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Group 10-Ecoliteracy
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ECOLITERACY
Learning Outcomes
- Explain ecoliteracy in developing a sustainable environment
- Discuss the Seven Environmental principle of nature
- Describe a green school
- Articulate how literacy can be integrated in thee curriculum, practiced in the school and demonstrated in the classroom.
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Ecoliteracy
- Considers ecological systems and awareness of how society operates within natural aspects as an educational imperative.
Ecoliteracy and Sustainable Development
Wahl, 2017
The basic principles of ecoliteracy are good starting points to explore fundamental lessons that can be learned from nature for the reform of society.
David Orr (1992)
- Students are taught that ecology is unimportant
Orr and Capra(1990)
- "Ecological literacy" as creating a new emphasis on the need for education to integrate understanding of the interdependence between natural processes and human ways of life.
Let's Begin!
First Step
- Ecological literacy is understanding of the principles of organization that ecosystems have evolved to sustain the web of life
Second Step
- Is the move forwards ecodesign, of which there is a need to apply the ecological knowledge to the fundamental redesign of technologies and social institutions, to bridge the current gap between human design and the ecological sustainable systems of nature.
Sustainability
- Is a qualitative and quantitative condition that demonstrates the human capacity to survive over time.
Ecological Literacy
- It provides the basis for integrated thinking about sustainability.
Ecologically Literate Person
Ecologically Literate Person and Society
Wahl (2017)
- Can apply such understanding to the design and organization of communities and the creation of a regenerative culture.
Ecologically Literate Person
- understands the essence of interdependence and interconnectedness and that we are all part of a living system.
Ecologically Literate Society
- Would be a sustainable society, which does not destroy the natural environment on which they depend.
- Advocates and catalysts champion eco-literacy as a new educational reform emerging from holism, system thinking, sustainability and complexity.
Are you listening?
Wahl (2017)
- claimed that nurturing ecological literacy in students of a wide range of ages has become the goal of sustainability.
"Socially and Emotionally engaged ecoliteracy"
- Which is a process that offers an antidote for fear, anger and hopelessness which result from inaction.
Ways to Develop Ecoliteracy in School
EcoLiteracy
- Is founded on a new integration of emotional, social and ecological forms of intelligence.
Three crucial tenets to ecoliterate living:
1. Ecoliterate people learn from nature that all living organisms are complex and interconnected that inhabit a particular for survival.
2. Ecoliterate people tend to be more aware that systems exist on various levels of scale.
3. Ecoliterate people collectively practice a way of life that fulfills the needs of the present generation while simultaneously supporting nature's inherent ability to sustain life in the future.
Practices in age-appropriate ways for students
Learn More!
1. Develop Empathy for all forms of life.
2. Embrace Sustainability as a Community practice.
3. Make the invisible visible.
4. Anticipate unintended Consequences.
5. Understand how nature sustains life.
Environmental Principles of Ecosystem
(adapted from Barry Commoner; cited in Butler, 2012)
Seven Environmental Principles of Nature
1. Nature knows best.
2. All forms of life are important.
3. Everything is connected to everything else.
4. Everything changes.
5. Everything must go somewhere.
6. Ours is a finite earth.
7. Nature is beautiful and we are stewards of God's creation
Towards a Green School and Education for Sustainable Development
Green School and Education for Sustainable Development
School plays a great role in the development of academics but also environmental ethics and care for nature among student.
- Environmental issues and concerns can be effectively addressed when all efforts of staff and students are geared toward adopting environmentally sustainable principles at all levels, from planning and decision-making up to their execution in the school's functioning as part of daily routine, such as creating a Green School.
The Concept
Green School: The concept and Background
- Introduced in Europe in the 1990's
- Rio Earth Summit of 1992
- The World Summit on Sustainable Development (WSSD) in Johannesburg in 2002
- 'Educating about the environment' to 'educating for sustainability'
- United Nation launched the 'Decade of Education for Sustainable Development (DESD)' in 2005
Green School and ESD
Smile!
- The Green School is visualized as a school guided by the principles of environmental sustainability.
- It seeks opportunities to create a conducive environment to fully utilize all resources and opportunities inside and outside the school and orient teachers and the community.
Essential aspects of Green School Environment
- The "greenners" of a school finds expression in various aspects of the environment.
- The Green School has clean, healthy, protective and green surroundings.
Next!
Hygienic
Ensure a healthy
safe drinking water, neat and clean classrooms, playground and parks, etc.
provision of health services, such as nutritional supplementation and counseling.
