Scribd
Upload
38 views10 pages

Ecological Literacy Module.

The document discusses ecological literacy, defining it as an individual's understanding of ecological concepts and their role in the ecosystem. It distinguishes between environmental literacy, ecological literacy, and ecoliteracy, emphasizing the importance of systems thinking and the need for individuals to engage in sustainable practices. Additionally, it outlines the benefits of greening initiatives in educational institutions and provides a framework for assessing and enhancing ecological literacy through various educational objectives.

Uploaded by

dabe mendioro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
38 views10 pages

Ecological Literacy Module.

The document discusses ecological literacy, defining it as an individual's understanding of ecological concepts and their role in the ecosystem. It distinguishes between environmental literacy, ecological literacy, and ecoliteracy, emphasizing the importance of systems thinking and the need for individuals to engage in sustainable practices. Additionally, it outlines the benefits of greening initiatives in educational institutions and provides a framework for assessing and enhancing ecological literacy through various educational objectives.

Uploaded by

dabe mendioro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 10

Ecologi

cal
By: AllenDave L. Mendiro

Literac
y
Objectives:
1. Define ecological literacy
2. Distinguish among environmental literacy, ecoliteracy, and ecological literacy;
3. Describe an ecoliterate person; and
4. Recognize individual and collective roles in protecting and rehabilitating the
environment and ecosystem.

INTRODUCTION

Ecological Literacy
Ecological Literacy refers to an individual's understanding not only at ecological
concept, but also on his or her place in the ecosystem. (Meena and Alison 2009)
Ecological literacy is meant to enable conscious and participant citizens to make
informed decisions or take actions on environmental issues (Jordan et al 2009)
Ecoliteracy was first introduced by David Orr 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 environmental crisis is the individual's
inability to think about "Ecological patterns, system of causation, and long-term effect of
human actions." (Orr 1994)
Orr 1992, also argued that ecoliterate person understands the dynamic of the
environmental crises, which includes an understanding of how people become so
destructive.

ACTIVITY

Environmental Literacy, Ecological Literacy, and Ecoliteracy

Frameworks for ecoliteracy exhibit a high degree of similarity with frameworks for
environmental literacy, in that both sets include similar affective, knowledge, cognitive
skills, and behavioural components.
An ecoliterate 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.
ANALYSIS

Just about every environmental or science literacy formulation acknowledges there is a


base of knowledge that is important – traditional education has emphasized the content
or knowledge domain, and still does in most educational contexts. What do we need to
know and understand to maintain our quality of life? What knowledge is “essential”?
Basic ecological principles and a general understanding of thermodynamics are critical,
but to learn from the past and adapt to the future, it is also important to have a general
sense of human history, particularly as it relates to the success or failure of societies to
adapt to their own environmental challenges. Also essential are evolutionary biological
and geological earth science principles, and a sense of their time scales.

ABSTRACTION

Numerous scholars have argued that the terms environmental literacy, ecological literacy, and
ecoliteracy have been used in so many ways and/or are so all‐encompassing that they have
extraordinarily little useful meaning. However, despite the seemingly arbitrary and, at times,
indiscriminate use of these terms, tremendous efforts have in fact been made to explicitly define
and delineate the essential components of environmental literacy, ecological literacy, and
ecoliteracy, and to firmly anchor their characterizations in deep theoretical and philosophical
foundations. A driving purpose behind these ongoing conversations has been to advance
complete, pedagogy‐guiding, and universally applicable frameworks for these ideals, allowing
for standards and assessments of educational achievement to be set. In this manuscript, we
review a diversity of perspectives related to the often-nuanced differences and similarities of
these terms. A classification of the numerous proposed frameworks for environmental literacy,
ecological literacy, and ecoliteracy (advanced within the fields of environmental education,
ecology, and the broader humanities, respectively) is presented, and used to compare
frameworks across multiple dimensions of affect, knowledge, skills, and behavior. This analysis
facilitates close examination of where we have been, where we are, and where we might be
headed with respect to these vital conversations. This work also offers points of reference for
continued critical discourse and illuminates a diversity of inspiration sources for developing
and/or enriching programs aimed at cultivating these types of literacies.

