LESSON 4

ECOLOGICAL LITERACY,
An Active Learning Process

GROUP 1:
BSABE 4A
WHAT IS
IT?
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.
ECOLOGICAL LITERACY Principles of Living System Ecological Paradigm and Transition to Sustainability
CORE ASPECTS OF

Collaboration, Community Building and

Design Inspired by Nature.
Citizenship

System Thinking
 Principles of Living Systems
According to Fritj of Capra, the
ecological problems facing society are Design Inspired by
rooted in a lack of understanding of Nature
our place in the web of life.
Living systems are open, self- Beyond understanding natural
organizing systems that have the systems, ecological literacy is
special characteristics of life and that about applying this
interact with their environment understanding to the redesign of
organizations, communities,
through information and material- business, and societies to align
energy exchanges. with ecological principles.
Connecting students to natural systems
provides them with a deep sense of
place and an understanding of their
local environment.
 System Thinking
Systems thinking is necessary
to understand the complex
Ecological Literacy is also guided interdependence and often
by an understanding of systems, unpredictable dynamics of
or systems thinking, sometimes ecological systems, social
called holistic or relational systems, economic systems
thinking. and other systems on all
levels.
 Ecological Paradigm and
Transition to
Sustainability
A truly sustainable society is alive - fresh,
It is a world view that places humans as vital , evolving , diverse, dynamic. it supports
embedded in ecological systems rather the health and quality of life of present and
than perceived as separate, and that future generations, while living within the
recognizes that there are global constraints limits of its social
to the amount of resources we can use and
waste we can produce on a finite Earth.
 Ecological literacy is about emphasizing
collaboration and partnership as a
Collaboration, hallmark of living systems and life. The
Community Building and ability to associate, create links, draw on
collective distributed intelligence of many
Citizenship individuals is part of Eco literacy.
Ultimately, sustainability is a community
practice.
 5 POINTS FOR DEVELOPING ECOLITHIC ATTITUDE
Ecological principles are the direction for the creation of sustainable
development based learning communities. Thus ecological literacy is
the first stage of the development of sustainable communities. The
second is the eco design or ecological patterned design where it
considers environmental aspects at all stages of the product
development process, striving for products which makes the lowest
possible environmental impact. And the third is the formation of
sustainable communities that embodies ecological principles.
 Develop Embrace
Make the invisible
Empathy for Sustainability as
a Community visible
all forms of Practice
Life
 Anticipate Understand how
Unintended Nature Sustains
Consequences Life
1 – Develop Empathy for All
forms of Life
At basic level, all organisms including
humans need food, water, space and
conditions that support dynamic
equilibrium to survive
 2 – Embrace Sustainability as
a Community Practice

Organisms do not survive in isolation. Instead, that

web of relationships within any living community
determines its collective ability to survive and thrive.
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.
4 – Anticipate Unintended
Consequences

The stage just after go live is called hypercare as

during this stage more problems are expected
than usual as the users are first time using a new
system.
5 – Understand how Nature
Sustains Life
Ecoliterate people collectively practice a way of life that
fulfills the needs of the present generation while
simultaneously supporting natures inherent ability to
sustain life into the future. They have learned from
nature that members of a healthy ecosystem do not
abuse the resources they need in order to survive,
 CORE COMPETENCIES FOR ECOLITERACY

HEAD
Cognitive
HEART
Emotional
HANDS
Active
SPIRIT
Connectional
HEAD (Cognitive)
• Approach issues and situations from a systems of
perspective
• Understand ecological principles
• Think critically, solve problems creatively, and apply
knowledge to new situations
• Assess the impacts and ethical effects of human
technologies and actions
• Envision the long-term consequences of decisions.
HEART (Emotional)
• Feel concern, empathy, and respect for other people
and living things.
• See from and appreciate multiple perspectives; work
with and value others with different backgrounds,
motivation, and intentions.
• Commit to equity, justice, inclusivity, and respect for
all people.
HANDS (Active)
• Create and use tools, objects, and procedures required
by sustainable communities.
• Turn convictions into practical and effective action,
and apply ecological knowledge to the practice of
ecological design.
• Assess and adjust uses of energy and resources.
SPIRIT (Connectional)
• Experience wonder and awe toward nature
• Revere the Earth and all living things.
• Feel a strong bond with and deep appreciation of
place.
• Feel kinship with the natural world and invoke that
feeling in others.
 DEFINITION OF
ACTIVE LEARNING
 WHY?