A Green School adheres to the following precepts:
1. Learning about the environment.
2. Learning through the environment.
3. Learning for the environment.
Next!
Understanding Green Curriculum
1. Environments encompassing, multidisciplinary and dynamic, has scientific, social, economic, political and technological dimensions.
2. Being holistic, a Green Curriculum views environment as all that is around and aims to give a better understanding of the way the world functions its operations, its alteration because of the actions of human race and its consequences.
3. It holistically addresses sustainability concerns, such as protection and conservation of natural resources, traditions, culture and heritage, safety and security, physical and emotional assurance, health and sanitation issues, concern for equity and justice and interconnection between and among natural, social, physical and cultural environment.
4. This requires a teaching-learning approach where students are provided time and space to explore different facets of environment and interconnect them.
5. A Green Curriculum is a mutual concern of teachers and students.
Next!
Creating a Green School
A Green School is a school that creates a healthy environment conducive to learning, while saving energy, environment resources and money.
Next!
Therefore, Green School:
1. reduces environmental impacts and costs
2. improves occupants' health and performance
3. increases environmental and sustainability literacy
Green, healthy, and high-performing are the characteristics of a green school that provides many benefits to students, teachers, parents and the community, at large.
Characteristics of a Green School
1. It protects health.
2. It increases student performance.
3. It saves energy and money.
4. It reduces carbon emissions.
5.It reduces water usage.
6. It improves teacher retention.
7.It improves daily attendance.
8. It improves a unique educational opportunity.
9. It creates green jobs.
10. It improves equity.
A Dark Green School (DGS) is a a school that delivers Environmental Education through assimilation of the environmental philosophy by the students in formal lessons, as well as in activities outside the classroom.
DARK GREEN SCHOOL PROGRAM: PHILIPPINE ENVIRONMENTAL PERSPECTIVE
a. be clean and neat as evidence of good management and housekeeping.
b. call for green spaces, appropriate land use, planning, conservation of materials and energy, proper waste management, segregation, use of appropriate materials and avoidance of harmful ones and respect to others' right to a smoke-free air.
c. have management policies and guidelines that would create a healthful and ecological campus.
d. have a well-planned environmental curriculum for all levels, adequately oriented and trained faculty, and administrative library and financial support
e. have faculty and students who are aware of and appreciate the environmental program of the school.
f. reach out to an outside community to spread concern for Mother Earth and facilitate projects and programs that improve the environment.
g. engage in research that adds knowledge in the ways of nature and the impact of human activities
Accordingly, school must,
CAPRA 2003
Sustainable ecological living is based on different sets of principles. To assess the impact of our choices and actions, we need criteria from studying the basic facts of life as follows:
Ecological Living Practices
1. Matter cycles continually through the web of life.
2. Most of the energy that drives the ecological cycles flow from the sun.
3. Diversity assures resilience.
4. One species' waste is another species' food.
5. Life does not take over the planet by combat but by networking.
Gives larger understanding of how things connect and the are interdependent that begins with addressing the causes of negative impacts on the environment.
Ecological living and literacy therefore, provide people with the tools, knowledge and wisdom for taking concrete actions on the immense desire to contribute to a better world and future.
Therefore, ecological living means to live in away that it:
Ecological Living
1. respects and replenishes the carrying capacity of our planet.
2. honors our interrelatedness with all expressions of life.
3. enhances the qualitative aspects of our relationships; and
4. brings forth the best of our human capacities for the co-creation of an ecologically sustainable and caring world
Smitsman 2014
Mentioned practical suggestions on how we can support the change for sustainability through ecological living. In order to sustain outer actions for ecological living, it is helpful to remember and draw inspiration from the inner or personal development dimensions of ecological living.
The following are inner and outer ecological perspectives. To wit:
Next!
THE INNER ECOLOGY
1. Become a catalyst of change to help co-create a better world and future.
2. Care for and relate with non-human beings while spending time with nature
3. Make the most of sustainability crisis that forces us to learn, dream, think, design, act, and relate in new ways.
4. Join rest around the world in becoming agents of sustainability.
5. Nurture nature by taking care of our body and become aware of our natural body rhythms.
6. Become more energy efficient and learn to recycle our own energy.
7. Learn to compost our own waste and no need to dump this unto others.
8. Become aware of rights, needs and well-being of future generations and explore how we can support this in our actions.
