Unit 3: 21st Century Literacies

Lesson 15. Ecological Literacy

Overview

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 already in a critical point because of the many environmental issues such as
climate change and rampant environmental destruction. Human’s alienation from nature greatly
contributes to the aggravation of these environmental problems.
We, humans, have the moral obligation to protect the environment and to promote
sustainable development of the planet for future generations. Environmental degradation is
detrimental and is jeopardising the long-term health and security of animals, plants and human.
Hence, it is important that we understand the impact our actions have on the environment.
In the context of education, schools have a very unique role in environmental protection:
they help students become conscientious stewards and advocates of the environment, protecting
it for themselves and generations to come (Obrien, 2012). As we look to schools in the effort to
preserve our environment, we should consider both roles to maximize their impact.
To better understand the roles that each of us play in sustaining our environment, this
module will introduce various concepts on ecological literacy. Knowing the foundation of
ecological literacy helps in understanding and eventually appreciating more our nature and its
wonder. It will likewise present the importance of environmental education in teaching the youth
the value of nature. This module will also discuss various ways on how to maintain a green
school.
Objectives:
At the end of this topic, you are expected to:
1. Demonstrate understanding on the role of ecological literacy towards sustainable
development;
2. Explain the seven environmental principles;
3. Determine the various ways on how to make dark schools into green;
4. Describe the schools environmental education;
5. Recognize individual and collective roles in protecting and rehabilitating the
environment and ecosystem;
Eco-Literacy and Sustainable Development

Learning Objectives:
At the end of the module, you will be able to:

1. Define ecological literacy;

2. Distinguish environmental literacy, ecoliteracy , and ecological literacy;
3. Describe an ecoliterate person;

Presentation of Content
The great challenge of our time is to build and nurture sustainable communities –
communities that are designed in such a way that their ways of life, businesses, economies,
physical structures, and technologies do not interfere with nature's inherent ability to sustain life.
The first step in this endeavor is to understand the principles of organization that ecosystems
have developed to sustain the web of life. This understanding is what we call ecological literacy.
– Fritjof Capra

What is Ecological Literacy?

David W. Orr, an American educator and Fritjof Capra, a physicist, first introduced the
concept of ecological literacy in the 1990s. According to them, ecological literacy is a way of
thinking about the world in terms of its interdependent natural and human systems, including a
consideration of the consequences of human actions and interactions within the natural context.
It also refers to an individual’s understanding not only of ecological concepts, but also of his or
her place in the ecosystem (Meena & Alison, 2009).
Through ecological literacy, students are able to understand the natural systems that
sustain life on earth and apply the principles guiding ecosystems to help create sustainable
human communities.
The following are the core aspects of ecological literacy (Orr, 1990):
1. Principles of living systems - According to Fritjof Capra, the ecological problems facing
society are rooted in a lack of understanding of our place in the web of life. A key part of
eco-literacy is reconnecting students to living systems. Living systems are open, self-
organizing systems that have the special characteristic of life and that interact with their
environment through information and material-energy exchanges. Examples of living
systems include the human body, or a forest, or a river, as well as human-created
organizations, such as communities, or schools.
 Connecting students to natural systems provides them with a deep sense of place
and an understanding of their local environment. While students are immersed in
experiences of the natural world as part of their classroom learning, they discover and
study the principles guiding the functioning of natural systems.

2. Design inspired by nature- The guiding principles and characteristics of living systems
serve as a basis for envisioning and designing sustainable communities. Beyond
understanding natural systems, ecological literacy is about applying this understanding to
the redesign of organizations, communities, businesses, and societies to align with
ecological principles.
According to David Orr, the goal of ecological design is to transform how humans
act in the world to provide food, shelter, energy, materials, and seek their livelihood.
Ecological literacy asks what people know and how should they learn it, given the limits
of the Earth and its systems. It demands that human actions and design conform to how
the world works as a biophysical system, and that societies are designed with future
generations in mind.

3. Systems Thinking- 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.
Systems thinking are necessary to understand the complex interdependence and
often unpredictable dynamics of ecological systems, social systems, economic systems
and other systems on all levels. Ecologically literate students find connections in
seemingly disjointed problems, perceive patterns instead of pieces, and design
communities based on the interrelatedness of all life.

4. Ecological paradigm and the transition to sustainability- As Fritjof Capra notes, “in
the coming decades, the survival of humanity will depend on our ecological literacy – our
ability to understand the basic principles of ecology and to live accordingly.”
This shift to an ecological paradigm is part of a transition to sustainability –
meeting human well-being while substantially reducing poverty and conserving the
planet's life support systems. Sustainability is not just about basic needs and human
survival, sustainability is the process to create a vibrant society.

