Chapter 6: Ecological Literacy

Ecological Literacy
Objectives

At the end of the chapter, you should be able to:

∙ Define ecological literacy;

∙ Distinguish among environmental literacy, ecoliteracy, and ecological literacy; ∙

Describe an ecoliterate person; and
∙ Recognize individual and collective roles in protecting and rehabilitating the environment and
ecosystem.

We are now at a critical point with many environmental issues such as climate change and rampant
environment 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.

There are lots of problem we are experiencing right now. Everyday our environment gets worse and
it causes a lot of problems to animals and humans. Many would say, this might be one of the effects of
globalization. Others would also say, human beings are the one destroying the environment. In this
lesson, we will know our roles in protecting and rehabilitating the environment and ecosystem.

As a student, what can you contribute to help save our mother earth?

Ecological literacy refers to an individual’s understanding not only at ecological concepts, but also of
his or her place in the ecosystem (Meena & Alison, 2009). The term ecological literacy was first
introduced by David 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
environment 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.
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Chapter 6: Ecological Literacy

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, Myllystaus, & 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. Developing environmentally responsible behavior
requires correct knowledge about climate change, the cause of global warming, carbon emissions, and
carbon footprint (kuo & Che, 2009).

There has been an increasing concern with enhancing “ecological literacy” in society. The current
literature on ecological literacy emphasizes on 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. n2009). Efforts in this direction include books by
experienced ecologists for the general public, of which two outstanding examples are Leyin (2000) and
Slobodkin (2003).

Characterizing an Eco literate Person

Dr. Tom Puk (2002) of Lakehead University characterized an ecologically literate person of the 21 st
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 inquire-directed manner,
and reflects on the whole process;
∙ Morally responsible, who governs 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.

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Chapter 6: Ecological Literacy

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 Eco literacy

Frameworks for ecoliteacy 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, 1996, 2007), and
“expansion of the soul” (Wooltorton, 2006). An ecololiterate 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.

Environmental literacy, ecological literacy, and ecoliteracy

General Dominant Primary Examples of
conceptions of educational pedagogical strategies
environment objectives approaches

Environmental Problem field Develop Cognitive Case study,

literacy of values problem solving issue analysis,
skills, from Pragmatic problem
diagnosis to solving project
action. Affective/moral
Analysis and
Develop a clarification of
system of values, criticism
ethics of social values

Adopt
environmenta
lly
responsible
behaviors
Ecological literacy Object of study Acquire Cognitive Observation,
system knowledge of demonstratio
ecological Experiential n,
concepts and experimentati
principles. on

Develop skills Case study,

related to environmental
scientific system
method: analysis,
observation construction
and of
experimentatio ecosystem models
n

Module in EDBENC: Building and Enhancing New Literacies Across the Curriculum 54
Chapter 6: Ecological Literacy
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
sustainable economic Pragmatic marketing,
living Gaia development sustainable
that addresses Holistic consumption
socil activities,
equity and Intuitive/ sustainable
ecological creative living
sustainability management
project
Develop the
many Immersion,
dimentions of visualization,
one’s being in creative
interaction workshops
with all
aspects of the
environment

Develop an
organic
understanding
of the world
and
participatory
action in and
with the
environment

Greening Initiatives in college and Universities

Increased awareness of environmental degradation and concern for its rehabilitation have 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.

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.

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Chapter 6: Ecological Literacy
 ∙ 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 inefficiency associated with campus activities, coupled with the identification of
environmental-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.

Read the questions and instructions carefully. Write/print your answers in an A4 sized bond paper.

1. What environmental issues and concerns move you and provoke you to action? What efforts
and practical steps do you do to influence others to take action?

Read the questions and instructions carefully. Write/print your answers in an A4 sized bond paper.

1. Develop a personal definition of sustainability.

2. What are greening initiatives done by your department or college?
3. What personal greening initiatives would you propose to your own campus, community, and
home?

Module in EDBENC: Building and Enhancing New Literacies Across the Curriculum 56
 Chapter 6: Ecological Literacy

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