Ecological Literacy

Concept Digest
We are now at a critical point with many environmental
issues such as climate change and rampant environmental
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.
Ecological literacy refers to an individual’s understanding
not only of ecological concepts, but also of his or her place in
the ecosystem(Meena & Alison, 2009). The term ecological
literacy 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,
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.
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, ad behavioral intention. In
order to create awareness among students, it is important to
foster correct knowledge ensure positive approach to the
environment (Hares, Eskonheimo, Myllyataus, & 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 about climate change, the cause of global warming,
carbon emissions, and carbon footprint(Kuo & Chen, 2009).
There has been an increasing concern with enhancing
“ecological literacy” in society. The current literature on
ecological literacy emphasizes the 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

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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. 2009).
Characterizing an Ecoliterate 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:

 an inquirer, who actively secures the basic skills and

knowledge in order to carry out ecological responsibilities.
This also enables him/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
persona narrative;
 intelligently self-directed, who engages in self-appraisal,
sets new learning objectives, develops plan to achieve those
objectives, carries out these plans in a flexible inquiry-
directed manner, and reflects on the whole process;
 morally-responsible, who governs actions 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.

The ecologically literate person of the 21st century has a

positive view of life, grounded in the faith of

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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 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 behavioral components. However, what most differentiates
ecoliteray from environmental literacy is the clear emphasis on
sustainability, and the introduction of spiritual, holistic
components, expressed in terms of “celebration of Creation”,
“spirit” and “reverence for the Earth”, and “expansion of the
soul”. An ecoliterate person is prepared to be an effective
member of sustainable 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.

Greening Initiatives
1. 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.
2. 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.
3. Economic benefits. A routine, curriculum-based,
environmental audit program that reveals waste and
inefficiency associated with computer activities, coupled
with the identification of environment-friendly
alternatives, can yield significant cost savings for the
institution.
4. “Rel-life” work experience for your students.
Environmental audits and pollution prevention evaluations
can be integrated into the curriculum, providing students

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 with hands-on investigative and problem-solving experience
that they 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.
5. Improved quality of life in the campus. A GREEN Campus is
a cleaner, safer and healthier place to live and work.

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 objective knowledge to contextual knowledge – This
shift requires one to explain properties of the parts within
the context of the whole or in terms of environments and
systems.
 From quantity to quality – Assessments have traditionally
emphasized standardized testing in terms of quantities,
numeric scores, and measurements. Schools are challenged to
design assessment more adequate than the standardized tests
if they are to practice this principle.
 From structure to process – Systems are dynamic and
evolving. Thus, the understanding of living structures is
linked to understanding renewal, change, and transformation.
This shift is embodied in project-based learning, which
highlights the application of knowledge within evolving
real-life contexts