Chapter 6

Ecological Literacy
 Objectives
At the end of this chapter, you should be able to:

• Define ecological literacy;

• Distinguish among environmental literacy, ecoliteracy,
and ecological literacy;
• Describe an ecoliterate person; and
• Recognize individual and collective roles in protecting
and rehabilitating the environment and ecosystem.
 Ecological Literacy
Ecological literacy refers to an individual’s
understanding not only of ecological concepts, but
also his or her place in the ecosystem (Meena &
Alison, (2009). The term ecological literacy was first
introduce 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 action”
Orr (1992) also argued that the ecologically literate
person understands the dynamics of the environmental
crisis, which include an understanding of how people
have become so distractive. Therefore, identifying
school students’ ecological literacy levels is a necessary
steps to investigate their behavior, attitudes, sensitivity,
and behavioral intention.

Ecological literacy is meant to enable conscious and

participants citizens to make informed decisions or take
action on environmental issues (Jordan et al. 2009).
Characterizing an Ecoliterate
Person
The ecologically literate person of the 21st century has a positive
view of life, grounded in the faith of interconnectedness, and
has the capacity competently perform significant life work and
related task. Such a view enables her to look upon the human
experience positively and all living things compassionately.

An ecoliterate person is prepared to be an effective member of

sustainable society with well rounded ability on hands, heart,
and spirit comprising an organic understanding of world and
participatory action within and with the environment.
 Environmental Literacy, Ecological Literacy,
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.
Environmental Literacy
An individual's understanding, skills and
motivation to make responsible decisions that
considers his or her relationships to natural
systems, communities and future generations.
 Ecological Literacy

The knowledge and understanding of how nature’s systems

work, and how all living beings are dependent on and
interconnected with each other. Taking its roots from ecology
and whole systems thinking, ecological literacy is an
awareness-building course that provides necessary
information on the principles and processes of natural
systems, how they make life on earth possible and how we
can live in more harmony and integrity with these systems. 
 Ecoliteracy

Ecoliteracy is the ability to understand the

organization of natural systems and the
processes that maintain the healthy functioning
of living systems and sustain life on Earth.
 Greening Initiatives in Colleges and
Universities
Increased awareness of environmental degradation and concern
for its rehabilitation have prompted colleges and universities to
green their campuses. 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.).
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 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.
• Economic benefits. A routine, curriculum base, 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.

• “Real-life“ work experience for your students. Environmental audits and

pollution prevention evaluations can be integrated into the curriculum,
providing students with hands-on investigative and problem-solving
experience that they can 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.

• Improved quality of life in the campus. A green campus is a cleaner, safer,

and healthier, live in work.
THANK YOU FOR LISTENING!!!