LESSON 6: ECO-LITERACY

At end of the lesson the students will be able to:

* Explain the roles of eco-literacy, teachers, learners and citizens
for sustainable development
* Demonstrate ways of preserving the environment

Introduction:

The great challenge of our time is to build and nurture sustainable communities,
designed in such a way that their ways of life, businesses, economies, physical
structures, and technologies respect, honor, and cooperate with nature’s inherent
ability to sustain life. The first step in this endeavor must be to understand how nature
sustains life. Over billions of years of evolution, the Earth’s ecosystems have evolved
certain principles of organization to sustain the web of life. Knowledge of these
principles of organization, or principles of ecology, is crucial for designing sustainable
human communities. 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 (Capra, 2015.

“All sustainable development goals come down to education”( Malala Yousafzai,

2016).

Preliminary Questions:
* Poor ecoliteracy remains a sign of crisis in education.”
- What does this statement mean?
- How would you connect poor ecoliteracy to crisis in education?
- What is your role in developing ecoliteracy?

I. CAPTIVATE

* Watch the video clip https://youtu.be/gUhxcdzRgLQ, then reflect.

* What can you do to save planet earth right now?

* Enumerate simple things you have done to save the environment.
 II. CONNECT

A. ECOLITERACY

Orr (1992) advanced an idea of ecological literacy that placed emphasis on the
creation of sustainable human communities and called for a fundamental
reconstruction of the entire educational system (McBride, et al, 2013).

Ecoliteracy involves a new kind of “systemic” thinking—thinking in terms of

relationships, connectedness, and context. It means seeing the living world as an
integrated whole, and recognizing that the major problems of our time are systemic
problems—all interconnected and interdependent. They need corresponding systemic
solutions—solutions that do not solve any problem in isolation but deal with it within
the context of other related problems (Capra,2015).

B. Image of the Ecologically Literate Person

http://flash.lakeheadu.ca/~tpuk/Version%20Principles.pdf

The ecologically literate person of the 21st century will be considered 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.
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.

* 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.

* 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.
 * 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.

C. CHARACTERIZATION of ENVIRONMEMNTAL LITERACY, ECOLOGICAL

LITERACY, and ECOLITERACY
Click this link https://www.fs.fed.us/rm/pubs_other/rmrs_2013_mcbride_b001.pdf
for a complete detail of the three literacies.
 Humankind have contributed to global warming which has led to catastrophic
climate change in many parts of the world. People have to work for the benefit of the
planet and reduce emission in whatever way they can. Colleges have a responsibility
to instill green lifestyle among the young and impressionable students by undertaking
green moves which can help to lower the global temperature.

Here are some green initiatives for colleges/universities that can be

implemented in order lower the impact of climate change( https://ecofriend.com/10-
effective-green-initiatives-for-college-campuses.html):

1. Green buildings - New buildings in college campuses can be constructed in

accordance to sustainability principles and methods.
2. Environmental degrees - Colleges/universities must teach subjects which
would help the students to understand and work in the field of environmental
conservation.

3. Transportation - Walking and cycling/biking, car pooling, public transportation

around campuses should be encouraged.

4. Energy supply - One of the green initiatives is to start using sustainable

energy to supplement the school’s energy needs. Solar panels, water power and wind
power projects can be an investment which would pay off in time.

5. Composting program - green campus project could be a composting project.

This program should be more than just composting the waste food from the dining halls
and kitchen service. Students must be aware about contributing towards the
composting project when they eat in their own dorms too.

6. Reinburse for green efforts - Some green-minded colleges/universities offer

reimbursements in the form of mini discounts in the cafeteria, if the students bring
utensils such as mugs and plates for the cafeteria food. Using their own utensils would
reduce single use disposables which pollute the planet.

7. Organic Farming - A campus may cultivate organic farming, and using the
produce in their kitchens. This kind of sustainability activities might entail the
participation of students who might learn how to create healthy meals, right from
growing pesticide free, chemical free food. Activities such as organic gardens will also
teach students how to create their own organic farms/gardens later in life.

8. Recycling - There should be recycling bins which should be kept in abundance

all over the campus, as it would make it easier for students to give materials for
recycling. Refills of pens, paper, cardboard boxes, clothes, plastic items – colleges
should encourage recycling to the utmost.

9. Water refilling stations - One of the most important and best green initiatives
is to install water bottle refilling stations. Plastic water bottles are one of the most
hazardous items for the environment. These have choked up the oceans and the
landfills creating a huge problem for the planet. Plastic takes hundreds of years to
break down, and remains in the environment for years.

10. Cutting ties from companies which deny/dispute climate change. - One
of the sustainability activities which is important to send the message out is to cut all
ties from offending companies.
D. BENEFITS of GREENING INITIATIVES

According to Alata and Ignacio (2020), greening initiatives in schools yielded

significant benefits.
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
taught and make their mark as environmental leaders.

3. 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.

4. “Real-life” work experience for students. Evaluation audits and and pollution
prevention evaluations can be integrated into the curriculum, providing students with
hands-on investigative and problem-solving experiences that they can take with them
when they enter the workforce.

5. Improved quality of life in the campus. A Green Campus is a cleaner, safer

and healthier place to live and work.

III. COLLABORATE

A. With a partner, brainstorm on the following essential ecological concepts which

Adawich and Norizan (2013) as cited by Alatan et al (2020) considered essential for
the students to understand. Write down the corresponding key ideas of the concepts.
CONCEPTS KEY IDEAS
1. Conservation of Resources
2. The Community
3. Energy Flow
4. Ecological Adaptation
5. Food Webs
6. Materials Cycling
7. Niche
8. Population Cycles
9. Predator-Prey Interactions
10. Species Diversity
B. What environmental issues move you and provoke to action? What efforts and
practical steps do you do to influence others to take action?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

IV. CREATE

1. Develop a personal definition of Sustainability.

___________________________________________________________________
___________________________________________________________________
2. The following are some of the regular practices that you might do. What
sustainable initiatives will you do? Then, give specific ways/examples through
cliparts.
SUSTAINABLE
PRACTICES INITIATIVES EXAMPLE in cliparts

1. Buy bottled mineral water.

2. Drink coffee to start the day.

3. Study with all lights on.

4. Buy packed lunch at the

canteen.

5. Shop anytime.

3. How will you able to develop the qualities of an ecologically literate person?
QUALITIES EVIDENCE
1. Inquirer

2. Reflective learner

3. Intelligently self-directed

4. Ecologically responsible person

5. Self-transcendence
 V. ASSIGNMENT

* Nature Photography– get a camera and go outside safe! Find butterflies, worms,
bugs, wildflowers, trees and animals. Or focus on shapes, colors and textures. Put all
pictures together and create a 10-page Picture Diary.

REFERENCES:

1) Alata, Elen Joy & Ignacio, Elgen John (2020). Building & Enhancing New
Literacies Across the Curriculum. Cubao, Quezon City: Lorimar Publishing, Inc.

2) McBride, B. B., C. A. Brewer, A. R. Berkowitz, and W. T. Borrie. 2013.

Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did
we get here? Ecosphere 4(5):67. http://dx.doi.org/10.1890/ES13-00075.1

3) https://www.researchgate.net/publication/299484571_Environmental_literacy_ecol
ogical_literacy_ecoliteracy_What_do_we_mean_and_how_did_we_get_here

4) https://www.ecoliteracy.org/sites/default/files/Center-for-Ecoliteracy-20yrs.pdf