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    Ecological Literacy

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    Richard James Malicdem
    Ecological literacy refers to understanding how natural systems work and how all living things are interconnected. It was originally promoted by environmental educators to be taught across different age groups. An ecologically literate person understands how natural systems are organized and function to sustain life, and can apply this knowledge to design sustainable human communities and culture. Place-based learning is an educational approach that uses local environments, communities, and issues to teach concepts across disciplines through experiential and student-centered learning. Schools can foster ecological literacy through activities involving nature, gardening, community service, and storytelling to help transform students into environmental stewards.

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    Ecological Literacy

    Uploaded by

    Richard James Malicdem
    93 views22 pages
    Ecological literacy refers to understanding how natural systems work and how all living things are interconnected. It was originally promoted by environmental educators to be taught across different age groups. An ecologically literate person understands how natural systems are organized and function to sustain life, and can apply this knowledge to design sustainable human communities and culture. Place-based learning is an educational approach that uses local environments, communities, and issues to teach concepts across disciplines through experiential and student-centered learning. Schools can foster ecological literacy through activities involving nature, gardening, community service, and storytelling to help transform students into environmental stewards.

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    Ecological literacy refers to understanding how natural systems work and how all living things are interconnected. It was originally promoted by environmental educators to be taught across different age groups. An ecologically literate person understands how natural systems are organized and function to sustain life, and can apply this knowledge to design sustainable human communities and culture. Place-based learning is an educational approach that uses local environments, communities, and issues to teach concepts across disciplines through experiential and student-centered learning. Schools can foster ecological literacy through activities involving nature, gardening, community service, and storytelling to help transform students into environmental stewards.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    93 views22 pages

    Ecological Literacy

    Uploaded by

    Richard James Malicdem
    Ecological literacy refers to understanding how natural systems work and how all living things are interconnected. It was originally promoted by environmental educators to be taught across different age groups. An ecologically literate person understands how natural systems are organized and function to sustain life, and can apply this knowledge to design sustainable human communities and culture. Place-based learning is an educational approach that uses local environments, communities, and issues to teach concepts across disciplines through experiential and student-centered learning. Schools can foster ecological literacy through activities involving nature, gardening, community service, and storytelling to help transform students into environmental stewards.

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    © All Rights Reserved
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    of 22

    SUBJECT: ECOLOGICAL LITERACY

    Local Flavor. Global Future


    CMU Digital Academics

    Local Flavor. Global Future


    CMU Digital Academics

    WHAT IS ECOLOGICAL LITERACY? is 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.

    Local Flavor. Global Future


    CMU Digital Academics

    Ecoliteracy
    Originally promoted by the environmental educator David W. Orr (1992) and the physicist Fritj of Capra (1995), nurturing
    ecological literacy in students of a wide range of ages has become the goal of sustainability education programmes
    worldwide.

    Local Flavor. Global Future


    CMU Digital Academics

    Ecoliteracy It is the ability to understand the organization of natural systems and the
    process that maintain the healthy functioning of living systems and sustain life on earth.

    Local Flavor. Global Future


    CMU Digital Academics

    An ecologically literate person is able to apply this understanding to the design and
    organization of our human communities and the creation of a regenerative culture.

    Local Flavor. Global Future


    CMU Digital Academics

    UNDERSTANDING AND
    CULTIVATING ECOLITERACY

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    CULTIVATING ECOLITERACY
    By weaving these forms of intelligence together,
    ecoliteracy builds on the successes—from reduced
    behavioral problems to increased academic achievement—
    of the movement in education to foster social and
    emotional learning. And it cultivates the knowledge,
    empathy, and action required for practicing sustainable living.

    Local Flavor. Global Future


    • Practice 1: Developing Empathy for All Forms of Life
    • We are not the only species to experience emotions.
    Scientists are finding abundant evidence challenging the
    long-held belief that emotional capacities are unique to
    humans. As students expand their understanding of and
    compassion for other living beings, they appreciate a key
    ecological principle: a sustainable Earth depends upon a
    complex diversity of life. By practicing empathy for all forms
    of life, humans are more likely to act in ways that preserve
    diversity.
    Local Flavor. Global Future
     Practice 2: Embracing Sustainability as a Community Practice
    • The most striking qualities among the activists, educators, students and artists featured
    in Ecoliterate are their highly developed social intelligence and inextricable connection
    to their communities. Communities are vital for the survival of all living beings, and the
    role models in Ecoliterate recognize the significance of strong networks of relationships
    for accomplishing their work.
     Practice 3: Making the Invisible Visible
    • As the distance between our actions and their consequences widens, we become less
    aware of the far-reaching implications of what we do. For example, electricity in
    California may come from coal extracted through mountaintop removal in Kentucky, yet
    the devastation to human health and the environment isn't evident to those in the
    West. Our modern lifestyle relies on resources from around the globe, making it difficult
    to recognize the magnitude of our impact on the planet and on future generations.

    Local Flavor. Global Future


    Practice 4: Anticipating Unintended Consequences
    • Many of today's environmental crises have their roots in what were initially
    viewed as brilliant technological advances. For example, over the past 300
    years fossil fuels have energized modern progress, but their extraction and
    use have also caused tremendous unintended harm to humans and the
    environment.
    • Practice 5: Understand how nature sustains life
    • Ecoliterate people recognize that nature has sustained life for eons; as a
    result, they have turned to nature as their teacher and learned several
    crucial tenets. Three of those tenets are particularly imperative to
    ecoliterate living.

    Local Flavor. Global Future


    CMU Digital Academics

    ECOLITERACY AND
    PLACE-BASED LEARNING

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    • Is an educational approach whereby students learn
    through engagement with local environment, local
    community and local issues.
    • Is a method of practice that uses places and the
    resources found there to learn across disciplines. This
    can include a place’s cultures, history or geophysical
    features.

    Local Flavor. Global Future


    SETTING
    Place-based learning can happen anywhere:
    city streets or national parks
    on beaches, rivers and lakes
    on farms
    in museums
    on school campuses – wherever your inquiry takes you.

    Local Flavor. Global Future


    Local Flavor. Global Future
    CHARACTERISTICS OF PLACE-BASED LEARNING
    1.Experiential Learning - students interact and engage with a
    real community and environment, and learning by doing.
    2.Student-centered learning - student are encourage to
    explore and investigate and draw own conclusions.
    3.Applied learning - students are expected to reflect on
    concepts taught and apply critical thinking and problem
    solving.

    Local Flavor. Global Future


    PROS and CONS of Place-Based Learning
    PROS:
    Encourages Child Citizenship and Agency
    Encourages students to become environmental stewards
    Encourages Knowledge Production (rather than Knowledge
    Consumption)
    Makes Learning Relevant

    Local Flavor. Global Future


    CONS:
    Difficult to Implement
    Time Consuming
    Prone in Danger

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    CMU Digital Academics

    FOSTERING ECOLITERACY

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    Fostering Eco- literacy
    School is a place to transform the activities
    in maintaining and preserving the
    environment to the students.
    ACTIVITY THAT FOSTER ECOLITERACY
    1. Experience an Earth Day
    2. Cultivate Garden
    3. Offer to Take Care of Pets
    4. Learn The Landscape of Other Places
    5. Go Nature Hiking
    6. Take Photos
    7. Explore Stories and Learn Legends
    8. Read more about Nature
    9. Allow Nature to Speak, Be Still and Listen to the Beauty of Nature
    10. Collect Seeds, Stones, Leaves, or Flowers of Various Kinds
    11. Organize Community Programs Like Tree/Mangrove Planting River Cleaning, etc.
    Thank You

    Local Flavor. Global Future

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