Relevant bibliographies by topics / Ecological literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Ecological literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Ecological literacy"

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Orr, David W. "Ecological Literacy." Conservation Biology 3, no. 4 (December 1989): 334–35. http://dx.doi.org/10.1111/j.1523-1739.1989.tb00238.x.

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Boehnert, Jody. "Visualising Ecological Literacy." Architectural Design 82, no. 4 (July 2012): 34–37. http://dx.doi.org/10.1002/ad.1425.

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Anderson, Elizabeth C. "Ecological Literacy and Caring." BioScience 42, no. 6 (June 1992): 396–97. http://dx.doi.org/10.2307/1311855.

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Goodwin, Timothy. "Educating for Ecological Literacy." American Biology Teacher 78, no. 4 (April 1, 2016): 287–91. http://dx.doi.org/10.1525/abt.2016.78.4.287.

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Based on the life experiences of six prominent environmental voices – Fritjof Capra, David Quammen, Brian McLaren, Douglas Wood, Sylvia Earle, and Louise Chawla – I recommend changes in curriculum content for general science courses, specifically biology courses, to increase the ecological identity of our next generation. Experiences that allowed these individuals to develop an emotional connection to the natural world were an important component of their ecological identity. Coupling outdoor experiences with the development of systemic and ecological thinking skills was also crucial. Changing the science curriculum to reflect more holistic and systemic thinking by integrating with humanities and reflective practices is a necessary step to create a population with a highly developed ecological identity.
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Rifkin, William D. "An Ecological Literacy Workshop." Bulletin of Science, Technology & Society 13, no. 5 (October 1993): 273–76. http://dx.doi.org/10.1177/027046769301300507.

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Anderson, E. C. "Ecological Literacy and Caring." BioScience 42, no. 6 (June 1, 1992): 396–97. http://dx.doi.org/10.1093/bioscience/42.6.396-b.

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H, Indu, Seetha Lakshmi T, and Hashini Boaby K. "DEVELOPING ECOLOGICAL LITERACY AMONG CHILDREN." Kongunadu Research Journal 4, no. 1 (June 30, 2017): 10–11. http://dx.doi.org/10.26524/krj164.

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Today mankind faces numerous problems related to physical, emotional and social aspects. One of the major causes is moving away from our mother nature. We face deforestation, climatic changes, biodiversity, environmental degradation, inequitable access to natural resources and the movement of hazardous materials in different parts of the world and many other issues. Ecological literacy is the ability to understand the natural systems that make life on earth possible. To be an ecoliterate means understanding the ecosystem and using this knowledge for creating sustainable human community. In simple terms, ecoliteracy is being aware of this beautiful, bountiful and mysterious environment. This sense of loving nature has to start from the childhood stage. The children should be reconnected to the natural environment and many activities can be designed with this view. This paper deals with the various ways of developing ecological literacy among children.
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Ortoleva, Matthew. "Let's Not Forget Ecological Literacy." Literacy in Composition Studies 1, no. 2 (October 15, 2013): 66–73. http://dx.doi.org/10.21623/1.1.2.5.

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Charles, Cheryl. "Ecological literacy is not enough." International Research in Geographical and Environmental Education 5, no. 2 (January 1996): 133–35. http://dx.doi.org/10.1080/10382046.1996.9965000.

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Palupi, Dwi Hera, Sarwanto Sarwanto, and Karsono Karsono. "The Implementation of Ecological Literacy Learning for Students of Elementary School." Social, Humanities, and Educational Studies (SHES): Conference Series 7, no. 1 (February 7, 2024): 62. http://dx.doi.org/10.20961/shes.v7i1.84275.

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<em>This research aims to describe the implementation of ecological literacy learning for students of elementary school. The research approach applied is mixed method. In this case, the data collection techniques used are observation, interviews, questionnaires, and documentation. Data analysis was carried out by applying a descriptive qualitative interactive model approach by Miles and Huberman in which the steps are data collection, data condensation, data display, and conclusion. The results of research relating to students' knowledge and attitudes regarding ecological literacy show that the level of students' ecological literacy is lacking. If we look at the ecological literacy indicators, we get different averages, namely ecological knowledge of 8.71% (sufficient criteria), cognitive ability of 3.24% (poor criteria), environmental awareness attitude of 89.11% (good criteria), and environmentally responsible behavior of 75.33% (good criteria). Factors that influence students' implementation of ecological literacy learning are students' lack of knowledge and attitudes about ecological literacy. Students who have good ecological literacy will behave responsibly towards the environment through knowledge, skills and awareness of environmental problems so that ecological literacy plays a role in building character to care about the environment. Students' ecological literacy learning is carried out through several series of activities, namely providing space for students to improve their knowledge and attitudes about ecological literacy as well as real activities.</em>
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Dissertations / Theses on the topic "Ecological literacy"

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Magntorn, Ola. "Reading Nature : Developing ecological literacy through teaching." Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8921.

