us| CONCEPT EXPLORATION ] 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 educationa! 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 eco- literacy 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 (Wahl, 2017). : 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. i 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 (Capra, 2003).Sustaina! a qualitative and quantitative condition that bility is u i ‘ondition n demo - Nstrates 1) @ way that the human capacity to survive over time. |t is : But it is aleo on want well-being although, it is difficult ti cuales capaci quantitative in that natural capital and eonlogie mecsixe e al carrying y can be measured with foot printing tools. It is a F logical and leasured with foot S. a biolos cal ant &COlogical impe capacity af beralive for human society to exist within th basis for trier cosyStem. Ecological literacy therefora ie Of ming, ative od thinking about sustainability. It suppo Sra thinking that papain’, {he type of practice that will suppor ‘he Kind of ol hat pri 1: Prioritizes ecological imperatives To achie Ve suste assumptions and wan eet, we must trace the roots of our cultural industries, prog On ecological illiteracy. Our ; i cig society has crea the ecosystem’s abi Programs and institutions that ate destroying action is a direct fesuie, support life, This unsustainable and reckless OF sence of resem Of lack of ecological understancing and lack replace fragmenen’’: With this in mind, ecological literacy aims t necessary for the Mecian oe with new cognitive and social oapacl : In of : eae org/aboulleco-itersiy sustainable ways of living (www.eco-labs. Ecologically Lit For Wahl Zon ae understanding to the aeston uicaly literate Person Gam: apply (euch the create of ui nn ign and organization of communities and generative culture. To b¢ i understand the prinenles af eroenioet 1 ecoliterate means to (ie. ecosystem rganization of ecological communities ys IS) and to use those principles for creating sustainable human communities (www.wikipedia.org). An ecological 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 (http:// ‘educationforsustainability.info/general/ecological-literacy/) 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 h to environmental it creates a foundation for an integrated approac eco-literacy as a problems. Advocates and catalysts champion erging from holism, systems thinking, new educational reform em . n sustainability and complexity. Wahl (2017) claimed that nurturing ts of a wide range of ages has become the ecological literacy in studen' id Qoal of sustainability education programs worldwide. eracy in Schools tors feel th le for the ecologica d time in human histor e need to foster learning gical challenges y. Thus, Ways to Develop Ecolit A growing number of educal that genuinely prepares young peop! Presented by this entirely unprecedente!the goal is to raise students ‘socially and emotionally enga: that offers an antidote for fear, with an important perspective Calleq ged ecoliteracy”, which is a process ore inet anger and hopelessness which resi Thatee: Sere the act of engaging in ecological challenges in en Ss possible or appropriate. It develops strength, ho nd resiliency among young people. soe In this case, ecoliterac i is eaictional cout y founded on a new integration | and ecological forms of it i een intelligence. While social ang on intelligence extend students’ abilities to see from another's E i ieee empathize, and show concern, ecological intelligence plies ese 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 a systems aoe perspective that examines connections and relationship: ng various components of the problem. : 5. ‘iraerstend how nature sustains life. Ecoliterate Boor : recognize that nature has sustained life for long that ree ing to nature when their teachers imbibe three a a a ecoliterate living: (1) ecoliterate people learn froLL Se a ee, nature that all living organisms are com r plex 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 pi eople collectively practice a w. of life that fulfills the needs of the present generation while Simultaneously supporting nature's inherent abil 'n the future. ability to sustain life ‘e lean sidering the key to understanding environmental problems is through = out ecosystem, Ecology can be best appreciated in schools r 4 More practical and ore relatable perspectives and manner of orientation and realization The following are basic environmental Principles of ecosystem (adapted from Barry Commoner; cited in Butler, 2012). 1. Nature é knows best, People need poses. 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 impo. tant. 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. Everything changes. People must rethink their relationship with the environment through relevant technologies for positive changes. ae ing must go somewhere. Since wastes may go ba 2 Reco neat in some other forms, itis important to become aware of the different types of waste, classify and segregate those that are toxic and potentially hazardous. eee 6. Ours is a finite earth. Awareness of the ot ae ae leads to a conscious effort to change one's to recycle them. a Sector Rela 7. Nature is beautiful and we are Sawa’ ot Sod See ae ie ce inetigent ony tend Pas of the creation to their own capable of controlling and taking c advantage. inable Development tion for Sustainab! en School and Educa' Ss ee rae agreat role in the development of ara nvircriwaita attics and care for one a ae spr ironment, therefore, f ot ge. Rte id nat Sele aneapedlice ‘on green environme! and nurturein th i i Misael instruction. This will allow them to connect with I9S and attend to their health and safety needs, while Motivating them to learn and imbi v ind imbibe a sense of belo: Sensitivity towards the school, society and even this panes a Vee and concerns can be effectively addresseq SrVSARentl oe and students are geared toward adopting EN, ly susi ainable Principles at all levels, from planning and ision-ma ing 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 1990s 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 (UNESCO, 2005) A key objective of the UNDESD is to foster better quality teaching and learning for ESD. 