Handout No.

7 in ED 102 – Building and Enhancing New Literacies Across the Curriculum

Ms. Niňa Jean S. Zerna (2nd Semester, 2023-2024)

ECOLOGICAL LITERACY
- to describe people's ability to understand the complex natural systems that enable and support life on Earth (David Orr, 1990)
- to be ecoliterate means understanding the principles of organization of ecological communities and using those principles for creating
sustainable human communities
- a way of thinking about the world in terms of its interdependent natural and human systems, including consideration of the consequences
of human action and interactions within the natural context

Importance

✓ builds on the successes- from reduced behavioral problems to increase academic achievement- resulting from the movement in education
to foster social and emotional learning that has emerged during the past few decades
✓ equips students with the knowledge and competencies necessary to address complex and urgent environmental issues in an integr ated
way
✓ enables students to help shape a sustainable society that does not undermine the ecosystems upon which it depends

Characterizing an Ecoliterate Person

1. an inquirer
2. a reflective learner
3. intelligently self-directed
4. morally responsible
5. ecologically responsible
6. seek self-transcendence

5 Ways to Develop Ecoliteracy (Goleman et.al)

1. Developing empathy for all forms of life

2. Embracing sustainability as a community practice
3. Making invisible visible
4. Anticipating unintended consequences
5. Understanding how nature sustains life

Core Aspects of Ecological Literacy

1. Principles of Living Systems

2. Design Inspired by Nature
3. System Thinking
4. Ecological Paradigm and the Transition to Sustainability
5. Collaboration, Community Building and Citizenship

Greening initiatives although challenging and demanding, yield significant benefits in the long run:

• Environmental and economic sustainability

• Reputation as a leader through example
• Economic benefits
• “real-life” work experience for your students
• Improved quality of life in the campus

In schools, teachers are also required to shift emphasis through the following:

• From parts to whole

• From objects to relationships
• From objective knowledge to contextual knowledge
• From quantity to quality
• From structure to process

Handout No. 7 in ED 102 1

 • From contents to pattern

Competencies of Ecoliteracy

Head (Cognitive)
✓ Approach issues and situations from a systems perspective
✓ Understand fundamental ecological principles
✓ Think critically, solve problems creatively and apply knowledge to new situations
✓ Assess the impacts and ethical effects of human technologies and actions
✓ Envision the long-term consequences of decisions

Heart (Emotional)
✓ Feel concern, empathy and respect for the other people and living things
✓ See from and appreciate multiple perspectives work with and value others with different backgrounds, motivations and intentions
✓ Commit to equity, justice, inclusivity and respect for all people

Hands (Active)
✓ Create and use tools, objects and procedures required by sustainable communities
✓ Turn convictions into practical and effective action, and apply ecological knowledge to the practice of ecological design
✓ Assess and adjust uses of energy and resources

Spirit (Connectional)
✓ Experience wonder and awe toward nature
✓ Revere the earth and living things
✓ Feel a strong bond with and deep appreciation of place
✓ Feel kinship with the natural world and invoke that feeling in other

Ecological Literacy in a Global Issues course

The Center for Ecoliteracy suggests the following principles for the integration of ecological literacy:

• Ecological literacy is not an additional concept or subject to be added to the content of the course. It may be seen rather as a perspective
or way of thinking through which any selected topic or issue may be viewed.
• It is useful to focus on guiding fundamental questions, which may recur and open up conceptual links across disciplines (e.g. science,
geography, anthropology, politics, history, the arts, sociology, health)
• The conceptual links that tie subjects together help make learning more effective since they lead to learning that is more readily applicable
to the real world.
• Taking a hopeful, proactive approach and designing learning activities that engage students in potential solutions are import ant when
teaching about environmental issues.
References:
• Alata, E.J. P. & Ignacio, E.J.T. (2019). Building and Enhancing New Literacies across the Curriculum First Edition: Rex Book Store
• Goleman, D. et.al. Five Ways to Develop Ecoliteracy. April 18, 2013
• https://prezi.com/m_dlod9uvqux/ecoliteracy/
• https://greatergood.berkeley.edu/article/item/five_ways_to_develop_ecoliteracy
• https://www.slideshare.net/enriccalvet/ecological-literacy
• https://www.slideshare.net/andrewrobinson7/eco-literacy-pp-amanda-wallace

Handout No. 7 in ED 102 2