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In this study the concept reading nature and its contribution to science education is discussed. Some scientific concepts relevant for reading nature are defined. Reading nature has to do with the ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat which is to be read. It has to do with authenticity where the natural world that we face outside is the book to be read and the tools we have are our experiences from previous learning situations both in and out-ofdoors. The data in the study is based on the following student groups; student teachers, primary students in year 3-4 and secondary students in year 7-8. A group of experienced teachers have contributed with data regarding their views on reading nature as a goal in science education. The aims of the study are to describe how the ability to read nature can develop among the different student groups and to extract critical aspects for this developing ability. The extent to which the ability to read nature can be transferred between ecosystems and the relevance of reading nature as a goal in science education is also studied. Data was collected mainly by interviews before and after instruction. The students were interviewed outdoors and the main issues discussed in the interviews regarded the organisms and the non biological factors influencing the ecosystem, the ongoing cycles and processes in the ecosystem and finally the human influence on the ecosystem. Concept maps and video recorded field studies has supplemented the interviews in the analysis of student ability to read nature. Prior to instruction all students found it difficult to read nature. Linking ecological theory to the authentic environment seems difficult to do. The school students followed teaching sequences aiming at developing their ability to read nature. Critical aspects for developing the ability to read nature had to do with developing an ecological language including ecological terminology as well as the naming of common organisms. An experience based ecological knowledge of a few common species was for many students a helpful link between taxonomy and systems ecology. The recognition of the morphological and behavioural characters of different functional groups together with the principles of the food pyramid model and the cycling of matter were three critical aspects guiding the reading of nature in a new ecosystem. Abstract processes such as photosynthesis and natural succession were difficult to grasp for most students and the field based instruction did not seem to support this learning. There was a strong support for reading nature as a goal in science education where the outdoor aspect of ecology was stressed and the implications for this has to do with supporting the future generation of teachers to study nature in the real context.<br>The articles in the Ph.D. thesis are published with kind permission from International Journal of Science Education, Journal of Biological Education and NorDiNa: Nordic Studies in Science Education.
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Boehnert, Joanna Elizabeth Emma. "The visual communication of ecological literacy: designing, learning and emergent ecological perception." Thesis, University of Brighton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566147.

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Hartman, Matthew W. "The Development of Ecological Literacy Among Novice Outdoor Leaders." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1212762001.

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Cook, Emily Louina. "Measuring and Developing Ecological Literacy to Conserve the Critically Endangered." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813561.

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<p> The Mariana crow (<i>Corvus kubaryi</i>), locally and henceforth in this document called Aga, is a critically endangered species endemic to two Northern Mariana Islands. Aga are extirpated (locally extinct) on Guam but still persist on Rota. Multiple studies calculate a 93%&ndash;95% population decline over thirty years, with a recent estimate of 170 Aga on Rota. The primary reason for the decline on Rota is unknown, though predation by introduced mammals, habitat loss, and harassment are likely. The majority of research concerning Aga is in the biological sciences. The only social science survey conducted on Rota regarding Aga revealed that the majority of adult residents condone harassing Aga; yet, knowledge amongst Rota's inhabitants about bird ecology in general remains low, and youth residents were not surveyed. My study developed and implemented an avian-focused environmental education curriculum intended to increase ecological literacy, and evaluated the curriculum using social science research methods. My curriculum was based in storytelling, kinetic activities, and place-based education. I collaborated with local teachers to align the 5-lesson curriculum to science standards. Pre- and post-surveys were conducted with 18 control and 18 treatment students to gauge knowledge and attitudes in elementary students on Rota. Formative evaluations were also used to understand the preferred learning styles of students. Overall, students displayed some improvement in their avian ecological knowledge and positive attitudes towards Aga, and the treatment group improved in bird identification. Students in the treatment group increased their Aga identification by 38.8%. Notable for the treatment group, 23.5% of students thought it was okay to chase Aga in the pre-survey, yet 0% thought it was okay to in the post-survey. To save Aga from extinction, long-term environmental education initiatives are needed to raise ecological literacy, increase appreciation of these birds, and empower citizen science efforts on Rota.</p><p>
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Schwartz, Elaine Gail 1944. "Weaving a postmodern tapestry: Ecological literacy, ecofeminism and curriculum theory." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282332.

