Such precepts would
include responsibility for helping others, seeking justice and equality
for all, performing legitimately assigned roles to the best of one's
ability, and living in harmony with other people and with nature.

. become an ecologically responsible person by embodying

ecological ideals in daily
operations and by living in the most competent, informed manner
allowed by natural capabilities.

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 . seek self-transcendence by moving beyond the limitations of
personal ego by identifying with human groups (past and future),
ecological principles, flora and fauna and the ecosphere, that
transcend the individual life in scope and time.

The ecologically literate person of the 21st century will have a

positive view of life, grounded in the faith that each person has within
himself/herself some elements which connects them with a universal
and timeless energy, and has the capacity to competently perform
significant life work, and its related tasks and responsibilities. Such a
view will enable this person to look upon the human experience
positively, and all living things compassionately.

ECOLITERACY IS ESSENTIAL IN DEVELOPING A

SUSTAINABLE ENVIRONMENT.

Imagine an ecoliterate individual as a masterful conductor

orchestrating the symphony of nature, deeply attuned to the intricate
melodies and harmonies that resonate throughout the Earth. They
possess a profound understanding of ecological systems, recognizing
the delicate balance between all living beings and the environment
they inhabit.

At the core of their being lies a sense of wonder and awe for the
natural world, fueling an insatiable curiosity to explore its depths and
unravel its mysteries. From the majestic mountains to the depths of
the ocean, they traverse landscapes with reverence, marveling at the
kaleidoscope of life that surrounds them.

But being ecoliterate is not merely about passive observation; it

is about active engagement and stewardship. These individuals
understand the profound impact that human activities can have on the
environment, and they are dedicated to treading lightly upon the Earth.
Through conscious choices and sustainable practices, they strive to
minimize their ecological footprint and live in harmony with the planet.

Moreover, ecoliterate individuals are champions of conservation

and environmental advocacy. They lend their voices to protect
endangered species, preserve fragile ecosystems, and advocate for

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policies that promote sustainability and environmental justice. Their
passion and commitment inspire others to join them in the journey
towards a more sustainable future.

In essence, an ecoliterate person is like a beacon of hope,

illuminating the path towards a world where humans and nature
coexist in harmony. They embody the interconnectedness of all life
and demonstrate that by cultivating a deeper understanding and
appreciation for the natural world, we can create a brighter and more
resilient future for generations to come.

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 elligences

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 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 web-based tools, such as Google
Earth, Good Guide 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 system 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) ecoliterate people tend to be more aware that
systems exist on various levels 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

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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 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 most intelligent and being gifted with reason, humans can
control and taking care of the creation to their own advantage.

Global warming

2011-2020 was the warmest decade recorded, with global

average temperature reaching 1.1°C above pre-industrial levels in
2019. Human-induced global warming is presently increasing at a rate
of 0.2°C per decade. An increase of 2°C compared to the temperature
in pre-industrial times is associated with serious negative impacts on
to the natural environment and human health and wellbeing, including
a much higher risk that dangerous and possibly catastrophic changes
in the global environment will occur.For this reason, the international
community has recognised the need to keep warming well below 2°C
and pursue efforts to limit it to 1.5°C.

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 CAUSE OF CLIMATE CHANGE

Burning fossil fuels, cutting down forests and farming livestock

are increasingly influencing the climate and the earth's temperature.

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This adds enormous amounts of greenhouse gases to those naturally
occurring in the atmosphere, increasing the greenhouse effect and
global warming.

Effects of greenhouse gases

Greenhouse gases have far-

ranging environmental and health
effects. They cause climate change by
trapping heat, and they also contribute
to respiratory disease from smog and
air pollution. Extreme weather, food
supply disruptions, and increased
wildfires are other effects of climate
change caused by greenhouse gases.
The typical weather patterns we've
grown to expect will change; some
species will disappear; others will
migrate or grow.

Eco-literacy is essential for various reasons:

1. Understanding Environmental
Interdependencies: It fosters an understanding of the
interconnectedness of ecological systems, highlighting the
impact of human activities on these systems (Muslum, 2023).
2. Promoting Sustainable Behaviors: Eco-literacy is crucial in
encouraging individuals to adopt sustainable practices, thereby
contributing to environmental preservation (Rocha et al., 2023).

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 3. Facilitating Informed Decisions: An eco-literate population is
better equipped to make informed decisions about environmental
policies and personal lifestyle choices (Mohamed, 2023).
4. Preparing Future Generations: As environmental issues grow in
complexity, imparting eco-literacy to the younger generation
becomes vital.

