Rizal Technological University

Boni Ave., Mandaluyong City

College of Education

Ecological Literacy

The development of ecological understanding is not simply another subject to

be learnt but a fundamental change in the way we see the world.
-John Lyle, 1994
We are now at a critical point with many environmental issues such as climate change and rampant
environmental destruction. Alienation from nature greatly contributes to the aggravation of these environmental
problems. Ecological literacy is important to business and political leaders, and to all levels of education. Ecological
literacy refers to an individual's understanding not only of ecological concepts, but also of his or her place in the
ecosystem (Meena & Alison, 2009). The term ecological literacy was first introduced 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, systems of causation, and long-term effects of human actions" (Orr, 1994). Thus, he emphasized
the importance of experience in one's natural environment that can enable humans to shift perspective from one of an
economic emphasis to one of balance amongst economics, ecology, and cultures.
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. Therefore, identifying school
students' ecological literacy levels is a necessary step to investigate their behavior, attitudes, sensitivity, and
behavioral intention. In order to create awareness among students, it is important to foster correct knowledge to ensure
positive approach to the environment (Hares, Eskonheimo, Myllytaus, & Luukkanen, 2006). Kahyaoglu (2009) also
stated that positive attitudes and values toward the environment are occurred with a good knowledge. Developing
environmentally responsible behavior requires correct knowledge about climate change, the cause of global warming,
carbon emissions, and carbon footprint (Kuo & Chen, 2009).
There has been an increasing concern with enhancing "ecological literacy” in society. The current literature on
ecological literacy emphasizes the role of scientific knowledge and ecological thinking in identifying cause-effect
relationships in socio-environmental systems, in order to allow more enlightened decision-making; therefore, its
primary pedagogical goals are cognitive and experimental. In this, it differs from the broader concept of
environmental literacy, which incorporates civic literacy that pertains to changes in values and behaviors, and thus
also contains affective and moral pedagogical goals (McBride et al. 2013).
Ecological literacy is meant to enable conscious and participant citizens to make informed decisions or take
action on environmental issues (Jordan et al. 2009). Efforts in this direction include books by experienced ecologists
for the general public, of which two outstanding examples are Levin (2000) and Slobodkin (2003).

Characterizing an Ecoliterate Person

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. This also enables her to reach her own potential and place in the physical and natural
environment;
 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 inquiry-directed manner, and reflects
on the whole process;
 morally responsible, who governs actions with precepts (responsibility, seeking justice and equality
for all) that maintain harmonious relationships;
 ecologically responsible, who embodies ecological ideals in daily life; and
 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.

Environmental Literacy, Ecological Literacy, and 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. However, what most
differentiates ecoliteracy from environmental literacy is the clear emphasis on sustainability, and the introduction of
spiritual, holistic components, expressed in terms of "celebration of Creation" (Orr, 1992), "spirit" and ' 'reverence for
the Earth" (Capra, 1 996, 2007), and ' 'expansion of the soul" (Wooltorton, 2006). An ecoliterate person is prepared to
be an effective member of sustainable society, with well-rounded abilities of head, heart, hands, and spirit, comprising
an organic understanding of the world and participatory action within with the environment.

General Dominant Primary Examples of

conceptions of educational pedagogical strategies
environment objectives approaches
Environmental Problem Develop Cognitive Case study, issue
literacy Field of values problemsolving Pragmatic analysis, problem
skills, from Affective/Moral solving project
diagnosis to action Analysis and
Develop a system clarification of
of ethics Adopt values, criticism of
environmentally social values
responsible
behaviors
Ecological literacy Object of study Acquire Cognitive Observation,
System knowledge of Experiential demonstration,
ecological experimentation
concepts and Case study,
principles Develop environmental
skills related to the system analysis,
scientific method: construction of
observation and ecosystem models
experimentation
Develop systems
 thinking: analysis
and synthesis
Understand
environmental
realities in view of
informed
decisionmaking
Ecoliteracy Shared resource for Promote and Cognitive Case study, social
sustainable living contribute to Pragmatic marketing,
Gaia economic Holistic sustainable
development that Intuitive/ Creative consumption
addresses social activities,
equity and
ecological sustainable living
sustainability management project
Develop the many Immersion,
dimensions of one’s visualization,
being in interaction creative workshops
with all
aspects of the
environment
Develop an organic
understanding of
the world and
participatory action
in and with the
environment

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-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.
 "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 place to live and
work.
Reflection:

Ecological literacy is important because, if we lose nature, we will be lost too. Each living creature on the planet can’t
survive without water and food and this is something that our kids must learn from childhood. A good ecological
literacy is something that is a must for every person in the world.

Ecological literacy involves applying a way of thinking that emphasizes relationships, connectedness and context. For
example, we can only understand a songbird by exploring both its own characteristics as well as its interactions with
the watershed where it lives. An individual’s understanding, skills and motivation to make responsible decisions that
considers his or her relationships to natural systems, communities and future generations.