Module 8 Ecological Literacy module ppt.pptx

About ecoliteracy topic

1. Module 8 ECOLOGICAL LITERACY Divider Slide Title FUNKY TUNES 1

2. “The development of ecological understanding is not simply another subject to be learnt but a fundamental change in the way we see the world .” -John Lyle, 1994 2

3. “One of the most urgent issues facing humanity is fixing our broken relationship with the earth, on which all life depends. To do that, we have to think, feel, and act differently .”   Sir Ken Robinson , creativity expert and author of  The Element: How Finding Your Passion Changes Everything 3

4. Ecological Literacy  will certainly be of great use to teachers and other educators, but it is equally important for parents to . It is about time that this pedagogy got into our schools. As Orr has pointed out repeatedly in recent speeches, the ability to live more sustainably on the earth is no longer technically beyond us. It can be done. It takes the will and persistence to do it. And schools are a proper place to begin . ECOLOGICAL LITERACY: EDUCATING OUR CHILDREN FOR A SUSTAINABLE WORLD  edited by Michael K. Stone and Zenobia Barlow (2005; Sierra Club Books) 4

5. Ecological literacy it 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 ”. is meant to enable conscious and participant citizens to make informed decisions or take action on environmental issues ( Jordan et al. 2009). The ecologically literate person of the 21 st century has a positive view of life, grounded on the faith of interconnectedness, and has the capacity to competently perform significant life, work, and related tasks. 5

6. 6 Why is ecoliteracy important? Alienation from nature is contributing to environmental problems • We now are at a critical point with many issues, such as climate change, biodiversity, deforestation. Ecoliteracy is imperative for political and business leaders, as well as in all levels of the education system

7. Ecoliterate  shows how educators can extend the principles of social and emotional intelligence to include knowledge of and empathy for all living systems . Five ways to develop Eco-literacy: ( developed by the Berkeley-based  Center for Ecoliteracy ) 1 . Develop empathy for all forms of life. 2. Embrace sustainability as a community practice 3. Make the invisible visible 4. Anticipate unintended consequences 5. Understand how nature sustains life 7

8. Characterizing an Ecoliterate Person 8 Dr. Tom Puk (2002) of Lakehead University characterized an ecologically literate person of the 21 st 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.” An inquirer A reflective learner Intelligently self-directed Morally responsible Ecologically responsible Seek self-transcendence

9.   General conceptions of environment Dominant educational objectives Primary pedagogical approaches Examples of strategies Environmental literacy Problem Field of values Develop problem-solving skills, from diagnosis to action   Develop a system of ethics   Adopt environmentally responsible behaviors Cognitive   Pragmatic   Affective/Moral Case study, issue analysis, problem-solving project   Analysis and clarification of values, criticism of social values Ecological literacy Object of study System Acquire knowledge of ecological concepts and principles   Develop skills related to the scientific method: observation and experimentation   Develop systems thinking: analysis and synthesis   Understand environmental realities in view of informed decision-making Cognitive   Experiential Observation, demonstration, experimentation   Case study, environmental system analysis construction of ecosystem models Ecoliteracy Shared resource for sustainable living Gaia Promote and contribute to economic development that addresses social equity and ecological sustainability   Develop the many dimensions of one’s being in interaction with all aspects of the environment   Develop an organic understanding of the world and participatory action in and with the environment Cognitive   Pragmatic   Holistic   Intuitive/Creative Case study, social marketing, sustainable consumption activities, sustainable living management project   Immersion, visualization, creative workshops 9 Environmental literacy, ecological literacy, and ecoliteracy

10. 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 own organizations and implement on their own campuses what they and the public expect their industry to do. 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. 10 Greening Initiatives in Colleges and Universities

11. 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 ones to explain properties of the parts within the context of the whole or in terms of environments and system. 11

12. 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 that the standardized tests if they are to practice this principles. 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 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. 12

13. W hat does it mean to be eco-literate ? What environmental issues and concerns move you and provoke you to action? What efforts and practical steps do you do to influence others to take action ? 13 Question to Ponder?