in terms of “ celebration of Creation’’ (Orr, 1992), “ sp irit" and “ reverence for the Earth" (Capra, 1996,2007), and “ expansion of the so u l" (Wooltorton, 2006). An ecoliterate person is prepared to be an effective member of sustainable society, with well-rounded abilities of head, heart, hands, and spirit, comprising an organic understanding of the world and participatory action within and with the environment. Environmental literacy, ecological literacy, and ecoliteracy General conceptions of environment Environmental Problem literacy Field of values
Dominant educational objectives
Primary pedagogical approaches
Develop Cognitive problem-solving Pragmatic skills, from Affective/ diagnosis to Moral action Develop a system of ethics Adopt environmentally responsible behaviors
Ecological literacy
Object of Acquire study System knowledge of ecological concepts and principles Develop skills related to the scientific method: observation and experimentation Develop systems thinking: analysis and synthesis Understand environmental realities in view of informed decision-making
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Building and Enhancing New Literacies Across the Curriculum
Cognitive Experiential
Examples of strategies
Case study, issue analysis, problem-solving project Analysis and clarification of values, criticism of social values
Obser/ation, demonstration, experimentation Case study, environmental system analysis, construction of ecosystem models
