Reflect

We are now at a critical point with many environmental issues such as climate change and rampant environmental destruction. Alienation from nature greatly contributes to the aggravation of these environmental problems. Ecological literacy is important to business and political leaders, and to all levels of education.

Ecological literacy refers to an individual’s understanding not only of ecological concepts, but also of his or her place in the ecosystem (Meena & Alison, 2009). The term ecological literacy was first introduced by David Orr in 1989 in his essay "Ecological Literacy.” He indicated that knowing, caring, and practical competence form the foundation for ecological literacy. He pointed out that the root of environmental crisis is the individual’s inability to think about "ecological patterns, systems of causation, and long-term effects of human a c tio n s" (Orr, 1994). Thus, he emphasized the importance of experience in o ne’s natural environment that can enable humans to shift perspective from one of an economic emphasis to one of balance amongst economics, ecology, and cultures.

Orr (1992) also argued that the ecologically literate person understands the dynamics of the environmental crisis, which includes an understanding of how people have become so destructive. Therefore, identifying school students’ ecological literacy levels is a necessary step to investigate their behavior, attitudes, sensitivity, and behavioral intention. In order to create awareness among students, it is important to foster correct knowledge to ensure positive approach to the environment (Hares, Eskonheimo, Myllytaus, & Luukkanen, 2006). Kahyaoglu (2009) also stated that positive attitudes and values toward the environment are occurred with a good knowledge. Developing environmentally responsible behavior requires correct knowledge about climate change, the cause of global warming, carbon emissions, and carbon footprint (Kuo & Chen, 2009). There has been an increasing concern with enhancing “ ecological lite ra c y " in society. The current literature on ecological literacy emphasizes the role of scientific knowledge and ecological thinking in identifying cause-effect relationships in socio-environmental systems, in order to allow more enlightened decision-making; therefore, its primary pedagogical goals are cognitive and experimental. In this, it differs from the broader concept of environmental literacy, which incorporates civic literacy that pertains to changes in values and behaviors, and thus also contains affective and moral pedagogical goals (McBride et al. 2013). Ecological literacy is meant to enable conscious and participant citizens to make informed decisions or take action on environmental issues (Jordan et al. 2009). Efforts in this direction include books by experienced ecologists for the general public, of which two outstanding examples are Levin (2000) and Slobodkin (2003).

Characterizing an Ecoliterate Person

Dr. Tom Puk (2002) of Lakehead University characterized an ecologically literate person of the 21st century as “the responsible, lifelong learner who strives to improve the human condition and the environment within the context of self, human groups, the biosphere, and the ecosphere.” The ecologically literate person in order to achieve the aforementioned ultimate goal should become:

• an inquirer, who actively secures the basic skills and knowledge in order to carry out ecological responsibilities. This also enables her to reach her own potential and place in the physical and natural environment; • a reflective learner, who understands the value and limitations of human knowledge, the power and limitations of the natural world, the role of intuition in real life pursuits, and the role of self as it is manifested in o ne’s personal narrative; • intelligently self-directed, who engages in self-appraisal, sets new learning objectives, develops plan to achieve those objectives, carries out those plans in a flexible inquiry-directed manner, and reflects on the whole process; • morally responsible, who governs actions with precepts (responsibility, seeking justice and equality for all) that maintain harmonious relationships; • ecologically responsible, who embodies ecological ideals in daily life; and

• seek self-transcendence, who moves, beyond the limitations of personal ego by identifying with human groups (past and future), flora and fauna, ecosphere, that transcend the individual life in scope and time.

The ecologically literate person of the 21st century has a positive view of life, grounded in the faith of interconnectedness, and has the capacity to competently perform significant life work and related tasks. Such a view enables her to look upon the human experience positively and all living things compassionately.

Environmental Literacy, Ecological Literacy, and Ecoliteracy

Frameworks for ecoliteracy exhibit a high degree of similarity with frameworks for environmental literacy, in that both sets include similar affective, knowledge, cognitive skills, and behavioral components. However, what most differentiates ecoliteracy from environmental literacy is the clear emphasis on sustainability, and the introduction of spiritual, holistic components, expressed