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As the 20th century comes to a close, humanity faces an unprecedented global ecological crisis. The postmodern tapestry which constitutes this dissertation is an educator's response to the crisis. My theory of Ecofeminist Literacy, a critical ecofeminist postmodern epistemology, constitutes the central design of this tapestry. The genesis of Ecofeminist Literacy represents the interweaving and synergism of diverse theoretical threads: Ecological Literacy, Ecofeminism, Critical Postmodern Hermeneutics, The Sociological Imagination, Gandhian Non-Violence, and Curriculum as a Process of Inquiry. Ecofeminist Literacy and its accompanying pedagogical theory, the Ecofeminist Inquiry Process, provide the basis for a politicized form of intentional culture change at all levels of schooling. Examples of the pedagogical implications of Ecofeminist Literacy and the Ecofeminist Inquiry Process for teacher education, professional development and education in the schools serve to further emphasize the significance of this critical ecofeminist postmodern epistemology. Ecofeminist Literacy provides a viable pathway towards a just and ecologically sustainable future for all living and non-living entities on Mother Earth.
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Tittley, Teresa Brewster. "Ecological literacy as a response to modernism : educational and political implications." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43962.pdf.

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Otto, Eric. "Speculating a sustainable future science fiction and the pedagogy of ecological literacy /." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE0000587.

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Parham, John. "Gerard Manley Hopkins and ecocriticism." Thesis, University of East London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298082.

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Lai, Su-Jen. "Using an ecological approach to pedagogy : taking an ethnographic stance towards EFL literacy learning." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419100.

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Pangeti, Patricia R. R. "Towards sustainable futures : exploring ecological learning in early childhood development." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80069.