5. Collaboration, community building and citizenship- Ecologically literate students are

also community builders and active citizens. An ecological education occurs both within
the natural environment and in the local community where students can build
relationships and apply their understanding in a real world setting. Ecoliteracy knowledge
empowers students to help create a better society and make a difference. Studies have
shown that combining civic engagement and ecological literacy creates positive change
leaders willing to participate as citizens and engage in creating solutions.
Characterizing an Ecoliterate Person
The Center for Ecoliteracy (Jossey-Bass, 2012) has identified five vital characteristics of
an ecoliterate person that integrates emotional, social, and ecological intelligence.
An ecoliterate person is someone who:
1. Develops empathy for all forms of life.
2. Embraces sustainability as a community practice.
3. Makes invisible visible.
4. Anticipates unintended consequences.
5. Understands how nature sustains life.
The ecologically literate person of the 21 st 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 one to look upon the human experience positively
and all living things compassionately.

Environmental Literacy, Ecological Literacy and Ecoliteracy

According to "Developing a Framework for the Assessment of Environmental Literacy"
published by the North American Association for Environmental Education (NAAEE, 2004), an
environmentally literate person, both individually and together with others, makes informed
decisions concerning the environment; is willing to act on these decisions to improve the well-
being of other individuals, societies, and the global environment; and participates in civic life.
Those who are environmentally literate possess, to varying degrees:
 Knowledge and understanding of a wide range of environmental concepts, problems, and
issues;
 A set of cognitive and affective dispositions;
 A set of cognitive skills and abilities;
 The appropriate behavioural strategies to apply such knowledge and understanding in
order to make sound and effective decisions in a range of environmental contexts.
Therefore, environmental literacy comprises an awareness of and concern about the
environment and its associated problems, as well as the knowledge, skills, and motivations to
work toward solutions of current problems and the prevention of new ones (NAAEE, 2004,
UNESCO, 1976).
In contrast with frameworks for environmental literacy, which mainly focus on the
environment as a series of issues to be resolved through values and action, ecological literacy
emphasizes that knowledge about the environment is necessary for informed decision‐
making (Klemow's, 1991).
An ecologically literate individual understands environmental realities by specifically
identifying their cause and effect relationships. It also emphasizes systems thinking, which
involves identifying the various biophysical and social components in a given environmental
 context and distinguishing their interrelations, allowing for the construction of a “big picture”
view. As such, the ecologically literate individual has a clear perception and understanding of a
system's dynamics and ruptures, as well as its past and alternate future trajectories. He or she
understands the complexity of studied objects and phenomena, allowing for more enlightened
decision‐making (Klemow's, 1991).
On the other hand, Capra (1997) coined the term ecoliteracy and defined it as an
understanding of the principles of the organization of ecosystems and the application of those
principles for creating sustainable human communities and societies.
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
1997, 2002, Center for Ecoliteracy 2013 ), 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 and with the environment.

General Dominant Primary Examples of

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

The Seven Environmental Principles

 Learning Objectives:
At the end of the module, you will be able to:
1. Determine the seven environmental principles ;
2. Explain how each principle is manifested in our ecosystem;
3. Appreciate nature’s existence by writing a letter of commitment;

Presentation of Content

Our environment is our immediate surroundings. It is a complex system that deals with a
network of living and non-living entities. This system includes its physical components- air,
water, land and energy; biological components- plants and animals; and socio-economic
components-people, communities, institutions and value (Society for the Conservation of
Philippine Wetlands. Inc.).

The natural world is an incredible wonder that inspires us all. It underpins our economy,
our society, indeed our very existence. Our forests, rivers, oceans and soils provide us with the
food we eat, the air we breathe, the water we irrigate our crops with. We also rely on them for
numerous other goods and services we depend on for our health, happiness and prosperity.

In that light, Galang, et al. expounded on the subject of ecological principles in the 2003
publication, “Seven Lenses (Environmental Principles).” The authors enumerated seven core
messages that explain and emphasize why ecology and the environment matter. These “seven
lenses” are as follows:

1. Nature knows best- We humans have to understand nature and follow its rules, because if
we want to ensure a continuous and steady supply of resources, one must not go against
natural processes. If we, humans, caused any disruption in the cycle of nature, this can
bring imbalance to our ecosystem.

2. All forms of life are equally important- Each organism plays a fundamental role in nature.
Since such occupational or functional position, otherwise known as niche, cannot be
simultaneously occupied by more than one specie, it is apparent that all living things
must be considered as invaluable in the maintenance of homeostasis in the ecosystem.
3. Everything is connected to everything else- In an ecosystem, all biotic and amniotic
components interact with each other to ensure that the system is perpetuated. Any outside
interference may result in an imbalance and the deterioration of the system.