OUTER ECOLOGY (SMITSMAN 2004)
Outer Ecology
1. Educate ourselves about the resources that we, our family and/or organizations utilize to fulfill and sustain our needs.
2. Reduce, reuse, repurpose and recycle.
3. Be aware of the real price of goods and services that we use. Cheap products often have hidden costs.
4. Find out any child labor practices or natural resources that were sacrificed in the process of producing products and services.
5. Recycle grey-water.
6. Collect and use rainwater.
7. Create an organic vegetable garden.
8. Compost organic waste and use the compost in the garden.
9. Create a garden to support local wildlife.
10. Create a roof garden as a natural air-conditioning alternative to increase garden space.
11. Buy organic and local products as much as possible.
12. Support local businesses and organizations that care for our planet.
SLY, 2015
The Center for Ecoliteracy (2015) promotes a variety of teaching strategies based on practices that are developmentally appropriate to students' level and are brain-based to foster knowledge, skills and values essential to sustainable living
Integrating Ecological Literacy into the curriculum
Students learn best when teaching strategies are varied that include hands-on activities, time for reflection, thoughtful discussion and combined indoor and outdoor environments, including interdisciplinary projects.
To wit:
It is an experimental learning that engages students in their own environments and a strategy that captures their imaginations and advances environmental stewardship and civic engagement.
Learning takes students out of the classroom and into the community and natural environment. It adheres to the following principles:
1. Place-based Learning
1.1 Placed-based projects are integrated back into classroom lessons.
1.2 Students want to learn in order to apply their knowledge to solving real problems.
1.3 Students play an active role in redefining and recreating projects.
1.4 Students collaborate with local citizens, organizations, agencies, businesses and governments.
1.5 Students help make plans that shape the future of their social, physical and economic environments.
1.6 Students are encouraged to vies their community as an ecosystem and to understand the relationships and processes necessary to support healthy living.
Research reveals the benefits of place-based learning, such as:
1. Higher test scores.
2. Better grade-point averages.
3. Improved classroom behavior.
4. Increased self-esteem and problem-solving problems
5. Higher-level thinking skills
It is a strategy that involves students in projects that use a variety of resources, including the community, technology, outside experts, written resources, and the Web, while teacher usually serves as facilitator of learning.
Using this strategy, research shows its impact on learners, such as:
2. Project-based Learning
1. Increased critical thinking skills of students
2. Fostered positive attitude toward subjects and exemplary performance with conceptual questions and applied problems.
3. Improved positive study and work habits, problem-solving capabilities and self esteem.
This is named after Greek philosopher Socrates, who believed that questions (not answers) stimulate learning.
In return, this strategy impacts students learning as evidenced by the following outcomes:
3. Socratic Inquiry
1. Students reveal their beliefs, misconceptions and values and eventually, clarify their thoughts related to the topic being discussed.
2. Students become more adept in critical thinking.
3. Students improve their listening skills and learn to better articulate their thoughts and ideas and become more tolerant of diverse opinions.
It promotes students' involvement in the real world and defines the teacher's role as a facilitator of learning.
It goes along with principles of learning associated with environmental literacy.
4. Experiential Learning
4.1 Experiential learning is vital to schooling for sustainability.
4.2 Only through direct contact with the natural world will students develop an in-depth understanding of fundamental ecological principles.
4.3 By working with others to solve real-world problems, they
also develop skills at the heart of sustainable living.
4.4 When students participate in experiential learning, they frequently follow the learning cycle.
4.5 This is a process that starts with unstructured exploration, followed by concept formation and application.
It emphasizes connections between traditionally discrete disciplines, such as math, science, history, and language arts, rather than limiting learning to one content area at a time.
5. Interdisciplinary Learning
5.1 When teaching and learning are organized around themes, problems, or issues, students seek knowledge and skills from variety of disciplines to provide an expanded and more complex understanding of the topics.
5.2 When done well, interdisciplinary approach eliminates fragmentation and learning of isolated skills.
5.3 It allows students to access a particular theme from different entry points as they work with a range of sources of information and perspective.
5.4 It also allows teachers to better differentiate instruction and create more interesting and rich methods of assessment.
5.5 It increases students' motivation for learning, as well as their level of active engagement.
5.6 Students recognize the value of their learning and become more involved in it.
5.7 Students learn more when they apply a variety of skills to what they are studying and when they interact with their classmates, teachers, and members of the community.
5.8 Interdisciplinary teaching and learning adheres to the principles that help define sustainable living.