CHAPTER X

EcoLiteracy

Intended Learning Outcomes:

1. Explain ecoliteracy in developing a sustainable environment and articulate how ecoliteracy can be
integrated in the curriculum, practiced in the school and demonstrated in the classroom
2. Analyze research abstract on ecoliteracy and its implication on teaching- learning process.

In many places, people are struck and devastated by various natural disasters, locally, nationally and
globally. Thus, disaster preparedness and risk management have been the targets of the government and
educational institutions through various plans and programs. In this case, environmental awareness has to be
reiterated and strengthened in schools and integrated in the curriculum, while everyone has to be oriented on
taking care of and sustaining the environment through ecoliteracy practices.

Ecoliteracy and Sustainable Development

Ecoliteracy considers ecological systems and awareness of how society operates within natural aspects
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.

David Orr (1992) posited that by failing to include ecological perspectives in education, students are
taught that ecology is unimportant. Orr and Capra (1990) coined the idea of ‘ecological literacy’ as creating a
new emphasis on the need-for education to integrate understanding of, the interdependence between 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 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 ecodesign, 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.

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. Ecological literacy therefore, provides the basis for integrated thinking about sustainability. It
supports the frame of mind, ethics, and the type of practice that will support the kind of thinking that prioritizes
ecological imperatives.

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

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 (i.e. ecosystems) and to use those principles for
creating sustainable human communities (www.wikipedia.org). An ecologically literate person understands the
essence of independence and interconnectedness and that we are all part of a living system. An ecologically
literate person translates this understanding into actions that demonstrate conscious efforts to minimize
negative impacts on our life-sustaining systems and maximize value contribution to 'our collective well-being,
now and for future generations.

On the other hand, an ecologically literate society would be a sustainable society, which does not
destroy the natural environment on which they depend. Thus, 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 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 human history. Thus, the goal is
to raise students with an important perspective called “socially and emotionally engaged ecoliteracy”, 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 in this case, ecoliteracy 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.

By weaving these forms of intelligence 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
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.

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 community practice. By learning the wondrous ways that plants, animals
and other living things are interdependent, students are inspired to consider the role 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 students 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.
Another strategy is to shift from analyzing a problem by reducing it to its isolated components, to
adopting systems thinking perspective that examines connections, and relationships among various
components of the problem.

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 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.

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
environmental principles of ecosystem.

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
and 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 m some other
forms, it is 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 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.

Green School: The concept and background

The concept of Green School was introduced in Europe in the 19903 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. A key objective of the UNDESD is to foster better quality teaching and learning
for E30. 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 effort of all
stakeholders toward improving the environment of the school and its surroundings.

Students’ teaming 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 environmental sustainability through various environment-friendly means and
encourage judicious use of resources. It also caters to 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 psychosocial 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 Curriculum. For a curriculum to be ‘Green’ 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 and among
natural, social, physical and cultural environment.
4. This requires a teaching-learning approach where students are provided time and space to explore
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; and (3) increases
environmental and sustainability literacy.

Characteristics of a Green School. Green, healthy, and high performing are the characteristics of a
green school that provides many benefits to students, teachers, parents and the community, at large.

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.
3. It saves energy and money. Operating costs for energy and water in a green school can be reduced by
20% to 40%.
4. It reduces carbon emissions. Green schools significantly reduce carbon dioxide emissions.
5. It reduces water usage. On an average, a green school reduces water usage by 32% that has direct
savings for the building.
6. 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.
7. It improves daily attendance. It reduces absenteeism by 15%.
8. 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.
9. It creates green jobs. Investing in creating green schools is an investment in green jobs, including green
construction, building product manufacturing, and green architecture.
10. 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 in formal lessons, as well as in activities side 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: (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.

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)

1. Become a catalyst of change to help co-create a better world and future.

2. Care for and 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 rhythms.
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.

B. Outer ecology (Smitsman, 2014)

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 (with a balance of endemic/indigenous plants) to support local wildlife (animals,
insects, trees and plants).
10. Create a roof garden (green roof) 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 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. 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. To wit:

1. Place-based Learning. It is an experiential teaming that engages students in their own

environments and a strategy that captures their imagination and advances environmental stewardship
and civic engagement. Activities include mapping the local environment to learn key ecological and
cultural principles, studying the interplay between local society and the environment supporting
habitat restoration projects, and working with local citizens to improve the quality of life in their
communities. Learning takes students out of the classroom and 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 solving real problems.
1.3 Students play an active role in redefining and recreating projects.
1.4 Students collaborate with local citizens, organizations, agencies, businesses and
government.
1.5 Students help make plans 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.

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.

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 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.

3. Socratic Inquiry. 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.

4. Experiential Learning. It promotes students’ involvement in the real world and defines the
teacher’s role as a facilitator of learning. The process of learning leads to behavioral outcomes. It is
based on the premise that learning is an active and a continuous process, with experience at its
foundation.

It goes along with principles of learning associated with environmental literacy.

4.1. Experiential learning is vital to schooling for sustainability

4.2. Only through direct. contact with the natural world will students develop an in depth
understanding of fundamental ecological principles.
 4.3. By working with others to solve real-world problems, they also develop skills at the heart of
sustainable living.
4.4. When students participate in experiential learning they frequently follow the learning cycle.
4.5. This is a process that starts with unstructured exploration' followed by concept formation and
application.

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 area at a
time. The following are advantages of interdisciplinary learning:

5.1. 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.
5.2. When done well, interdisciplinary approach eliminates fragmentation and learning of isolated
skills.
5.3. It allows students to access a particular theme from different entry points as they work with a
range of sources of information and perspectives.
5.4. It also allows teachers to better differentiate instruction and create more interesting and rich
methods of assessment.
5.5. It increases students’ motivation for learning, as well as their level of active engagement.
5.6. Students recognize the value of their learning and become more involved in it.
5.7. 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.
5.8. Interdisciplinary teaching and learning adheres to the principles that help define sustainable
living.
Primary Reference:

• De Leon, EB. (2020). Building And Enhancing New Literacies Across The Curriculum. Lorimar Publishing
• Alata, EJP & Ignacio, EJP. (Reprinted - 2020). Building And Enhancing New Literacies Across The
Curriculum. Rex Bookstore
• www.eco- labs.org/about/eco-literacy
• http://educationfdrsustainability.info/general/ecological-literacy/
• https://www.centerforgreenschools.org/green-school
• https://bostongreenschools.org/what-is-a-green-school
• http.//119.92.161.2/embgovph/portals/20/ee/neeap/dark-green schools program.ppt
• https://www.ecoliteracy.org/article/teaching-strategies