ECO

LITERAC
Y
UNIT 4F
 ECO LITERACY

.
 SUSTAINABLE
DEVELOPMENT

.
ECO
LITERACY
Eco literacy considers ecological systems and awareness of how the society
operates within natural aspects as an educational imperative. The basic principles
of eco-literacy are good starting points to explore fundamental lessons that can be
learned from nature for the reform of society (Wahl, 2017).
 Eco literacy is the ability to understand the
Orr and Capra (1990) coined organization of natural systems and the
the idea of 'ecological literacy' as processes that maintain the healthy
creating a new emphasis on the need functioning of living systems and sustain
for education to integrate understanding life on Earth.
of the interdependence between
'natural processes and human
ways of life. In another perspective, ecological literacy
is an understanding the principles of
organization that 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 eco-
design, of which there is a need to apply the
ecological knowledge to the fundamental
redesign of technologies and social
institutions, to bridge the current gap between
human design 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
 Ecological literacy, therefore,
difficult to measure.
 But it is also quantitative in that provides the basis for integrated
thinking about sustainability. It
natural capital and ecological
supports the frame of mind, ethics,
carrying capacity can be
and the type of practice that will
measured with foot printing tools.
 It is a biological and ecological support the kind of thinking that
prioritizes ecological imperatives.
imperative for human society to
exist within the carrying capacity
of the ecosystem.
To achieve sustainability, we must trace
the roots of our cultural assumptions and
work on ecological illiteracy. Our society
has created industries, processes,
programs and institutions that are
destroying the ecosystem's ability to
support life. This unsustainable and
reckless action is a direct result of lack of
ecological understanding and lack of
sense of urgency. With this in mind,
ecological literacy aims to replace
fragmented thinking with new cognitive
and social capacities necessary for the
design of sustainable ways of living.
Ecologically Literate Person
and Society
• an ecologically literate person can • an ecologically literate person
apply such understanding to the translates this understanding into
design and organization of actions that demonstrate conscious
communities and the creation of a efforts to minimize negative impacts
regenerative culture. on our life-sustaining systems and
• to be Eco literate means to maximize value contribution to our
understand the principles of collective well-being, now and for
organization of ecological future generations.
communities (i.e. ecosystems) and
to use those principles for creating
sustainable human communities.
• an ecologically literate person
understands the essence of
independence and
interconnectedness and that we are
all part of a living system.
• an ecologically literate society would be
a sustainable society, which does not
destroy the natural environment on
which they depend.

• ecological literacy is a powerful concept

as it creates a foundation for an
integrated approach to environmental
problems.

• Advocates and catalysts champion eco-

literacy as a new educational reform
emerging from holism, systems thinking,
sustainability and complexity. Wahl
(2017) claimed that nurturing ecological
literacy in students of a wide range of
ages has become the goal of
sustainability education programs
worldwide.
 Ways to Develop Eco literacy 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 human history. Thus, the goal is to
raise students with an important perspective called "socially
and emotionally engaged “eco-literacy”, which is a process
that offers an antidote for fear, anger and hopelessness which
result 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.
 Eco-literacy is founded on a new
integration of emotional, social and ecological
forms of intelligence. While social and
emotional intelligence extend students’ abilities
to see from another's perspective, empathize,
and show concern, ecological intelligence
applies these capacities to understanding of
natural systems and cognitive skills with
empathy for all of life.