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Thesis (MPhil)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: The end of the 20st and beginning of the 21st century is characterised by a multiplicity of ecological complexities and alterations that are impacting both nature and humankind negatively. Such ecological problems are an indicator of unsustainable living by humans in societies, with inadequate natural resources management. These ecological intricacies are exacerbated by the increasing disinterestedness and detachment of children from the marvels of the natural world resulting in the creation of generations of ecologically unconscious citizens and imbalanced ecosystems. It seems apparent that in this ecological crisis, it is the poor and, in particular, the younger generations that are most affected. In this context; how can the manifest and evolving ecological crisis be reversed? This study is an inquiry into the usefulness of ecological learning in ECD, towards developing conscious future citizens who promote sustainable and ecological balance on the earth. The core objective is to understand current trends, scope, content and methodologies involved in ecological learning and how they may assist in preparing a proecological generation. The study employs a literature review methodology to explore the concept of ecological learning in ECD; examining the application of this paradigm to the sector of ECD through an exploration of the practice of ecological learning in 2 case studies of ECD centres (the Lynedoch EcoVillage and Campus Kindergarten) that place ecological learning at the core of their practice. Using a review of literature on ecological learning and ECD and the two case studies, the study attempts to demonstrate ecological learning practices in ECD centres. The teaching and learning practices in such centres project ECD to be the primary stage whereby ultimate growth, development and learning are created and therefore a vital platform for mentoring an ecologically mindful generation of citizens. However, on the other hand, the study also observes that the scale at which ecological learning is taking place around the world is too negligible to have a large impact in producing a generation of ecologically informed citizens. The study, then, recommends a paradigm shift in the content and methodologies that prioritise ecological learning in ECD both as a way of preserving the ecology and promoting sustainable development. The study therefore suggests, (1) Underpinning ECD with transdisciplinary ecological learning within local contexts (2) Linking ecological learning to ECD may contribute to ‘just transitions’, and (3) Attending to the growing need of new ways of being that can generate connectedness and belonging in a postconsumerist society seem best inculcated at early ages.<br>AFRIKAANSE OPSOMMING: Die einde van die 20ste, en begin van die 21ste eeu word gekenmerk deur ’n magdom ekologiese kompleksiteite en veranderinge wat die natuur en die mensdom (meestal) negatief raak. Hierdie ekologiese probleme dui op onvollhoubare samelewings en natuurlikehulpbron-bestuur. Die ekologiese uitdagings word vererger deur kinders se toenemende onverskilligheid en afsydigheid teenoor die wonders van die natuurlike wêreld, wat generasies van ekologies onbewuste burgers, sowel as ’n ongebalanseerde ekosisteem tot gevolg het. Dit is voorts duidelik dat die huidige ekologiese krisis, laer inkomste groepe en die jonger generasie die ergste raak. Teen hierdie agtergrond, moet ons onsself afvra, hoe die onmiskenbare en ontvouende ekologiese krisis omgekeer kan word? In hierdie studie word daar ondersoek ingestel na die doeltreffendheid van ekologie in die vroeë kindontwikkelings- (VKO) stadium, om burgers op te lewer wat volhoubare en ekologiese ewewig bevorder. Die kernoogmerk is om die huidige tendense in die bestek en inhoud van, metodologieë vir ekologiese leer te verstaan; sowel as hoe dít ’n pro-ekologiese generasie help toerus. Daar word gebruik gemaak van ’n literatuuroorsig, ten einde die konsep van ekologiese-leer in VKO te ondersoek. Die praktiese toepassing daarvan in twee VKO-sentrums, naamlik die Lynedoch-ekodorp en Campus Kindergarten (CK), wat albei ekologiese leer as ’n kernaktiwiteit beskou, ondersoek. Aan die hand van die kritiese literatuuroorsig sowel as die twee gevallestudies, poog hierdie navorsing, om te toon dat VKO-sentrums toenemend ekologiese praktyke erken. Die onderrig- en leerpraktyke in sulke sentrums beskou VKO as die primêre stadium wat uiteindelike groei, ontwikkeling en leer bepaal, en dus is dit ’n uiters belangrike platform om ’n ekologies-bewuste generasie van mentorskap te voorsien. Aan die ander kant is daar ook gevind dat die skaal waarop ekologiese leer wêreldwyd plaasvind, te klein is om enige beduidende impak te hê op die skep van ’n generasie wat ingelig is oor ekologie. Daarom word daar aanbeveel dat daar ’n paradigmaverskuiwing in inhoud en metodologieë moet plaasvind om ekologiese leer in VKO te prioritiseer as ’n manier om die ekologie te bewaar sowel as volhoubare ontwikkeling te bevorder. Die studie dui op die volgende; (1) geïntegreerde leer, tesame met konsekwentheid in die aanbieding van onderwerpe, en die fasilitering van VKOonderwyseropleiding en–diens; (2) die skakel tussen ekologiese opvoeding en die bydrae wat dit tot VKO lewer; (3) om nuwe maniere te vind, waarmee daar ’n skakel gevestig, en ‘n verband getrek kan word, in ‘n post-verbruikers samelewing.
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Books on the topic "Ecological literacy"

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Leslie, Lauren. Authentic literacy assessment: An ecological approach. New York: Longman, 1997.

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Bantilan, Mary Luz T. Earth literacy modules toward ecological spirituality and ethics. [Manila: Institute of Women's Studies, St. Scholastica's College, 2004.

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K, Stone Michael, and Barlow Zenobia, eds. Ecological literacy: Educating our children for a sustainable world. San Francisco: Sierra Club Books, 2005.

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Panieri, Giuliana, Margherita Paola Poto, and Emily Margaret Murray, eds. Emotional and Ecological Literacy for a More Sustainable Society. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56772-8.

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Lee, Galda, ed. The development of school-based literacy: A social ecological perspective. London: Routledge, 1998.

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E, Jorgensen S., Chon Tae Soo, and Recknagel Friedrich 1950-, eds. Handbook of ecological modelling and informatics. Billerica, MA: WIT Press, 2008.

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Gruber, Elizabeth D. The Eco-Self in Early Modern English Literature. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463728881.

