ECOLITERACY

ALAVANZA | CORONADO | RAZ | ROSETE

LEARNING OUTCOMES

2
LEARNING OUTCOMES

• Explain Ecoliteracy in developing a

sustainable environtment.
• Discuss the seven environmental principles of
nature.
• Describe a green school.
• Articulate how ecoliteracy can be integrated
in the curriculum, practiced in the school and
demonstrated in the classroom.
LEARNING OUTCOMES

• Draw relevant life lessons and significant

values from a personal experience on
initiating and or participating in an
environmental activity.
• Analyze a research abstract on ecoliteracy and
its implication on teaching-learning process.
• Make a community service action plan on
environmental care and protection.
 Ecoliteracy and Sustainable
Environment
Ecoliteracy considers ecological systems and
awareness of how society operates within natural
aspets as an educational imperative. The basic
principles of ecoliteracy are good starting points to
explore fundamental lessons that can be learned from
nature for the reform of society (Wahl, 2017).
 Orr and Capra (1990) coined the idea of
‘ecological literacy’ as creating a new emphasis on the
need for education to integrate the understanding of
the independence between the natural processes and
human ways of life. Therefore, ecoliteracy is the
ability to understand the organization of natural
systems and the processes that maintain the healthy
functioning of living systems and sustain life on earth.
 In another perspective, ecological literacy is an
understanding of the principles of organization tha
ecosystems have evolved to sustain the web of life,
which is the first step on the road to sustainability. The
second step is the move towards ecodesign, of which
there is a need to apply the ecological knowledge to
the fundamental redesign between human designs and
the ecological sustainable systems of nature (Capra,
2003).
 Sustainability is a qualitative and quantitative
condition that demonstrates the human capacity to
survive over time. It is qualitative in a way that we
want well-being although, it is difficult to measure .
But it is also quantitative in that natural capital and
ecological carrying capacity can be measured with
foot printing tools. It is a biological and ecological
imperative for human society to exist within the
carrying capacity of the ecosystem.
 To achieve sustainability, we need to trace the
roots of our cultural asumptions and work on
ecological literacy. Our society has created industries,
processes, programs and institutions that are
destroying the ecosystems’s ability to support life.
Ecological literacy aims to replace fragmented
thinking with new cognitive and social capacities
necessary for the design of sustainable ways of living.
 Ecological Literate Person and Society

For Wahl (2017), an ecologically literate person

can apply such understanding to the design and
organization of communities and the creation of a
regenerative culture. To be ecoliterate means to
understand the principles of organization of ecological
communities and to use those principles to create
sustainable human communities.
 An ecologically literate person translates this
understanding into actions that demonstrates
conscious efforts to minimize negative impacts on our
life-sustaining system and maximize value
contribution to our collective well-being, now and for
future generations.
Ways to Develop Ecoliteracy in Schools

A growing number of educators feel the need to

foster learning that genuinely prepares young people
for the ecological challenges presented by this entirely
unprecedented time in history. Thus, the goal is to
instill into the students, an important perspective
called ‘Socially and emotionally engaged ecoliteracy’.
 This is a process that offers the antidote for fear,
anger, and hopelessness which results from inaction.
Hence, the act of engaging in ecological challenges on
whatever scale is possible or appropriate. It develops
strength, hope and resiliency among young people.
Social and Emotional Intelligence – to see from
other’s perspective, empathize, show concern, etc.

Ecological Intelligence - understanding of natural

systems.
 By weaving these forms of intelligences together,
ecoliteracy builds on success from reduced behavioral
problems to increased academic achievement to foster
social and emotional learning.
 To help educators foster socially and emotionally
engaged ecoliteracy, the following are identified
particles in age-appropriate ways for students:
1. Develop empathy for all forms of life.
By recognizing the common needs we share with all
organisms. We can extend our empathy to consider the
quality of life of other life forms, feel genuine concern
about their well-being and act on that concern.
2. Embrace sustainability as a continuous practice. By
learning the wondrous ways that plants, animals, and other
living things are interdependent, students are inspired to
consider the roles of interconnectedness within their
communities and see the value in strengthening those
relationships by thinking and acting cooperatively.
3. Make the invisible visible. If we strive to develop ways
of living that are more life-affirming, we must find ways to
make visible the things that seem invisible by using web-
based tools such as Google Earth, GoodGuide and
Fooducate Apps.
4. Anticipate unintended consequences. Teachers can
teach student strategies for anticipating unintended
consequences. These include precautionary principle, that
when an activity threatens to have a damaging impact on
the environment or human health, precautionary actions
should be taken.
5. Understand how nature sustains life. Ecoliterate people
recognize that nature has sustained life for long that resulted to
turning to nature when their teachers imbibe three tenets to
ecoliterate living. (1) ecoliterate people learn from nature that all
living organisms are complex and interconnected that inhabit a
particular place for survival. (2) ecoliterate people tend to be more
aware that systems exist on various levels of scale; and (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.a
Seven Environmental Principles of Nature

Considering the key to understanding

environmental problems is to learn about ecosystem.
Ecology can be best appreciated in schools through a
more practical and more relatable perspectives and
manner of orientation and realization.
The following are basic environment principles of
ecosystem (adapted from Barry Commoner; cited in
Butler, 2012).

1. Nature knows best. People need to understand nature

and have to abide by the rules it imposes. In essence, one
must not go against the natural processes if he/she would
like to ensure a continuous and steady supply of resources.
2. All forms of life are important. Each organism plays
a fundamental role in nature, therefore, all living
things must be considered as invaluable instruments in
maintaining balance in the ecosystem.
3. Everything is connected to everything else. In an
ecosystem, all components interact with each other to
ensure that the system is sustainable, of which any
outside interference may result in an imbalance or
deterioration of the system.
4.Everything changes. People must rethink their
relationship with the environment through relevant
technologies for positive changes.

