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LEARNING OUTCOMES
At the end of this module, you should be able to:
1. Explain ecoliteracy in developing a sustainable environment
2. Discuss the seven environmental principles of nature
3. Describe a green school
4. Articulate how ecoliteracy can be integrated in the curriculum, practiced in the
school and demonstrated in the classroom
5. Draw relevant life lessons and significant values from a personal experience on
initiating or participating in an environmental activity
6. Make a community service action plan on environmental care and protection

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 educational 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.
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).
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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
although, it is difficult to measure. But it is also quantitative in 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 the carrying capacity of the
ecosystem. 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 kind of thinking that prioritizes ecological imperatives.
To achieve sustainability, we must 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 literacy aims to replace fragmented thinking with
new cognitive and social capacities necessary for the design of sustainable ways of living
(www.eco-labs.org/about/eco-literacy).

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
(i.e. ecosystems) and to use those principles for creating sustainable human communities.
An ecologically 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 it creates a foundation for an integrated approach to
environmental problems. 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 sustainability education programs worldwide.

Ways to Develop Ecoliteracy in Schools

A growing number of educators feel the need to foster learning that 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 is possible or appropriate. It
develops strength, hope and resiliency among young people.
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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's perspective, empathize, and show concern, ecological
intelligence applies these 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
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 to turning to nature when their teachers imbibe
three crucial tenets to ecoliterate living: (1) ecoliterate people learn from nature that
all living organisms are complex 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 people collectively practice a way of life that fulfils
the needs of the present generation while simultaneously supporting nature's
inherent ability to sustain life in the future.

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.
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The following are basic environmental principles of ecosystem (adapted from Barry
Commoner; cited in Butler, 2012).
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 sustainable, of which any
outside interference may result in an imbalance and deterioration of the system.
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 potentially hazardous.
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, therefore, should encourage, support and nurture
students' capacities on 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, while motivating them to learn and imbibe a sense of belongingness and
sensitivity towards the school, society and even this planet.
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 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
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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 to consolidate and apply
knowledge, gain understanding of environmental processes, interrelationships and issues,
acquire life skills and help foster attitudes, values and sensitivity toward environmental
concerns.
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 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 psychosocial
health of learners and others in school; ensures a healthy (provision of health services,
such as nutritional supplementation and counselling), hygienic (safe drinking water, neat
and clean classrooms, playground and parks, etc.), safe learning environment with healthy
practices (e.g. a school free of drugs, corporal punishment and harassment); and brings
children closer to nature and involves them in taking care of it.
Thus, a Green School is a school that engages the school community, especially
children, in critical thinking and learning by adopting participatory, practical and
collaborative approaches to work together and make the school environment healthier for
students and staff by involving the whole community to work towards a sustainable future.
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A Green School adheres to the following precepts:

1. 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. It aims at developing an informed response and
responsibility towards the environment beyond acquisition of skills and knowledge.

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 give a better understanding of the way the world functions its operations, its
alteration because of the actions of human race and its consequences.
3. It holistically addresses sustainability concerns, 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
justice and interconnection between and among natural, social, physical and
cultural environment.
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 concern of teachers and students.

Creating a Green School. A Green School is a school that creates 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 and performance; and (3) increases environmental and
sustainability literacy. (https://www.centerforgreenschools.org/green-school)

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. It reduces carbon emissions. Green schools significantly reduce carbon dioxide
emissions.
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5. It reduces water usage. On an average, a green school reduces water usage by 32%
that has direct savings for the building.
6. It improves teacher retention. A green 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. It improves 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
architecture.
10. It improves equity. Greening public schools creates an opportunity to improve the
health and educational settings for all students amidst diverse identities and needs
(https://bostongreenschools.org/what-is-a-green-school/).

Dark Green School Program: Philippine Environmental 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 energy, proper waste management, segregation, use of appropriate
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.
e. have faculty and students who are aware of and appreciate the environmental
program of the school.
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 the
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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 from the socio-economic and political systems of the society.
Sustainable development entails three dimensions: environmental, economic and social.
Ecological living gives larger understanding of how things connect and are
interdependent that begins with addressing the causes 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:
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 childlabor, 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.
5. Recycle grey-water.
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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 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

The Center for Ecoliteracy (2015) promotes a variety of teaching strategies based on
practices that are developmentally appropriate to students' level and are brain-based to
foster knowledge, skills and values essential to sustainable living (Sly, 2015).
Students learn best when teaching strategies are varied that include hands-on
activities, time for reflection, thoughtful discussion and combined indoor 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.
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
government.
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 processes necessary to support healthy living.
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 (5) higher-level thinking
skills (Sly, 2015).
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, while the teacher usually serves as facilitator of learning.
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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.
3. 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.
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 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.
4.5 This is a process that starts with unstructured exploration, followed by concept
formation and application.
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. 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
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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.eco/iteracy.org/article/teaching-strategies)

Content of this learning material is adopted from the book of De Leon, E.B. (2020).Building and Enhancing New Literacies across the
Curriculum. Lorimar Publishing, Inc. (for the sole purpose as reference for this course)