EcolITERA

by: Erica
CY
Hernandez
Diana Pilac and
 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
leamed from nature for the reform of
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 iteracy 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
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 But it is also
although, it isquantitative
difficult to in
measure. 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
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
To kind of
achieve thinking that prioritizes
sustainability, we
ecologicalmust imperatives.
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 Iteracy 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 (ie.
An ecologically Iterate 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
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
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
 Ways to Develop Ecoliteracy In
Schools

A growing number of educators

feel the need to foster leaming
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
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 perspective,
empathize, and show
concern, ecological
intelligenta applies these
By weaving these forms of
intelligence together, eccliteracy
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,
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 concem
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
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,
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
Another strategy is to
shift from analyzing a
problem by reducing it
to its isolated
components, to
adopting a systems
thinking perspective
that examines
connections and
6. 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
 (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
 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
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
 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 in some other forms, it
is important to become aware of the
different types of waste, classify and
segregate those that are toxic and
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, and
therefore, should encourage,
nurture students' capacities on
support 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,
whi motivating them to leam and
imbibe a sense of belongingness
and sensitivity towards the school,
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 pan of
 Green School:
The concept and
background
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
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
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 , hygienic,
safe learning environment with
healthy practices; and brings
A Green School adheres to the
following precepts:
1. Leaming 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
 Understanding
Green curriculum
For a curriculum to be 'Green'
it 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
 3. It holistically addresses
sustainability concems, 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
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 concem of teachers
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
CHARACTERIS
TICS 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.
2. It increases student
performance.
3. It saves energy and money.
5. It reduces water usage.
6. It improves teacher
retention.
7.It improves daily
attendance.
8. It provides a unique
educational opportunity.
9. It creates green jobs.
10. improves equity
 DARK GREEN
SCHOOL
PROGRAM:
PHILIPPINE
ENVIRONMENTA
L 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 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 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.
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
 (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.
 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
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.
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. Recycle grey-water.
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
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
Students learn best
when teaching
strategies are varied that
include hands-on
activities, time for
reflection, thoughtful
discussion and
combined indoor and
outdoor environments,
1. Place-based Learning. It is an
experiential learning 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
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
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
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
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,
3. Socratic Inquiry. This is
named after the Greek
philosopher Socrates, who
believed that questions (not
answers) stimulate learning.
Therefore, rather than leaching
facts and information, teachers
encourage students to ask
questions about their
assumptions, values, and
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
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,
4.4 When students
participate in experiential
learning, they frequently
follow the leaming cycle.
4.5 This is a process that
starts with unstructured
exploration. followed by
concept formation and
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.
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,
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.
5.6 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
thank you
Let's take
care of our
Earth