Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OFFICE OF THE VICE PRESIDENT FOR BRANCHES & SATELLITE CAMPUSES
Calauan, Laguna Campus

Ecological Literacy

Objectives:
● Define ecological literacy
● Distinguish among environmental literacy, ecoliteracy, and ecological
literacy;
● Describe an eco literate person; and
● Recognize individual and collective roles in protecting and rehabilitating
the environment and ecosystem.

Discussion:
We are now at a critical point with many environmental issues such as
climate change and rampant environmental 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.
Ecological literacy refers to an individual's understanding not only of
ecological concepts, but also of his or her place in the ecosystem (Meena &
Alison, 2009). The term ecological literacy was first introduced by David Orr 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 the environmental 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.
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 a positive approach to the environment (Hares, Eskonheimo,
Myllytaus, & Luukkanen, 2006). Kahyaoglu (2009) also stated that positive
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR BRANCHES & SATELLITE CAMPUSES
Calauan, Laguna Campus

attitudes and values toward the environment are occurred with a good
knowledge. Developing environmentally responsible behavior requires correct
knowledge about climate change, the cause of global warming, carbon
emissions, and carbon footprint (Kuo & Chen, 2009).
There has been an increasing concern with enhancing ''ecological
literacy'' in society. The current literature on ecological literacy emphasizes the
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. 2009). Efforts in this direction include
books by experienced ecologists for the general public, of which two
outstanding examples are Levin (2000) and Slobodkin (2003).

CHARACTERIZING AN ECOLITERATE PERSON

Dr. Tom Puk (2002) of Lakehead University characterized an
ecologically literate person of the 21st 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
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR BRANCHES & SATELLITE CAMPUSES
Calauan, Laguna Campus

out those plans in a flexible inquiry-directed manner, and reflects on the

whole process;
● morally responsible, who governs actions 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.

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 ECOLITERACY

Frameworks for ecoliteracy exhibit a high degree of similarity with
frameworks for environmental literacy in that both sets include similar affective
knowledge, cognitive skills, and behavioural 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
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.
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR BRANCHES & SATELLITE CAMPUSES
Calauan, Laguna Campus

ENVIRONMENTAL LITERACY, ECOLOGICAL LITERACY AND ECOLITERACY

General Primary Examples of

conceptions of Environment pedagogical strategies
Dominant educational approaches
objectives

Environmental Problem Field Cognitive Case study,

literacy of values Pragmatic issue analysis,
Affective/ Moral problem-solving
project
Develop problem-solving Analysis and
skills, from diagnosis to action clarification of
Develop a system of ethics values, criticism
Adopt environmentally of social
responsible behaviors values

Ecological Object of study Cognitive Observation,

literacy System Experiential demonstration,
experimentation
Acquire knowledge Case study,
of ecological concepts and environmental
Principles Develop skills system
related to the scientific analysis,
Method: observation and construction
Experimentation Develop of ecosystem
systems thinking: analysis models
and synthesis Understand
Environmental realities in
view of informed decision-
making

ecoliterarcy Shared Cognitive Case study,

resource for Pragmatic social
sustainable Holistic marketing,
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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR BRANCHES & SATELLITE CAMPUSES
Calauan, Laguna Campus

living Gaia Intuitive/ sustainable

Creative consumption
Promote and contribute to activities,
economic development that sustainable
addresses social equity and living
ecological sustainability management
project
Develop the many dimensions Immersion,
of one’s being in interaction visualization,
with all aspects of the creative
environment workshops

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

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.

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.
● 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
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR BRANCHES & SATELLITE CAMPUSES
Calauan, Laguna Campus

own organizations and implement on their own campuses what they

and the public expect their industry to d9.
● 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.
● "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.

Ecological literacy is a form of transformative education that

requires shifts in three related areas: (1) perception (seeing),(2)
conception (knowing) , and (3) action (doing).

In schools, teachers are also required to shift emphasis through the following:
● From parts to whole - Subjects are to be taught as integrated not as
isolated units in the curriculum.
● From objects to relationships - An ecosystem is a community.
Communities are characterized by sets, networks, or relationships.
Schools put premium on relationship-based processes such as
cooperation, collaboration, and decision-making by consensus.
● From objective knowledge to contextual knowledge - This shift requires
one to explain properties of the parts within the context of the whole or
in terms of environments and systems.
● From quantity to quality - Assessments have traditionally emphasized
standardized testing in terms of quantities, numeric scores, and
measurements. Schools are challenged to design assessment more
adequate than the standardized tests if they are to practice this
principle.
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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT FOR BRANCHES & SATELLITE CAMPUSES
Calauan, Laguna Campus

● From structure to process - Systems are dynamic and evolving. Thus,

the understanding of living structures is linked to understanding
renewal, change, and transformation. This shift is embodied in project
based learning, which highlights the application of knowledge within
evolving real-life contexts.
● From contents to patterns - When we draw maps of relationships, we
discover certain configurations of relationships that appear again and
again. We call these configurations patterns. Instead of focusing on
what a living system is made of, we study its patterns. Pedagogically,
the shift reminds us of the importance of integrating art into programs of
study. This enables children even at young age to recognize and
express patterns whether we talk about poetry, literature, visual arts,
performing arts, and music.