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Significance of incorporating ecological literacy into education
Significance of incorporating ecological literacy into education
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The future, it seems so far off; depending on one’s perspective, it is a week, a month or years. The future, from an environmental perspective is now. Changing behaviour in the present will set the world up for a better future. Understanding sustainability and what it means to be eco-literate is seemingly hard for some, which begs the question, when should ecologising education begin? This essay aims to summarise the extent of educating for a sustainable future and analyse how relevant it is. The concept of ecological literacy is explored along with its benefits and limitations. This essay was written from the viewpoint that everyone has a role in moving towards sustainability, beginning as early as early childhood.
Ecological approaches
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A Perth Primary school participated in research into children’s values and environmental sustainability education. The evidence suggested that through environmental education initiatives children can absorb the values and express their attitudes and intentions to improve environmental sustainability. The teachers, community and parents were not the drivers for the learning initiatives; the students raised the concerns. The findings of this research found that student participation in the entire process, from the creation to the completion, is a pivotal element for reaching environmental sustainability education objectives. It demonstrated that children do have the capacity to see and understand what needs to change, and take action. In addition, it reached the conclusion that values education and environmental education interrelate- build the values and children will participate with enthusiasm and a meaningful approach (Lewis, Mansfield, & Baudains, 2008). Becoming eco-literate could possibly cause some limitations for students and teachers, however, there are ways to overcome …show more content…
He divided their environments into different levels. Firstly, he described the microsystem as the system that is closest and one that will have the most influence on them. School and home fall within this system. For example, parent’s and teacher’s views on sustainability will influence how a child reacts to it. Also children’s interactions with parents, teachers and peers will affect how they are treated in return (Bronfenbrenner, 1994). Clearly this is why ecologising education is important and by doing so education creates critical thinkers. The potential benefits for young people that are eco-literate are that they can begin to negotiate and act on their own purposes, values and feelings, rather than those that they have uncritically acquired from others (Mezirow, 2000). Through learner driven participation children show that they should be treated as solutionaries, and vital stakeholders in the fight for their sustainable futures. Secondly, there are the exosystem which includes schools and the community, and the macrosystem which includes broader society, such as national customs and political philosophy. The decisions made within these systems effects them, though they have no say in the decision making process (Bronfenbrenner, 1994). This shows unmistakable signs of why ecological approaches to environmental sustainability are being hindered. The decisions about
I have read a book written by Darlene E. Clover, which named Global Perspectives in Environmental Adult Education: Justice, Sustainability, and Transformation. This book outlines theories and practices in environmental adult education that are emerging worldwide. The need for environmental adult education arises not from a deficit platform of andlaquo; lack of awareness and andlaquo; individual behavior modification-but rather from the asset belief in an existing - if sometimes hidden - ecological knowledge of the need for a deeper sociopolitical, race, and gender analysis of environmental problems, and the power and potential of democratic participation and collective action. Authors from Canada, the Philippines, Kenya, India, Mexico, Fiji, Australia, Sudan, and the United States examine areas such as racism and the legacy of colonization, self-governance and community resistance, ecological, women's and indigenous knowledge, international development and globalization, feminist pedagogical and arts-based practices, and participatory research practice.
Beginning with our current and so far to what we have read the topics about biophilia, sustainable urban development, and that of sustainable transport, I can say I have so far learned more comprehensively about sustainability and the subsequent movement back toward a semblance of biophilia, then I have from all my previous schooling. Taking into account how many years it has been since that I’ve had to learn/relearn and also that of the generational gap of information encompassing these given topics, and with my knowledge (and/or lack thereof) may be sparse in consistency there certainly is a lack of usable knowledge from that of when I was in the earlier years (to ease confusion this refers to the levels of k-12) of schooling and that of the known usable knowledge now. To start this essay I will talk about the influences that were/are important in my education, what has/is the primary source to shape my education, and my past/present educational experiences.
Throughout the semester the books we read helped us to understand how we must have respect for the earth, feel compassion for others, and to challenge core values set by institutions. We also read a preamble, The Earth Charter, which focuses on forming a sustainable global society founded on respect for nature, universal human rights, economic justice and peace. The preamble consists of a set of principles humans and institutions must follow in order to create a sustainable way of life for future generations. In addition, The Earth Charter and the books we read in class outline the challenges humanity faces, such as ecological integrity, economic development, and compassion.
Describe Bronfenbrenner’s Ecological Systems Theory and how it impacts teacher practice. The Ecological System Theory declare that human beings development is impacted by the different types of environmental systems. For example, it states that humans jump from one stage to the next. For instance, one stage at a time like taking the stairs. However, it is an ecological system, because at the beginning a person starts interacting with their families, peers, classroom, and religious setting. Then, with school, community, etc., and lastly, culture, society, etc. Furthermore, it can impact teacher practice because teachers are part of the microsystem. Which mean that teachers are a positive influence and a role model for children’s. Moreover, teachers are part of the mesosystem and parents as well. Meaning that teachers and parents communicate directly towards their child’s goals, such as, encouraging a child’s interest in reading, or even racing a low grade. The result would be that children’s will rely on their parents and teachers to pursue their goals and this will impact a teacher’s
Although more people are aware of the impacts we have on our environment, there are still people that choose to ignore scientific evidence, or do not fully understand the consequences. Further education and research are critical components in an effort to become more sustainable. Fortunately, younger generations are learning about the need to address environmental issues so that changes can be made to ensure our way of life is sustainable.