APPLICATION

Greening Initiatives in Colleges and Universities


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.
 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 as environmental leaders.
Economic benefits
What do you mean by Economic Benefits?
It is a benefit that can be quantified in terms of money generated, such as net income,
revenues, etc. It can also be money saved when discussing a policy to reduce costs.
(Kallie Wells)
A routine, curriculum based, environmental audit program that reveals waste and
inefficiency associated with campus activities.
An environment-friendly alternatives and can yield significant cost savings for the
institution.
It includes:
• Reduce use of electricity
• Solar energy
• Reduce waste
• Grow trees and plants

"Real life" work experience for your students


It provides the students with hands-on investigative and problem-solving experience
that they can take when they enter the workforce. This experience not only makes your
students more marketable, it also provides them kinds of broad thinking skills that allow
them to succeed and thrive once they are employed.
It includes:
• Extracurricular activities
• Competitions
• Entrepreneurship
• Part time jobs
 Improve quality of life in the campus
A green campus is a cleaner, safer, and healthier place to live and work.
It includes:
• Recycle bins
• Less use of plastic
• Keeping the grounds clean
• Employing solar

GENERALIZATION

Ecoliteracy concerns understanding the principles of organisation of ecosystems and


their potential application to understanding how to build a sustainable human society.
[4]
It combines the sciences of systems and ecology in drawing together elements
required to foster learning processes toward a deep appreciation of nature and our role
in it. Systems thinking is the recognition of the world as an integrated whole rather than
a collection of individual elements. Within systems thinking, basic principles of
organization become more important than the analysis of various components of the
system in isolation. Ecological literacy and systems thinking implies a recognition of the
manner in which all phenomena are part of networks that define the way that element
functions. Systems thinking is necessary to understand
complex interdependence of ecological systems, social systems and other systems on
all levels.

QUIZ: Explain comprehensively

1. Explain what is ecoliteracy and its relevance in our day.

2. In your own simple way what you would do to protect and rehabilitating the environment
and ecosystem ?

CRITERIA:
Grammar- 5pts
Informative-5pts
Well organized- 10pts
Quality of Writing-5pts
Total = 25Pts

ASSIGNMENT
I. TRUE or FALSE
Write True if the statement is correct and false if the statement is wrong.

TRUE OR FALSE 1. Ecological Literacy refers to an individual's understanding not only at


ecological concept, but also on his or her place in the ecosystem.
TRUE OR FALSE 2. Ecoliteracy was first introduced by David Whitmer in 1989 in his
essay "ecological literacy“.
TRUE OR FALSE 3. An ecoliterate person is not 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.
TRUE OR FALSE 4. 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.
TRUE OR FALSE 5. "Real life" work experience for your students.It provides the
students with hands-on investigative and problem-solving experience that they can take
when they enter the workforce. This experience not only makes your students more
marketable, it also provides them kinds of broad thinking skills that allow them to
succeed and thrive once they are employed.

II. Enumeration
1-3. Enumerate the 3 dominant educational objectives Environmental Literacy.
4-6. Give alteast 3 dominant educational objectives of Ecological Literacy.
7-9. Enumerate the 3 dominant educational objective of Ecoliteracy.
10. Write the Full name of your Teacher including middle initial.

Answer Key
Test I
1. TRUE
2. FALSE
3. FALSE
4. TRUE
5. TRUE
Test II
1-3. -Develop problem-solving skills, from diagnosis to action
-Develop a system of ethics
-Adopt environmentally responsible behaviors
4-6. - Acquire knowledge of ecological concepts and principles
- Develop skills related to the scientific method: observation and experimentation.
- Develop systems thinking analysis and synthesis.
- Understand environmental realities in view of informed decision-making.
7-9. -Promote and contribute to economic development that addresses social equity and
ecological sustainability
- Develop the many dimensions of one is being in interaction with all aspects of the
environment.
- Develop an organic understanding of the world and participatory action in and with the
environment.

You might also like