ENVIRONMENTAL LITERACY
ECOLOGICAL LITERACY
ECOLITERACY
B U I L D I N G
&
E N H A N C I N G L I T E R A C Y
T H E C U R R I C U L U M
A C R O S S
Presented by:
JANBER ENGELL GABRIEL G. TANUDRA
REVIEW:
LITERACY
• the ability to read and write (Merriam Webster,
Oxford English Dictionary)
• knowledge or capability in a particular field or
fields (Merriam Webster, Oxford English
Dictionary)
• reconceptualized as a tool for knowledge
construction (i.e., using reasoning or problem
solving to obtain new knowledge) (Michaels
and O'Connor 1990)
• involves a continuum of learning in enabling
individuals to achieve their goals, to develop
their knowledge and potential, and to
participate fully in their community and wider
society
TOPIC ON FOCUS
EDUC 8
LITERACY
ENVIRONMENTAL
ECOLOGICAL
ECOLITERACY
ENVIRONMENTAL LITERACY,
ECOLOGICAL LITERACY,
ECOLITERACY
Numerous scholars have argued that the terms
environmental literacy or ecological literacy have
been used in so many different ways and/or are
so all-encompassing that they have very little
useful meaning (e.g., Disinger and Roth 1992,
Roth 1992, Stables and Bishop 2001, Payne 2005,
2006).
Presentation Design
Environmental Literacy
THE TERM ENVIRONMENTAL
LITERACY WAS FIRST USED
45 YEARS AGO IN AN ISSUE
OF THE MASSACHUSETTS
AUDUBON BY ROTH (1968)
WHO INQUIRED “HOW SHALL
WE KNOW THE
ENVIRONMENTALLY
LITERATE CITIZEN?”
85
%
COMPRISES AN
AWARENESS OF AND
CONCERN ABOUT THE
ENVIRONMENT AND ITS
ASSOCIATED PROBLEMS, AS
WELL AS THE KNOWLEDGE,
SKILLS, AND MOTIVATIONS
TO WORK TOWARD
SOLUTIONS OF CURRENT
PROBLEMS AND THE
PREVENTION OF NEW ONES
(NAAEE 2004).
THE WIDESPREAD PUBLIC
AWARENESS OF AND CONCERN
ABOUT ENVIRONMENTAL
ISSUES AT THAT TIME IS OFTEN
ATTRIBUTED TO THE WORK OF
THE DISTINGUISHED
NATURALIST AND NATURE
WRITER, RACHEL CARSON (E.G.,
NASH 1990, DE STEIGUER 1997,
ROTHMAN 1998).
IT WAS IN THIS
CHARGED
ATMOSPHERE THAT
ROTH (1968) POSED
THE QUESTION:
“HOW SHALL WE
KNOW THE
ENVIRONMENTALLY
LITERATE CITIZEN?”
ENVIRONMENTAL EDUCATION HAS SINCE
EVOLVED INTO A RICH, COMPLEX AND VAST
PEDAGOGICAL LANDSCAPE, ENCOMPASSING
NUMEROUS DISTINCT CURRENTS OF
INTERVENTION, EACH WITH DIFFERENT
OBJECTIVES, TEACHING APPROACHES, AND
STRATEGIES (SAUVÉ 2005).
TOPIC ON FOCUS
EDUC 8
COMPONENTS OF
ENVIRONMENTAL LITERACY
(1) affect
(2) ecological knowledge
(3) socio-political knowledge
(4) knowledge of environmental
issues
(5) cognitive skills
(6) environmentally responsible
behaviors (ERB)
(7) additional determinants of ERB
(Simmons 1995)
ENVIRONMENTALLY LITERATE
CITIZEN
• an individual who is, most importantly,
informed about environmental issues
and problems and possesses the
attitudes and skills for solving them
• prescribe a code of socially desirable
attitudes and values, others focus on
the construction of one's own values
system; in either case, the
environmentally literate individual has
a well-developed set of environmental
values or morals
ENVIRONMENTALLY LITERATE
CITIZEN
• takes action in terms of changing his
or her own behavior in order to
remediate or prevent further
environmental problems.
Ecological Literacy
ECOLOGICAL LITERACY WAS
FIRST PUBLICLY USED 27
YEARS AGO BY RISSER (1986)
IN HIS ADDRESS OF THE PAST
PRESIDENT TO THE
ECOLOGICAL SOCIETY OF
AMERICA.
85
%
CHARACTERIZATION OF
ECOLOGICAL LITERACY
FOCUSES ON THE KEY
ECOLOGICAL KNOWLEDGE
NECESSARY FOR INFORMED
DECISION-MAKING,
ACQUIRED THROUGH
SCIENTIFIC INQUIRY AND
SYSTEMS THINKING.
ECOLOGICAL LITERACY
EMPHASIZES THAT KNOWLEDGE
ABOUT THE ENVIRONMENT IS
NECESSARY FOR INFORMED
DECISION-MAKING. AS EMPHASIZED
IN MORE RECENT ECOLOGICAL
LITERACY FRAMEWORKS, THIS
KNOWLEDGE IS ACQUIRED
THROUGH THE SCIENTIFIC METHOD
OF SYSTEMATIC OBSERVATION,
MEASUREMENT, AND
EXPERIMENTATION, AND THE
FORMULATION, TESTING, AND
MODIFICATION OF HYPOTHESES.
ECOLOGICALLY LITERATE CITIZEN
• understands environmental realities
by specifically identifying their cause
and effect relationships.
• ecologically literate individual has a
clear perception and understanding of
a system's dynamics and ruptures, as
well as its past and alternate future
trajectories.
• He or she understands the complexity
of studied objects and phenomena,
allowing for more enlightened decisionmaking.
Ecoliteracy
THE TERM ECOLITERACY WAS
FIRST PUBLISHED 16 YEARS
AGO BY CAPRA (1997), WHO
FOUNDED THE CENTER FOR
ECOLITERACY, A NONPROFIT
ORGANIZATION DEDICATED
TO EDUCATION FOR
SUSTAINABLE LIVING
(CENTER FOR ECOLITERACY
2013A).
FOCUS ON THE CREATION OF
SUSTAINABLE HUMAN
COMMUNITIES AND SOCIETY
(E.G., CAPRA 1997, 2002,
CUTTER-MACKENZIE AND
SMITH 2003, WOOLTORTON
2006, CENTER FOR
ECOLITERACY 2013B).
85
%
AN UNDERSTANDING OF
THE PRINCIPLES OF THE
ORGANIZATION OF
ECOSYSTEMS AND THE
APPLICATION OF THOSE
PRINCIPLES FOR CREATING
SUSTAINABLE HUMAN
COMMUNITIES AND
SOCIETIES. (SEE ALSO
CUTTER-MACKENZIE AND
SMITH 2003, WOOLTORTON
2006)
THE IDEA OF USING RESOURCES IN
SUCH A WAY AS TO ENSURE
FUTURE AVAILABILITY WAS AN
ESSENTIAL ELEMENT OF
ECOLITERACY
ECOLITERATE CITIZEN
• An ecoliterate person is prepared to
be an effective member of
sustainable society, with wellrounded abilities of head, heart,
hands, and spirit, comprising an
organic understanding of the world
and participatory action within and
with the environment.
Rimberio Co
REFERENCE
H T T P S : / / E S A J O U R N A L S . O N L I N E L I B R A R Y . W I L E
Y . C O M / D O I / F U L L / 1 0 . 1 8 9 0 / E S 1 3 - 0 0 0 7 5 . 1
Presentation Design
Rimberio Co
THANK YOU
T O
G O D
B E
A L L
T H E
G L O R Y
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