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 efforts of all stakeholders toward improving the environment of the school and its surroundings. > Students’ learning experiences outside school help them 2 consolidate and apply knowledge, gain understanding of ST processes, interrelationships and ‘issues, acquire life mae ant son foster attitudes, values and sensitivity toward environmental concerns.rs imodule 10: Ecoliterac; A “Green School” is ae S identified with Bacto lat f eae environmental saan ee a reteeigecta inability “through: verlous . etwirnientie ne thers 2nd, encourage judicious use of resources. it sine ony | mental and emotional needs of a child ie ah child by ensuring a Schoo! envi m ronment that is physic; Partiicciaeee kine Physically safe, emotionally secure and seein SuFFoundings, tt also - ro omen of learners Ca aie i and the psycho- ofihieaith ool; ensures a health: counseling), meat, Services, such as nutritional supplementation a playground ‘and po eee drinking water, neat and clean classrooms, practices (og ¢ ries to safe learning environment with healthy harassment); and brings chides of drugs, corporal punishment and taking care of it ildren closer to nature and involves them in Thus, a Gre ‘i community, espana cae’ %, $c tat eran, te ste shopiriy Parioneie e er in critical thinking and learning by together and make ihecgenaa and collaborative approaches to work staff by involving the whole ee vooment healthier for students and future. munity to work towards a sustainable A Green School adheres to the following precepts: AS 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. \t aims at developing an informed responsé and responsibility towards the environment beyond acquisition of skills and knowledge. Understanding Green Curriculum. Fora curriculum to be ‘Green’, it must include the following aspects: 4. Environment is encompassing, | i has scientific, social, economic, politi ina ironment as all that isti it it ‘onl . ing holistic, a Green Curriculum views environt : fai and aims to give a better understanding of ae ey the world functions its operations, its alteration because actions of human race and its consequences: Sai as i ind conservation u 0 fenat sbi vend heritage, safety and security, physical and emo! multidisciplinary and dynamic, ical and technological4. rae Conulee 2 teaching-learing approach where Students ime and space to explora differen 5 environment and inter 4 eae ‘Connect them 5. A Green Curriculum ji ™M is a mutual concern of teaci care leachers and 1001 that creates fo learning, while savin environmental : oe resources and money, Therefore, a Green School (1) Costs; (2) improves occupants’ healt! environmental and Sustainability i org/green-schoo!) teduces environmental impacts and th and performance; and (3) increases iteracy. (https:/www, centerforgreenschools. 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. Itreduces carbon emissions. Green schools significantiy 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. itimproves teacher retention. Agreen 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. Itimproves 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 ees ee i juity. Greening public schools creates an opportu = eee ie health and eclacational settings for all studentsDa : Green School Program: Philippine Environmental Perspecti ip ive Envi Dark Green School (DGS) is a school that del Philos mental Education through assimilation of the envir mental outsia, phy by the students in formal lessons, as well ‘acivtes le the classroom. aad Accordingly, schools must: a. be clean and n idence of mi mi in eat as df sis evidence of good management and b. call for green ropriate land nin ores spaces, appropriate | se, planning. servation of materials and energ jr waste co Y, proper st ‘anagement, segregation, use of appropriate materials and avoidance of ha smoke tres cin rmful ones and respect to others’ right to a Cc. have i i health policies and guidelines that would create a ati ful and ecological campus. . have - a well-planned environmental curriculum for all levels, adequately oriented and trait - trained faculty, and inistrati library and financial support. yen ee e. have faculty and students who are aware of and appreciate the environmental program of the school. f. a Out to an outside community to spread concer for lother 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. (http://119.92. 161.2/embgovph/portals/20/ee/neeap/dark-green schools program.ppt) 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 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 fron bs socio-economic and political systems of the society. Sus! rananie development entails three dimensions: environmental, econo! Social. derstanding of ho) Ecological living gives larger unders indint h ‘eo and are interdependent that begins with addressing the ca w things connect es 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 (Capra, 2003) 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. Join the rest around the world in becoming agents of sustainability. 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. oe “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. f 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. Collect and use rainwater. Create an organic vegetable garden. 3 Compost organic waste and use the compost in the garden. PNony 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 strates on for Ecoliteracy (2015) promotes a variety of teaching Students lene. ed on practices that are developmentally appropriate to essential to Susten are brain-based to foster knowledge, skills and values ‘ainable living (Sly, 2015). include nan, (oat, best when teaching strategies are varied that Combined inacon activities, time for reflection, thoughtful discussion and n and outdoor environments, including interdisciplinary projects (Sly, 2015). To wit 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 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. ; 4.2 Students want to learn in order to apply their knowledge to solving real problems. ; 4.3 Students play an active role in redefining and recreating projects. i / 1.4 Students collaborate with local o agencies, businesses and government. fs, 1.5 Students help make plans that shape the future of their social, i i ts. ind economic environmen! ; ; iE. view their community as ‘e encouraged to 0 a Sr aeaisiem and to understand the relationships and processes necessary to support nea WG tite ue its of place-base 8 Sr ne wet the pent i rade-point averages; (3) Festeem and improved classroom behavior; (4) increased exile ai, problem-solving abilities; and (5) higher-level 2015). ens, organizations, 3; (2) better g!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. 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. 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. 45 This is a process that starts with unstructured exploration, followed by concept formation and application.5. lisci Learning. It emphasizes connections between Peauosaitehcets 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. (https://www.ecoliteracy.org/article/teaching-strategies). ey QUESTIONS FOR DISCUSSION 1, How can eco-literacy contribute in developing a sustainable environment? What are the seven environmental principles of nature? Discuss each one. -‘ What are the roles of teachers, learners and the school in attaining sustainable environmental goals? How can you create a Green School? How can this help and benefit Philippine schools? . How can eco-literacy be integrated in the curriculum, practiced in the school and demonstrated in the classroom?