To help educators foster socially and

emotionally engaged eco-literacy, the
following are identified practices in age-
appropriate ways for students, ranging from
pre-kindergarten through adulthood, and help
promote the cognitive and affective the
abilities
with the integration of emotional, social and
ecological intelligences.
 affirming, we must find ways to make visible
1. Develop empathy for all forms of life.
the things that seem invisible by using web-
By recognizing the common needs, we share
based tools, such as Google Earth, Good
with all organisms, we can extend our
Guide and Fooducate Apps.
empathy to consider the quality of life of
other life forms, feel genuine concern about
4. Anticipate unintended consequences.
their well-being and act on that
Teachers can teach students strategies for
concern.
anticipating unintended consequences. These
2. Embrace sustainability as a community
include precautionary principle, that when an
practice. By learning the wondrous ways
activity threatens to have a damaging impact
that plants, animals and other living things
on the environment or human health,
are interdependent, students are
precautionary actions should be taken.
inspired to consider the role of
Another strategy is to shift from analyzing a
interconnectedness within their communities
problem by reducing it to its isolated
and see the value in strengthening those
components, to adopting a system thinking
relationships by thinking and acting
perspective that examines connections and
cooperatively.
relationships among various components of
3. Make the invisible visible. If we strive to
the problem.
develop ways of living that are more life-
 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 crucial
tenets to ecoliterate living: (1) ecoliterate people
learn from nature that all living organisms are
complex and interconnected that inhabit e particular
place for survival; (2) ecoliterale people tend to be
more aware that systems exist on various levels of
scale; and (3) ecoliterale 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.
Seven Environmental Principles of
Nature
1. Nature knows best.
People need to understand
nature and have to abide by 3. Everything is connected
the rules it imposes. In to everything else. In an
essence, one must not go ecosystem, all components
against the natural processes interact with each other to
if ensure that the system is
he/she would like to ensure a sustainable, of which any
continuous and steady supply outside interference may
of resources. 2. All forms of life are result in an Imbalance and
important. Each deterioration of the system.
organism plays a
fundamental role in
nature therefore, all
living things must be
considered as
invaluable instruments
in maintaining balance
in the ecosystem.
 4. Everything 6. Ours is a finite
changes. People earth. Awareness of
must rethink their the earth's limited
relationship with resources leads to a
the environment conscious effort to
through relevant change one's
technologies for attitude and initiative
positive changes. to recycle them.
5. Everything must go
somewhere. Since wastes may
go back to one's own backyard 7. Nature is beautiful and
in some other forms, it is we are stewards of God's
important to become aware of the creation. Being the most
different types of waste, intelligent and being gifted
classify and segregate those that with reason, humans are
are toxic and potentially capable of controlling and
hazardous. taking care of the creation
to their own advantage.
 Towards a Green School
and Education for
Sustainable Development
Schools play a 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 and
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.

Environmental issues and concerns can be effectively addressed when all

efforts of staff and students are geared toward adopting environmentally sustainable
principles at all levels, from planning and decision-making up to their execution in the
school’s functioning as part of the daily routine, such as creating a Green School.
Towards a Green School and Education for
Sustainable Development
 Green School: The concept
and background
The concept of Green School was introduced in Europe in the
1990s while the Rio Earth Summit of 1992 took cognizance of the need
to take action in every area in which human impacts on the environment.
The World Summit on Sustainable Development (WSSD) in
Johannesburg in 2002 catalyzed the efforts to bring about a shift in
'educating about the environment' to 'educating for sustainability'. This
shift reflected the international climate of thinking about Sustainable
Development that meets the needs of the present without compromising
future generations to meet their own needs.
There was a continuous misuse and abuse of natural resources in
quest for development that would tend the future to be at stake. Hence,
we need a deeper understanding and action to respond to environmental
issues and challenges that our Earth is confronted with.
 Recognizing education as a critical means to achieve
sustainability, the United Nations launched the 'Decade of
Education for Sustainable Development (DESD)’ in 2005, to
integrate principles, values and practices of sustainable
development into all aspects of education and learning in order
to encourage behavior that will create a more sustainable future
in terms of environmental integrity, economic viability and a just
society for present and future generations (UNESCO, 2005). A
key objective of the UNDESD is to foster better-quality teaching
and learning for ESD. This calls for reorientation of thinking and
practice of formal education, including teaching-learning
approaches and assessment.
Green Schools and ESD.
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. It demands on-going, continuous and synergistic efforts of all
stakeholders toward improving the environment of the school and its
surroundings.
Students' learning experiences outside school help them to consolidate and
apply knowledge, gain understanding of environmental processes,
interrelationships and issues, acquire life skills and help foster attitudes, values
and sensitivity toward environmental concerns.
A "Green School" is identified with those elements and practices that
inculcate environmental sensitivity to promote means and encourage judicious
use of resources. It also caters to environmental sustainability through various
environment-friendly the physical, mental, and emotional needs of a child by
ensuring a school environment that is physically safe, emotionally secure and
psychologically enabling.
 Essential aspects of Green School
Environment.
The 'greenness' of a school finds expression in various aspects of the
environment. The Green School has clean, healthy, protective and green surroundings.
It also promotes both the physical and the psycho-social health of learners and others
in school; ensures a healthy (provision of health services, such as nutritional
supplementation and counseling), hygienic (safe drinking water, neat and clean
classrooms, playground and parks, etc.), safe learning environment with healthy
practices (e.g., a school free of drugs, corporal punishment and harassment); and
brings children closer to nature and involves them in taking care of it.

Thus, a Green School is a school that engages the school community, especially
children, in critical thinking and learning by adopting participatory, practical and
collaborative approaches to work together and make the school environment healthier
for students and staff by involving the whole community to work towards a sustainable
future.
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 3. It holistically addresses sustainability
Curriculum. concerns, such as protection and
conservation of natural resources,
For a curriculum to be 'Green', it must traditions, culture and heritage, safety
include the following aspects: and
security, physical and emotional
1. Environment is encompassing, assurance, health and sanitation issues,
multidisciplinary and dynamic, has concern for equity and justice and
scientific, interconnection between and among the
social, economic, political and technological natural, social, physical, and cultural
dimensions. environment.