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The Eco-Self in Early Modern English Literature tracks an important shift in early modern conceptions of selfhood, arguing that the period hosted the birth of a new subset of the human, the eco-self, which melds a deeply introspective turn with an abiding sense of humans’ embedment in the world. A confluence of cultural factors produced the relevant changes. Of paramount significance was the rapid spread of literacy in England and across Europe: reading transformed the relationship between self and world, retooled moral reasoning, and even altered human anatomy. This book pursues the salutary possibilities, including the ecological benefits, of this redesigned self by advancing fresh readings of texts by William Shakespeare, Christopher Marlowe, John Webster, and Margaret Cavendish. The eco-self offers certain refinements to ecological theory by renewing appreciation for the rational, deliberative functions that distinguish humans from other species.
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Nelson, Graff, and Educational Resources Information Center (U.S.), eds. Report in argument's clothing: An ecological perspective on writing instruction. Albany, N.Y: National Research Center on English Learning & Achievement, University at Albany, State University of N.Y., 2000.

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Goul, Pauline, and Usher, eds. Early Modern Écologies. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789462985971.

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Early Modern Écologies is the first collective volume to offer perspectives on the relationship between contemporary ecological thought and early modern French literature. If Descartes spoke of humans as being ‘masters and possessors of Nature’ in the seventeenth century, the writers taken up in this volume arguably demonstrated a more complex and urgent understanding of the human relationship to our shared planet. Opening up a rich archive of literary and non-literary texts produced by Montaigne and his contemporaries, this volume foregrounds not how ecocriticism renews our understanding of a literary corpus, but rather how that corpus causes us to re-think or to nuance contemporary eco-theory. The sparsely bilingual title (an acute accent on écologies) denotes the primary task at hand: to pluralize (i.e. de-Anglophone-ize) the Environmental Humanities. Featuring established and emerging scholars from Europe and the United States, Early Modern Écologies opens up new dialogues between ecotheorists such as Timothy Morton, Gilles Deleuze, and Bruno Latour and Montaigne, Ronsard, Du Bartas, and Olivier de Serres.
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Ecological Literacy. Betascript Publishing, 2010.

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Book chapters on the topic "Ecological literacy"

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Clavin, Alma. "Ecological Literacy." In Encyclopedia of Quality of Life and Well-Being Research, 1779–83. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_811.

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Clavin, Alma. "Ecological Literacy." In Encyclopedia of Quality of Life and Well-Being Research, 1971–75. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_811.

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Shevock, Daniel J. "Ecological Literacy." In Eco-Literate Music Pedagogy, 37–56. New York : Routledge, 2017. | Series: Routledge New Directions in Music Education Series: Routledge, 2017. http://dx.doi.org/10.4324/9781315211596-3.

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Orr, David W. "Ecological Literacy (1992)." In Hope is an Imperative, 251–61. Washington, DC: Island Press/Center for Resource Economics, 2011. http://dx.doi.org/10.5822/978-1-61091-017-0_26.

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Murray, Emily Margaret, and Margherita Paola Poto. "Ecological Literacy: Theory and Practice." In Emotional and Ecological Literacy for a More Sustainable Society, 23–49. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56772-8_2.

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AbstractThis chapter introduces the concept of ecological literacy as an integral component of legal inquiry. Evolving to embrace interdisciplinary perspectives and a systems-thinking framework, ecological literacy emerges as a fundamental element in the pursuit of environmental sustainability. The research asserts that incorporating an approach that advocates for eco-responsible behaviours is imperative for legal research and education centred on sustainability. This requires a departure from traditional dogmatic approaches in legal methodology towards a participatory dimension. The study lays down a theoretical groundwork aimed at redefining legal methodology to effectively integrate ecological literacy.
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Hinton, Jennifer B. "A Not-For-Profit Economy for a Regenerative Sustainable World." In Transformation Literacy, 187–201. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93254-1_13.

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AbstractThis chapter offers an overview and explanation of how society’s relationship-to-profit plays a significant role in determining social and ecological outcomes. The way in which societies relate to profit plays out in terms of both formal and informal institutions. One formal institution that is key for sustainability is relationship-to-profit, the legal difference between for-profitand not-for-profit forms of business. This chapter explains how relationship-to-profit, as a basic building block of the entire economy, plays a critical role in determining whether the economy drives sustainability crises or allows for meeting everyone’s needs within the ecological limits of the planet. This analysis reveals that the social and ecological crises of the twenty-first century have the same driver: the pursuit and accumulation of private wealth inherent in the for-profit economy. Yet, existent not-for-profit types of business offer a viable way out of this conundrum. In a market composed of not-for-profit businesses, all economic activity and profit would be oriented toward social benefit, keeping financial and material resources circulating to where they are most needed. The financial surplus of business activity would not accumulate in the hands of a few owners, as it does in the for-profit economy.
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Hall, Rick, and Cheryl Bauer-Armstrong. "Educating Teachers and Increasing Environmental Literacy." In Human Dimensions of Ecological Restoration, 363–73. Washington, DC: Island Press/Center for Resource Economics, 2011. http://dx.doi.org/10.5822/978-1-61091-039-2_25.

