Ecoliteracy: GROUP 4 PDF

ECOLITERACY ECOLOGICAL LITERACY GROUP 4 OBJECTIVES 1. Explain ecoliteracy and its importance. 2. Discuss those ways to develop Eco-Literacy in school. 3. Discuss the seven environmental principles of nature. 4. Explain the concept of green school. What is Ecoliteracy and why it is...

ECOLITERACY ECOLOGICAL LITERACY GROUP 4 OBJECTIVES 1. Explain ecoliteracy and its importance. 2. Discuss those ways to develop Eco-Literacy in school. 3. Discuss the seven environmental principles of nature. 4. Explain the concept of green school. What is Ecoliteracy and why it is ECOLOGICAL important? LITERACY  ECOLITERACY Ecoliteracy, also known as ecological literacy, is the understanding of natural systems that sustain life on Earth. It involves knowing how ecosystems work, how they are interconnected, and how human activities impact these systems. The goal is to promote sustainable living by recognizing our role in the natural world and making informed, environmentally responsible decisions. Why is Ecoliteracy Important? Promotes Sustainable Living. Enhances Environmental Stewardship. Builds Community and Global Awareness. Supports Critical Thinking and Problem-Solving.  ECOLITERACY The development of ecological understanding is not simply another subject to be learnt but a fundamental change in the way we see the world. According to Fritjof Capra, "In the coming decades, the survival of humanity will depend on our ecological literacy – our ability to understand the basic principles of ecology and to live accordingly ➤Fritjof Capra is an Austrian- born American physicist, systems theorist and deep ecologist. In 1995, he became a founding director of the Center for Ecoliteracy in Berkeley, California. He is on the faculty of Schumacher College. David W. Orr has stated that the goal of ecological literacy is "built on the recognition that the disorder of ecosystems reflects a prior disorder of mind, making it a central concern to those institutions that purport to improve minds.  WAYS TO DEVELOP ECOLITERACY IN SCHOOL 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 analysing a problem by reducing it to its isolated components, to adopting a 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 o turning to nature when their teachers imbibe three crucial tenets to ecoliterate living: (1) ecoliterate people learn from nature that all living organisms 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) ecloliterate people collectively practice a way of life that 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  ALL FORMS OF NATURE LIFE ARE EVERYTHING IS KNOWS BEST. IMPORTANT. CONNECTED TO EVERYBODY ELSE. EVERYTHING OURS IS A CHANGES. FINITE EARTH. NATURE IS BEAUTIFUL AND EVERYTHING WE ARE MUST GO STEWARDS OF GOD’S CREATION. SOMEWHERE. THE CONCEPT OF GREEN SCHOOL. The concept of Green School was introduced in Europe in the 1990s while the Rio Earth Submit 1992 took cognizance of the need to take action in every area in which human impacts on the environment. The World Submit 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 change of thinking about Sustainable Development that meets the needs of the present without compromising future generations to meet their own needs. 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 schoolfinds expression in various aspects of the environment. The Green School has clean,healthy, protective and green surroundings. A green School adheres to the following precepts: 1. Learning about the environment. It focuses mainly on acquisition ofknowledge and understanding of the surroundings and related issues. 2. Learning through the environment. It refers to the processes of learningwhile being engaged with environment inside and outside theclassroom. 3. Learning for the environment. It aims at developing an informedresponse and responsibility towards the environment beyond acquisitionof skills and knowledge. THANK YOU FOR YOUR ATTENTION