ECOLOGICAL

LITERACY

Presented by : GROUP 2
 Ecological
Literacy
• refers to an individual’s
understanding not only at
ecological concepts, but also
of his or her place in the
ecosystem
(Meena & Alison, 2009).
 Ecological Literacy
• David Orr in 1989 - He indicated that knowing,
caring, and practical competence form the foundation
for ecological literacy.

• He pointed out that the root of environment crisis is

the individual’s inability to think about “ecological
patterns, systems of causation, and long-term effects
of human actions”.
 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.
 e c o l o g i c a l
i t e r a t u r e o n i c
r re n t l c i e n t i f
The cu s i z e s o n r o l e o f s
y e m p h a k i n g i n
literac e c o l o g i c a l t h i n
e d g e a n d s h i p s i n
k n o wl s e - e f fe c t r e l a t i o n
t i f y i n g c a u , i n o rd e r t o
i d en t a l s y s t e m s
e n v i ro n m e n -
so c i o - e d d e c i s i o n
r e e n l i g h t e n
allo w m o r i m a r y
r e f o r e , i t s p
k i n g ; t h e t i v e a n d
ma a l s a r e c o g n i
o g i c a l g o
pedag
e n t a l .
experim
 Ecological literacy is meant to
enable conscious and participant
citizens to make informed
decisions or take action on
environmental issues.
Characterizing an
Eco literate Person
 Dr. Tom Puk

• 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.

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 personal
narrative.
 Intelligently self-directed
• who engages in self-appraisal, sets new learning objectives, develops
plan to achieve those objectives, carries out those plans in a flexible
inquire-directed manner, and reflects on the whole process.

Morally responsible

• who governs with precepts (responsibility, seeking justice and equality

for all) that maintain harmonious relationships.
 Ecologically responsible

• who embodies ecological ideals in daily life.

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
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.
 i r o n m e n t a l
En v a l
y , E c o l ogi c
Li t e r a c
i t e r a c y , a n d
L
l i t e r a c y
Eco
 Greening Initiatives in
college and Universities
 Environmental literacy
General conceptions Dominant Primary pedagogical
Examples of
of environment educational approaches
strategies
objectives

• Develop problem
solving skills, from • Case study, issue
diagnosis to action. analysis, problem
Problem field of • Develop a system of • Cognitive solving project
values ethics. • Pragmati • Analysis and
• Adopt • Affective/moral clarification of
environmentally values, criticism of
responsible behaviors social values
 Ecological literacy
General conceptions Dominant Primary pedagogical
Examples of
of environment educational approaches
strategies
objectives

• Acquire knowledge of
ecological concepts and • Observation,
principles. demonstration,
• Develop skills related to experimentatio
Object of study • Cognitive
scientific method:
system • Experiential • Case study,
observation and
environmental
experimentation
• Understand environmental system analysis,
realities in view of construction of
informed decision-making ecosystem models
 Ecoliteracy
General conceptions Dominant Primary pedagogical
Examples of
of environment educational approaches
strategies
objectives

• Promote and contribute to • Case study, social

economic development marketing, sustainable
that addresses socil equity consumption activities,
Shared resource and ecological • Cognitive sustainable living
for sustainable sustainability • Pragmatic management project
• Develop the many
living Gaia • Holistic • Immersion,
dimentions of one’s being
in interaction with all
• Intuitive visualization, creative
/creative workshops
aspects of the environment
 Greening Initiatives in college and
Universities

• Increased awareness of environmental degradation and

concern for its rehabilitation have prompted colleges and
universities to green their campuses.
 Green campus
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”
 Green campus institution

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 mark as environmental leaders.
Economic Benefits

A routine, curriculum-based, environmental

audit program that reveals waste inefficiency
associated with campus activities, coupled
with the identification of environmental-
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.
Improved quality of life in the
campus

A Green Campus is a cleaner, safer,

and healthier place to live and work.
 GROUP 2
• ACHURRA, JULIE ANN
• ALVERO, LOVELY
• BANDIOLA, DAISY
• CARPINA, SHAIRA MAE
• DOCE, CINDY
• ROSALES, JEAN
• SOLEN, KHEA
• SUMUGAT, TANYA
Thank you!