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Kristof, Kora. "Models of Change: Strategies to Make the Socio-ecological Transformation a Success." In Transformation Literacy, 253–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93254-1_17.

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AbstractClimate change and many other problems show us more and more clearly that fundamental change is necessary. However, many good ideas get stuck in implementation. Therefore, the question is how we can change more successfully. We take sports courses or go to music lessons to learn, to get better quickly or to avoid hurting ourselves. Professionals in sport, art and other fields also receive intensive coaching from experts. However, when it comes to making successful progress towards sustainability, people often rely on ‘home recipes’. It is time to become more professional in this area as well. To achieve this, it is important to make targeted use of the findings of transformation research and key success factors as well as to develop transformation literacy. In this chapter, the models of change approach is presented, which focuses on central success factors for social change and shows ways to successful change.
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Fang, Man. "Chinese Cultural Treasures as Contributions to a Mindset of Interconnectedness for Global Transformations." In Transformation Literacy, 75–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93254-1_6.

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AbstractThis chapter elaborates how the cultural perspective of Chinese philosophy supports an interconnected worldview. The author elaborates how three fundamental Chinese traditional beliefs not only manifest in social life in China, but could make a decisive contribution to the emerging narratives around regenerative civilization. In Chinese harmonic philosophy, the assumption is that in their core all people are good and kind and that part of the social obligation is to grow by taking care and trusting each other, while protecting the essential human virtues in a harmonic atmosphere. In this philosophical tradition, personal development is not isolated from others, and it begins in the self and emerges gradually into the family-oriented self, then into the extended family-oriented self, and finally into taking responsibility for one’s organization, the community, and even the state, respectively, the globality of all people. All these layers are inseparably linked. The author suggests that China’s contribution to mastering the global challenges in the Anthropocene goes far beyond technological and political capacities to meet ecological, social, and ecological targets. The treasures of Chinese philosophy offer opportunities to reframe our views of reality in a way that may be much more in service of well-being on a healthy planet.
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Pae, Hye K. "The Consequences of Reading: The Reading Brain." In Literacy Studies, 135–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_7.

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Abstract This chapter discusses the consequences of reading in terms of the reading brain. As a holistic view of the mind’s software, the ecosystem of reading is used as a theoretical framework, which includes microsystem, mesosystem, exosystem, and macrosystem. The ecological system of reading particularly focuses on the reader’s mind as the microsystem and on language and script (i.e., oracy and literacy) as the mesosystem within the interrelated networks of the biological basis, cognitive characteristics, and the sociocultural dimensions of learning and reading. The discussion continues to cover the similarities and differences between oracy and literacy. Finally, the reading brain is discussed with respect to the cognitive impact of reading. The literate brain shows a stable cerebral architecture and neural networks specifically attuned to reading in the left occipito-temporal region.
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Conference papers on the topic "Ecological literacy"

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Nakashidze, Nunu, Darejan Geladze, Nino Kiknadze, Nani Gvarishvili, and Shota Rodinadze. "UNIQUE ASPECTS OF ENVIRONMENTAL EDUCATION IN GENERAL EDUCATION SCHOOLS OF ADJARA." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024, 353–62. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s20.45.

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Education is an ongoing process that enables individuals and society as a whole to reach their full potential by developing their abilities. It serves as a crucial prerequisite for sustainable development and the formation of public awareness. Environmental education, which begins in early childhood and continues throughout life, plays a vital role in fostering environmental literacy. Thus, assessing the state of environmental education among school-age students is of great importance. Our research aimed to evaluate the ecological knowledge of students in public schools operating in various municipalities of the Adjara region, including Khulo, Keda, Khelvachauri, and the city of Batumi. A total of 72 students from primary, secondary, and high school levels, with 24 students from each level, participated in the study, representing eight public schools in the mentioned regions. The findings revealed that the level of ecological knowledge among schoolchildren in rural areas was higher compared to students in urban areas, while the ecological awareness of elementary school students in rural schools is higher than that of students of the corresponding level in city schools. This difference can be attributed to the fact that children living in rural areas have more exposure to nature, animals, and plants, and thus have more information about them, resulting in higher ecological awareness. Furthermore, there was no significant difference in the levels of ecological knowledge between primary and secondary school students. It was determined that students at all levels were well-versed in environmental aspects such as water pollution, waste management, climate change, biodiversity, forest and soil conditions, and natural disasters. However, there was relatively less awareness about the ecological condition of the air, energy efficiency, and green economy.
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Marci-Boehncke, Gudrun, Matthias O. Rath, and Madeleine Rusch. "ECOLOGICAL LITERACY IN EARLY CHILDHOOD." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1181.