ECOLOGICAL LITERACY AS AN ACTIVE

LEARNING PROCESS
 LESSON 5

Theories and Practices of

Sustainable Education

GROUP 1:
BSABE 4A
THEORY vs.
PRACTICES
Theory are setup inter-related concept
that gives the systematic view of a
phenomena that is explanatory –
predictive in nature.
Practice is a form of doing action in
which practical wisdom and a morally
enlightened disposition are the bases
of professional actions
SUSTAINABLE
EDUCATION
 DEFINITION OF SUSTAINABLE EDUCATION
• A concept that involves active academic participation to create
economic, social and environmental programs improving life
standards, generating empowerment and respecting
interdependence.
• Sustainable education is an educational approach aimed at
entrenching in students, schools, and communities the values and
motivations to act for sustainability now and in the future – in one's
own life, in their communities, and on a worldwide platform.
 DEFINITION OF SUSTAINABLE EDUCATION
• Means finding long-lasting solutions through education, namely
with regard to social, environmental, and economic issues – the
three pillars of sustainability.
• This involves training and educating individuals on sustainable
practices and development.
3 Principal Concepts
of Sustainability
 This includes the sensitivity to the limits and potential of
economic growth and their impact on the society and on the
environment, with a commitment to assess a personal and
societal levels of consumption out of concerns for the
environmental and social justice.

The ECONOMY
 This includes the understanding of social institutions and
their role in change and development as well as the
democratic and participatory systems.

The SOCIETY
 This includes the awareness of the resources and fragility of
the physical environment and the effects on its human
activity and decisions.

The ENVIRONMENT
Interrelated Systems where the three Pillars are grounded

1 2 3 4
Biophysical
Economic Social and Political
system
systems cultural systems
systems
BIOPHYSICAL SYSTEM
It provides the life support for all life,
humans and non-humans
ECONOMIC SYSTEM
It provides continuing means of
livelihood, both jobs and money, to
people
SOCIAL AND CULTURAL
SYSTEM
They provide ways for people to live
together peacefully, equitably with
respect to human rights and dignity
 POLITICAL SYSTEM

It gives a platform for power to be

exercised fairly and democratically to
make decisions about the way social
and economic systems use the
biophysical environment.
 4 PRINCIPLES MAKING THIS CONCEPT HOLISTIC

1 2 3 4

Conservation Peace and Appropriate Democracy

equity development
 CONSERVATION

Ensuring that natural systems can

continue to provide life support
systems for all living things, including
the resources that sustain the
economic system
PEACE AND EQUITY

Encouraging people to live

cooperatively and in harmony with
each other and have their basic needs
satisfied in a fair and equitable way
 APPROPRIATE
DEVELOPMENT
Ensuring that people can support
themselves in a long-term way.
Inappropriate development ignores
the links between the economy and
the other systems in the environment
 DEMOCRACY
Ensuring that people have a fair and
equal say over how natural, social and
economic systems should be managed
SUSTAINABLE EDUCATION
focuses on learning rather
than teaching.
PRACTICES
ON
SUSTAINABLE
EDUCATION
 LEVEL 1 Level 2 Level 3

Self- Meaning Transformative

correction making learning
Level 1 learning is described as an individual adhering to its set environment.

• In this level, learners are expected to be non-

critically reflective and accommodating.
• It trains the learners to become receivers and
consumers of knowledge.
 Level 2 learning is characterized by deep learning

• This level promotes critical thinking and has a potential to assist the
learners to achieve higher level of learning. Banathy (1992) as cited in
Sterling (2004, p. 54) characterized the change to “positive feedback
loops between the systems and its environment, whereby both attain a
new state.” However, this potential to assist learners to achieve higher
state of learning and being can be impeded by how the dominant
educational paradigm, the instruction paradigm, implement the
teaching and learning in schools.
Level 3 learning is described as ‘transformative learning’ or ‘epistemic learning’.

• This posits that the culture of education in general, teaching and

learning in specific, must change its educational paradigm to achieve the
successful outcomes from Level 2 learning, thus, requires a paradigm
shift.
• Habron, et al. (Habron et al., 2012) argues that the move from
instructional paradigm to learning paradigm harmonizes in the paradigm
of sustainable education.
Level 3 learning is described as ‘transformative learning’ or ‘epistemic learning’.

• This posits that the culture of education in general,

teaching and learning in specific, must change its
educational paradigm to achieve the successful
outcomes from Level 2 learning, thus, requires a
paradigm shift.
 What Sustainable
Education Teach Us.
Interdependence between
Human and Environment

The environment provides our nourishment, sustenance

and shelter, giving us everything we need to survive —
and yet its part in human lives is increasingly ignored.
 The Balance Between
Environment and Society

Teaching adolescents how to identify environmentally

friendly companies — and develop their own
sustainable business endeavors — can lead to a
more eco-friendly societal future.
 Sustainable Life Skills

Environmental programs like agriculture labs and

sustainable projects encourage students to re-think
their relationship with the environment and develop
eco-friendly skills and habits for their futures..
 Respect for the Planet

Earth is the only home the next generation has —

and learning more about it is essential to keeping it
alive.
 Future Preparation and
Adaptation
Today's planet won't be the same only decades from
now. Predictions don’t bode well, but education can
both prepare students for future changes and give
them the tools to prevent further damage.
THANK YOU