Draw relevant life lessons and significant values

from initiating or participating in an activity relative to
caring for the environment

Engaging in activities related to caring for the environment can

offer valuable life lessons and instill significant values in individuals.
Here are some key lessons and values that can be derived from
initiating or participating in environmental conservation efforts:

1. Responsibility: Taking care of the environment reminds

individuals of their responsibility towards the planet and future
generations. It teaches the importance of being accountable for one's
actions and their impact on the Earth.

2. Sustainability: Environmental activities promote the concept of

sustainability, emphasizing the need to use resources in a way that
preserves them for the long term. Individuals learn to make choices
that prioritize sustainability and reduce waste.

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 3.Resilience:
Environmental
conservation often involves
facing challenges such as
climate change, pollution,
and habitat destruction. By
engaging in these
activities, individuals
develop resilience and
learn to persevere in the
face of obstacles.

4. Empathy: Caring for

the environment fosters
empathy towards other
living beings, including
plants, animals, and
ecosystems. It encourages
individuals to consider the
needs and well-being of all
species, not just their own.

5.Collaboration:
Environmental initiatives
often require collaboration
and teamwork to achieve
meaningful impact. By
working with others
towards a common goal,
individuals learn the value
of cooperation and
collective action.

6. Gratitude: Engaging
with nature through
environmental activities
can lead to a greater sense of gratitude for the beauty and resources
that the Earth provides. It encourages individuals to appreciate the
natural world and not take it for granted.

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 7. Creativity: Finding innovative solutions to environmental
challenges encourages creativity and problem-solving skills.
Individuals learn to think outside the box and come up with new ideas
to protect the environment.

8. Patience: Environmental conservation is a long-term

commitment that requires patience and persistence. By engaging in
activities that promote environmental stewardship, individuals learn
the value of patience and perseverance in achieving meaningful
change.

9. Adaptation: The environment is constantly changing, and

individuals involved in conservation activities must learn to adapt to
new circumstances and evolving challenges. This teaches flexibility
and the ability to adjust strategies as needed.

10. Connection to Nature: Spending time in nature and caring for

the environment can deepen one's connection to the natural world. It
offers opportunities for reflection, rejuvenation, and a sense of peace
that comes from being in harmony with nature.

Overall, participating in activities related to environmental

conservation can lead to personal growth, a deeper appreciation for
the environment, and the development of values such as responsibility,
sustainability, empathy, and collaboration. These lessons can have a
lasting impact on individuals and inspire them to make positive
changes for the benefit of the planet and all its inhabitants.

An important lesson in life and value from engaging or

participating in activities related to environmental conservation is the
appreciation for every small step we take. Even the smallest action
can have a significant impact on the environment. initiating activities
related to caring for the environment instills a deep appreciation for
nature and motivates individuals to become active participants in
environmental conservation efforts. By being active in environmental
projects, we learn to be more accountable for our actions and become
part of the solution to environmental challenges. We need to recycling,
Tree Planting Conducting reforestation or planting trees to maintain
air quality and protect ecosystems.

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 Clean-up Drives, Organizing activities such as cleaning rivers,
beaches, and streets to prevent pollution and maintain cleanliness in
the environment. separating and returning waste materials to the
system of biodegradable and non-biodegradable waste to reduce the
amount of waste going to landfills. It teaches us that each individual
has the ability to contribute to the improvement of our environment,
and through this, our concern and understanding of the importance of
cooperation and unity for the future of our world grow.

Conclusion

In conclusion, environmental education and eco-literacy is

intricate and broad. It is clear that this being taught in schools is of
significant importance to the sustainability of our environment. The
aim of environmental education is to lessen the damages that have
been suffered by human interactions with the eco-system and bring
about awareness of the environment and its associated issues
together with the appropriateness of skills, knowledge and
motivations in dealing and working on the solutions to solve the
current environmental problems as well as prevent future ones.
Additionally, by studying this in school, Students are able to identify
the different environmental problems in their various communities and
understand how to deal with issues concerning their particular
environment and learn values clarification in relating to environmental
sensitivity. Eco-literacy on the other hand is the understanding and
knowledge of interactions and ecological relationships and long term
impact of human action on the environment. Conclude that the more
students are aware of their environment, community, its history,
economy, cultural interactions to name but a few the more they are
vested in the welfare of their community. It is clear that the
community and its environment are vital building blocks in a mutually
dependent globalized world. Hence, by promoting a curriculum that
involves eco-literacy and environmental education for the aim of

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bringing about ecological sustainable communities is a significant
necessity in today's community both in local and global levels.

QUESTIONS FOR DISCUSSION

1. How can eco-literacy contribute in developing a sustainable

environment?
2. What are the seven environmental principles of nature? Discuss
each one.
3. What are the roles of teachers, learners and the school in
attaining sustainable environmental goals?

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