2. Being holistic, a Green Curriculum views 4. This requires a teaching-learning

environment as all that is around and approach where students are provided
aims to give a better understanding of the time and space to explore different facets
way the world functions its operations, of environment and interconnect them.
its alteration because of the actions of
human race and its consequences. 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;
and (3) increases environmental and
sustainability literacy.
 Characteristics of a Green School.
1. It protects health. Schools, built with more daylighting, better ventilation, and
healthy green building materials and paints are healthier for students and staff.

2. It increases student performance. Student test scores can improve up to 20%

when students learn in green classrooms. It saves energy and money. Operating
costs for energy and water in a green school can be reduced by 20% to 40%.

3. It reduces carbon emissions. Green schools significantly reduce carbon

dioxide emissions.

4. It reduces water usage. On an average, a green school reduces water usage

by 32% that has direct savings for the building.

5. It improves teacher retention. A green school can reduce teacher turnover by

as much as 5%, which improves student learning and school community, and can
result in financial savings for the school.
6. It improves daily attendance. It reduces absenteeism by 15%.

7. It provides a unique educational opportunity. Schools can become

teaching tools and important features of science, math, and environmental
curriculum when green features, advanced technology and design in schools
are used to motivate students about learning real world applications of green
technologies and using schools and schoolyards as living laboratories.

8. It creates green jobs. Investing in creating green schools is an investment

in green jobs, including green construction, building product manufacturing,
and green architecture.

9. It improves equity. Greening public schools creates an opportunity to

improve the health and educational settings for all students amidst diverse
identities and needs.
 Dark Green School
Program: Philippine
Environmental Perspective
A Dark Green School (DGS) is a school that delivers Environmental Education
through assimilation of the environmental philosophy by the students’ informal
lessons, as well as in 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 a smoke-free air.
c. have management policies and guidelines that would create a 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)

(1) Matter cycles continually through the web. of life;

(2) Most of the energy that drives the ecological cycles flow from the sun;

(3) Diversity assures resilience;

(4) One species' waste is another species food; and

(5) Life does not take over the planet by combat but by networking.

The dimensions of sustainability describe the environmental impacts of

our activities, the causes of which come from the socio-economic and political
systems of the society. Sustainable development entails three dimensions:
environmental, economic and social.
 Ecological living gives larger understanding of how things connect and
are interdependent that begins with addressing the causes of negative impacts
on the environment. Ecological living and literacy therefore, provide people with
the tools, knowledge, and wisdom for taking concrete actions on their immense
desire to contribute to a better world and future (Capra, 2003).

Therefore, ecological living means to live in a way that it:

(1) respects and replenishes the carrying capacity of our planet;
(2) honors our interrelatedness with all expressions of life;
(3) enhances the qualitative aspects of our relationships; and
(4) brings forth the best of our human capacities for the co-creation of an
ecologically sustainable and caring world.

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
are inner and outer ecological perspectives. To wit:
 A. Inner ecology
(Smitsman, 2014).
5. Nurture nature by taking care of our body
and become aware of our natural body
1. Become a catalyst of change to help co-
rhythms.
create a better world and future.
6. Become more energy efficient and learn
2. Care for and relate with non-human
to recycle our own energy. Learn to
beings while spending time with nature.
compost our own waste and no need to
dump this unto others.
3. Make the most of sustainability crisis
that forces us to learn, dream, think,
7. Become aware of rights, needs and well-
design, act and relate in new ways.
being of future generations and explore
how we can support this in our actions.
4. Join the rest around the world in
becoming agents of sustainability.
B. Outer ecology 6. Collect and use rainwater.

(Smitsman, 2014). 7. Create an organic vegetable garden.

1. Educate ourselves about the resources 8. Compost organic waste and use the
that we, our family and/or organizations compost in the garden.
utilize to fulfill and sustain our needs.
9. Create a garden (with a balance of
2. Reduce, reuse, repurpose and recycle. endemic/indigenous plants) to support local
wildlife (animals, insects, trees and plants).
3. Be aware of the real price of goods and
services that we use. Cheap products 10.Create a roof garden (green roof) as a
often have hidden costs (e.g., the cost of natural air-conditioning alternative to
child-labor, animal cruelty, or degradation increase garden space.
of ecosystems).
4. Find out any child labor practices or 11.Buy organic and local products as much
natural resources that were sacrificed in the as possible.
process of producing products and services.
12.Support local businesses and
5. Recycle grey-water. organizations that care for our planet.
 Integrating Ecological Literacy
into the Curriculum
The Center for Ecoliteracy (2015)
promotes a variety of teaching strategies
based
on practices that are developmentally
appropriate to students' level and are brain-
based to foster knowledge, skills and values
essential to sustainable living (Sly, 2015).