4. Everything changes- The environment is constantly changing. Organisms also evolve

through time. It is said that the only permanent thing is change. As a general
 classification, change may be linear, cyclical or random. As example of linear change is
evolution of species, which has brought about higher and more complex types of
organisms. Cyclical change may be exemplified by seasons and the rhythms in floral and
faunal life stages that go with the seasons.

5. Everything must go somewhere- When a piece of paper is thrown away, it disappears

from sight but it does not cease to exist. It ends up elsewhere. Gases released in
smokestacks may disperse but it will end up a component of the atmosphere or brought
down by rains. What a particular type of waste does to the earth's repository should be of
concern to us. It may be a pollutant or a resource depending on certain factors.

6. Ours is a finite Earth- The earth’s resources can be classified as either renewable or non-
renewable. Renewable resources are those that can easily be replenished by natural cycles
(water, air, plants, and animals) while non-renewable resources are those that cannot be
replenished through natural cycles (ores of various metals, oil, coal). Although renewable
resources can be replenished, it is important to note that these are renewable only as long
as they are not overused nor destroyed from such factors such as pollution. To ensure that
these resources will be continually replenished, it is essential to know how much of a
resource can be consumed at a given time to balance the rate of exploitation with the rate
of replenishment.

7. Nature is beautiful and we are stewards of God’s creation- Among all creatures, humans
are the only ones made in God's image and have been given the right to have dominion
over all His creations. Being the most intelligent and gifted with reason, humans are
capable of manipulating creation to their own advantage. Yet, creation exists not to be
ravaged or abused but to be taken care of. Humans cannot exist without nature. They are
co-natural with the environment they live in. If the environment they live in is destroyed,
with it will go Homo Sapiens.

By recognition and acceptance of these principles alone, people can establish a genuine and
impassioned foundation for advocacy and action towards the cause of environmental
conservation and sustainability.

Making Dark Schools into Green

 Learning Objectives:
At the end of the module, you will be able to:
1. Characterize a green school;
2. Determine the ways to attain a greener school;
3. Identify environmental problems in the community and school;
4. Suggest ways on how to solve these problems;

Presentation of Content

Greening initiatives in Colleges and Universities

Increased awareness of environmental degradation and concern for its rehabilitation has
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.). 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.

What is a green school?

 A green school is a school that creates a healthy environment conducive to learning,
while saving energy, environmental resources, and money.

A green school:
 reduces environmental impacts and costs
 improves occupants’ health and performance
 increases environmental and sustainability literacy

Greening initiatives, although challenging and demanding, yield significant benefits in the
long run:
1. Environmental and economic sustainability- a system-wide culture of sustainability
helps preserve and enhance what the institution values today as well as the future.
2. 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.
3. 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.
4. “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.
5. Improved quality of life in the campus- a green campus is a cleaner, safer and healthier
place to live and work.

Initiative of schools to be “Green”

The Department of Education (DepEd), under its core value, Makakalikasan, supports the
national government’s efforts in protecting and conserving the environment through the National
Greening Program. The DepEd has two programs that work side-by-side and are implemented in
schools: the Gulayan sa Paaralan Program established through DepEd Memorandum No, 293, s.
2007, and the School Inside a Garden (SIGA) launched last November, 2018 through DECS
Memo No. 77, s. 1995.

The SIGA Program focuses primarily on establishing schools inside gardens featuring
mostly indigenous and endemic trees and flowering plants—making campuses nationwide green
and colorful. The program also aims to:
 a. promote the creation of nurseries for indigenous and endemic trees in specific
campuses that will serve as a laboratory for learners;
b. strengthen the integration of environmental education in the elementary and high
school curriculum;
c. sustain environmental consciousness and action among learners and the community,
and instil in them the values of unity, teamwork, volunteerism, nationalism, and community
service for environmental protection and conservation; and
d. highlight the importance of schools and their role in the efforts to rehabilitate a
heavily-challenged environment, and their initiatives toward a sustainable National Greening
Program.

In 2008, the Gulayan sa Paaralan was launched in partnership with the Department of
Agriculture (DA) and DepEd through Memorandum No. 293 which specialized in the planting of
vegetables in school campuses and aimed to not only green the campuses but to also support and
reinforce the feeding programs and income-generating projects of the schools.

Both the SIGA and GPP of the DepEd lend support and complement the overarching
Executive Order No. 193 Expanding the Coverage of the National Greening Program which
extended the National Greening Program from 2016-2028.

The revised SIGA program aims to focus primarily on making school campuses
throughout the Philippines green and colorful by planting trees and flowering plants, prioritizing
but not limited to indigenous and endemic species to the Philippines. These identified species
will not only provide shade and color to the campus but will also serve as a laboratory for student
learning and will further reinforce the DepEd’s advocacy for the environment