5. Everything must go somewhere. Since wastes may go

back to one’s own backyard in some other forms, it I
important to become aware of the different types of waste,
classify and segregate those that are toxic and potentially
hazardous.
6. Ours is a finite earth. Awareness of the Earth’s limited
resources leads to a conscious effort to change one’s
attitude and initiative to recycle them.

7. Nature is beautiful and we are stewards of God’s

creation. Being the most intelligent and being gifted with
reason, humans are capable of controlling and taking care
of the creation to their own advantage.
Towards a Green School and Education for
Sustainable Development
Schools play great role in the development of
academics but also environmental ethics and care for
nature among students. The school environment,
therefore, should encourage, support and nurture
students’ capacities on green environment as
integrated in the curriculum instruction.
 This will allow them to connect with their
surroundings and attend to their health and safety needs,
while motivating them to learn and imbibe a sense of
belongingness and sensitivity towards the school, society,
and even this planet.
 Green School and Green Curriculum

The Green School is visualized as a school

guided by the principles of environmental
sustainability. It seeks to create a conducive
environment to fully utilize all resources and
opportunities inside and outside the school and orient
teachers and students on environmental sustainability
through active involvement of the community.
A ‘ Green School’ is identified with those elements and
practices that inculcate environmental sensitivity to
promote environmental sustainability through various
environment-friendly means and encourage judicious use
of resources.
ESSENTIAL ASPECTS OF GREEN SCHOOL
ENVIRONMENT
The ‘greenness’ of a school finds expression in
various aspects of the environment. The Green school has
clea, healthy, protective and green surroundings. It also
promotes both the physical and psycho-social health of the
learners and others in school; ensures a healthy, hygienic,
safe learning environment with healthy learning practices;
and brings children closer to nature and involves them in
taking care of it.
A ‘ Green School’ adheres to the following precepts.
1. Learning about the environment. It focuses mainly on
acquisition of knowledge and understanding of the
surroundings and related issues.
2. Learning through the environment. It refers to the
processes of learning while being engaged with
environment inside and outside the classroom.
3. Learning for the environment. It aims at developing an
informed response and responsibility towards the
environment beyond acquisition of skills and
knowledge.
UNDERSTANDING GREEN CURRICULUM
For a curriculum to be ‘green’, it must include the
following aspects:
1. Environment is 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 natural, social, physical and cultural environment.
4. This requires a teaching-learning approach where
students are provided time and space to explore the
different facets of environment and interconnect them.

5. A Green curriculum is a mutual concern of teachers and

students.
CREATING A GREEN SCHOOL

A green School is a school that creates a healthy

environment conducive to learning, while saving energy,
environmental resources and money.
Therefore, a Green School (1) reduces environmental
impacts and costs; (2) improves occupants’ health and
performance; (3) increases environmental and
sustainability literacy.
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 provides a unique educational opportunity.
9. It creates green jobs.
10. It improves equity.
DARK GREEN SCHOOL PROGRAM

A Dark Green School Program (DGS) is a school that

delivers environmental education through assimilation of
the environmental philosophy by the students in formal
lessons, as well as activities outside the classroom.
Accordingly, schools must:
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 smoke-free air.
c. Have management policies and guidelines that would
create 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.
 Ecological Living Practices

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 (Capra,2003):
 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.
Inner Ecology
1. Become a catalyst of change to help co-create a better
world and future.
2. Care for a 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 the 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 rythms.
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
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 (e.g. the cost of child
labor, animal cruelty, or degradation of ecosystems).
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 organization that care for
our planet.
 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 inter-disciplinary
projects (Sly, 2015).
1. PLACE-BASED LEARNING

It is an experiential learning that engages students un their

own environments and a strategy that captures their imagination
and advances environmental stewardship and civic engagement.
Learning takes students out of the classroom into the community
and natural environment. It adheres to the following principles.
1.1. Place-based projects are integrated back into
classroom lessons.
1.2. Students want to learn in order to apply their
knowledge to solve real problems.
1.3. Students play and active role in redefining and
recreating projects.
1.4. Students collaborate with local citizens, organizations,
agencies, businesses and government.
1.5. Students help make plants that shape the future of
their social, physical and economic environments.
1.6. Students are encouraged to view their community as
an ecosystem and to understand the relationships and
processes necessary to support healthy living.
BENEFITS OF PLACE-BASED LEARNING (Sly,2015)

1. Higher test scores.

2. Better grade-point averages.
3. Improved classroom behavior.
4. Increased self-esteem and problem-solving abilities.
5. Higher-level thinking skills.
2. PROJECT-BASED LEARNING

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 the teacher
usually serves as a facilitator of learning.
3. SOCRATIC INQUIRY

This is named after Socrates who believed that questions

stimulate learning. Therefore, rather than teaching facts and
information, teachers encourage students to ask questions about
their values, assumptions, and preconceptions. Therefore, the role
of the teacher shifts from directed instruction to facilitated
discussion.
Through skilled questioning, the teacher asks their students
to clarify their statements, identify weakness in their arguments
and provide evidence for their reasoning.
4. EXPERENTIAL LEARNING

It promotes students’ involvement in the real world and

defines the teacher’s role as a facilitator of learning. This process
of learning leads to behavioral outcomes. It is based on the
premise that learning is an active and continuous process, with
experience as its foundation.
5. INTERDISCIPLINARY LEARNING

It emphasizes connections between traditionally discrete

disciplines, such as math, science, history, and language arts,
rather than limiting learning to one content are at a time.
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