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 interdisciplinary
projects (Sly, 2015). To wit:
PLACE-BASED It adheres to the following principles:
LEARNING. 1.1 Place-based projects are integrated back
into classroom lessons.
It is an experiential learning that engages 1.2 Students want to learn in order to apply
students in their their knowledge to solving real problems.
own environments and a strategy that captures
their imagination and advances 1.3 Students play an active role in redefining
environmental stewardship and civic engagement. and recreating projects.
Activities include mapping the local environment
to learn key ecological and cultural principles, 1.4 Students collaborate with local citizens,
studying the interplay between local society and organizations, agencies, businesses and
the environment, supporting habitat restoration government.
projects, and working with local citizens to
improve the quality of life in their communities. 1.5 Students help make plans that shape the
Learning takes students out of the classroom and future of their social, physical and
into the community and natural environment. 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.

Research reveals the benefits of place-

based learning, such as:

(1) higher test scores;

(2) better grade-point averages;
(3) improved classroom behavior;
(4) increased self-
esteem and problem-solving abilities; and
(5) higher-level thinking skills (Sly, 2015).
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 facilitator of
learning.
*Using this strategy, research shows its impact on learners, such as:

(1) increased critical thinking skills of students;

(2) fostered positive attitudes toward subjects (such as mathematics) and
exemplary performance with conceptual questions and applied problems; and
(3) Improved positive study and work habits, problem-solving capabilities and self-
esteem.

Likewise, project-based learning bears environmental impact, such as habitat

restoration, modeling the evolution of agriculture, and changing food in schools.
 SOCRATIC LEARNING
This is named after the Greek philosopher Socrates, who
believed that questions (not answers) stimulate learning. Therefore, rather than
teaching facts and information, teachers encourage students to ask questions
about their assumptions, values, and preconceptions. Therefore, the role of the
teacher shifts from direct instruction to facilitating discussion. Through skilled
questioning, the teacher asks students to clarify their statements, identify
weaknesses in their arguments and provide evidence for their reasoning in
return,
this strategy impacts student learning as evidenced by the following outcomes.

(1) Students reveal their beliefs, misconceptions and values and eventually,
clarify
their thoughts related to the topic being discussed.
(2) Students become more adept in critical thinking.
(3) Students improve their listening skills and learn to better articulate their
thoughts and ideas and become more tolerant of diverse opinions.
EXPERIENTIAL
LEARNING.
It promotes students' involvement in
1. Experiential learning is vital to schooling
for sustainability.
the real world and 2. Only through direct contact with the
defines the teacher's role as a facilitator of natural world will students develop an in-
learning. The process of learning leads depth
to behavioral outcomes. It is based on the understanding of fundamental ecological
premise that learning is an active and a principles.
continuous process, with experience at its 3. By working with others to solve real-world
foundation. problems, they also develop skills at the
heart of sustainable living.
It goes along with principles of learning 4. When students participate in experiential
associated with environmental literacy. learning, they frequently follow the
learning cycle.
5. This is a process that starts with
unstructured exploration, followed by
concept
formation and application.
 INTERDISCIPLINARY
LEARNING.
It emphasizes connections between traditionally discrete disciplines, such
as math, science, history, and language arts, rather than limiting learning to one
content the area at a time. The following are advantages of interdisciplinary
learning:

1. When teaching and learning are organized around themes, problems, or

issues,
students seek knowledge and skills from a variety of disciplines to provide an
expanded and more complex understanding of the topics.

2. When done well, the interdisciplinary approach eliminates fragmentation and

learning of isolated skills.

3. It allows students to access a particular theme from different entry points as

they work with a range of sources of information and perspectives.

4. It also allows teachers to better differentiate instruction and create more

interesting and rich methods of assessment.
5. It increases students' motivation for learning, as well as their level of active
engagement.

6. Students recognize the value of their learning and become more involved in it.

7. Students learn more when they apply a variety of skills to what they are
studying
and when they interact with their classmates, teachers, and members of the
community.

8. Interdisciplinary teaching and learning adhere to the principles that help define
sustainable living.
THANK
YOU!
 GROUP-8
GROUP MEMBERS:

 ALVARO, ANGELA MAE B.

 CASANO, MARY GRACE A.
 DEDIOS, HAZEL ANN M.
 LUZON, CLARIVEL O.
 NOBLEZA, KIM D.
 TEMPLONUEVO, REGINE.