Withgott, J., & Laposata, M. (2014). Environment: the science behind the stories (5th Ed.). New York, NY: Pearson Education, Inc.
Description: Students will learn the importance to take care of the environment. They will gain knowledge on recycle, reuse, and reduce. They will also learn to be creative and to persuade other people around school and outside school for protecting the environment. Moreover, students will increase their vocabulary and critical thinking.
Have you ever thought to yourself, wondering how your life will be when you’re finally a college graduate? Well I, meaning you from the future, finally became a college graduate from California State University Monterey Bay. It only took me four years to obtain my Bachelors of Science in Kinesiology. However along the way I made a couple important decisions in my life that changed it for the better; remember always wanting to change the way you consumed energy and water because you thought you used more than necessary. About a year and a half ago, I decided I wanted to change my ways, which I was able to accomplish, I created two new personal policies, one for energy and another for water, which I will follow in my everyday life. Implementing my personal energy policy: turn off any lights or electrical items when not in use and my water policy: to take shorter showers or turning off the faucet while brushing teeth, helped me obtain my ideal environmental world view which is Stewardship. The aspects of this type of world view have to do with being environmentally aware, taking responsibility as caretakers of the earth. One main concern or thought of Stewardship knows that we will most likely never run of a certain product or good, but why waste it if we don’t have to. Not only did adopting the two new personal polices help me obtain my ideal environmental worldview, it actually created a more sustainable lifestyle for me.
(7) Adams, W. M. The Future of Sustainability: Re-thinking Environment and Development in the Twenty-first Century. Rep. The World Conservation Union, 22 May 2006. Web. 23 Oct. 2013.
Sustainability development has three components: environment, society, and economy. If you consider the three to be overlapping circles of the same size, the area of overlap in the center is human well-being. As the environment, society, and economy become more aligned, the area of overlap increases, and so does human well-being. Therefore, education for sustainable development (ESD) is the use of education as a tool to achieve sustainability. Simply put, ESD is a way to make the world a safer, healthier, and more livable place for us and future generations (McKeown, 2002, pgs 7-9).
Thus, it is essential for graduates to understand and to have the capability to cope with various environmental challenges that we are facing today. For university students, most of their knowledge about sustainability is obtained from lectures. Whereas, Winter and Cotton (2012) illustrate that learning solely about sustainability is insufficient and that sustainability literacy must take into consideration students’ attitudes and dispositions in order to develop their strategies for reasoned decision-making. In addition, Winter and Cotton (2012) point out that the limitations posed by academic attitudes and disciplinary silos hinder the embedding of sustainability literacy in the formal curriculum. Therefore, if universities want to cultivate more students with sustainability literacy, then they need to focus on constructing more sustainable
Sustainable development means that the present generations should be able to make use of resources to live better lives in such a manner that it doesn’t compromise the ability of future generations to survive and make better lives for themselves as well. For sustainable development to occur, there needs to be sustainable economic, ecological and community development. Society needs to be educated about ways in which they can use resources, especially natural, in such a manner that it doesn’t cause harm to the environment and put future generations lives at risk.
Everyone says this generation is the future, the people and the citizens of tomorrow’s society. Except if this generation is not educated to grow and progress with the planet and learn how to help it, there will be no “next generation”; the earth simply will not be able to sustain our life forms. This is why science education is important to the future of our lives and our planet. Where if not for the innovation of science and its cures, we would still be living in the Dark Ages where the simple flu would have killed a family, and smallpox and other diseases caused epidemics and panics. Every day science classes are educating kids on the basics and the higher levels of science. Out of all these kids a few are bound to become doctors and research biologist that will help cure cancer, the planet of harmful pollutions, and more. One might say that science was the one that started the pollution in the first place, but as you can see, it has started to help fix the damage it has caused. Also, science education (although thought impractical by some) surrounds our everyday life and is need to understand some of nature’s simplest things. This is why science education is so important in the 21st century.
By showing the world the severity of our need for conservation, we will be able to save the earth and get the most out of our resources. We need to fix this problem before it becomes uncontrollable to the point of having no resources to supply our needs. By reducing our consumption of resources, we will be able to become closer to fixing the problem of global warming, high gasoline prices and pesticide filled meats. The outcome of respecting our world and “going green” will better how we live our lives, our communities and the environment. The concept of “going green” is a necessity for the future because “our children deserve cities as beautiful as they are.
...in managing the nature as Hunter Thompson, an American author once quoted that ‘politics is the art of controlling your youth environment’. Specifically, ministers should initiate the practice of being kind indeed by exposing their own daily applications. In varsities, sagacious professors shall necessitate noble practices such as speak nicely, etiquette, manner, and politeness. Teachers in school also included in implementing moral values among youth. Carl Jung, popular psychologist, through his research has stated that youth are more attentive to acts rather than works. So, educationalists have to pursue success in educating youth through acts, for they are the future leaders of the world. Lastly, the teenagers themselves should take an action in changing their attitude and apply more good values in themselves. They can choose what they want to be in the future.