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Karpova, Alina R. "Combined mass events at sci-tech libraries within the context of ecological literacy projects for students." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-255-5-2022-84-86.

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The author proposes non-traditional formats of mass events for sci-tech libraries in their efforts in educating high school students in ecological literacy as related to the ecologically oriented activities of the railways. The algorithm of designing combined event comprising traditional library services and interactive information support is discussed. The many-year experience of ecological activities of the Yudino Station Hub Library of Gorkovskaya Railway is reviewed. The events are to motivate students to develop their ecological minset and to support ecological principles. The concept envisages creativity combined with traditional functions, and is oriented toward industry’s needs and demands. The case study will be interesting to librarians, pedagogues, other professionals working in ecological education and support, in particular within the Russian Railways Ecological Strategy.
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Bezgina, Natalya A. "The library for ecology: To learn, to think and to act." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-55-58.

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Ecological literacy and responsible attitude toward nature make important competences of modern humans. The many-year experience of the municipal library, namely «Intellect» Library and Information Center of Krasnoselsky District Centrlized Library System, in ecological education of population, in teaching ecological literacy and culture, as well as the Library’s contribution to cleaning coastline and landscaped areas, are discussed.
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Logler, Nick. "Learning in place: Reimagining design practice as ecological literacy." In DRS2024: Boston. Design Research Society, 2024. http://dx.doi.org/10.21606/drs.2024.1118.

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Gavrilova, Larisa V. "Planted eco-knowledge." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-255-5-2022-50-53.

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Krasiuk, Elizaveta Evgenevna. "Formation of Ecological Literacy of Primary School Children through Observation." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-552396.

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Boehnert, Joanna. "Ecological Literacy in Design Education: A Foundation for Sustainable Design." In DRS // CUMULUS 2013. Design Research Society, 2013. https://doi.org/10.21606/learnxdesign.2013.014.

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Vinoharan, Agalya, and Veerapathirapillai Vinoharan. "Environmental Literacy of Junior Secondary Students in Sri Lanka." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES, 125–28. Faculty of Humanities & Sciences, SLIIT, 2024. https://doi.org/10.54389/zlfp6172.

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Human development without considering the impact on the environment has created numerous global issues, prompting policymakers to prioritize environmental protection. As environmental issues became pressing concerns, the importance of environmental literacy among citizens has gained recognition. Environmental literacy embodies a multifaceted understanding, awareness, and active engagement of addressing environmental challenges, encompassing knowledge, skills, attitudes, motivation, and responsibility towards fostering ecological balance, sustainable development, social justice, and nurturing environmentally conscious citizens and communities. A study was conducted to identify the environmental literacy skills of junior secondary students in Sri Lanka. A pragmatic, deductive, quantitative survey design was followed, and a sample of 816 students was selected using the stratified random sampling method. The Middle School Environmental Literacy Survey (MSELS) instrument was adopted for data collection. The study revealed that junior secondary students exhibit a low level of environmental literacy at 39.7%, with medium scores observed for ecological knowledge (61.5%) and issue identification (59.8%), and notably lower scores for other skills such as action planning (38%), verbal and actual commitment (37.6%), environmental sensitivity and feeling (25.2%), and problem-solving and prediction (15.3%). These findings highlight the imperative for Sri Lankan junior secondary curricula to prioritize environmental literacy skills and adopt a more practical approach to teaching and learning. Modifications to pedagogical strategies are essential to enhance proficiency across all the areas of environmental literacy. Keywords: environmental literacy; junior secondary students; environmental issues
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Kolesnik, Natalya S. "Modern forms and methods of ecological literacy advancement: The current experience of mass cultural, methodological, educational work." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-255-5-2022-102-106.

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The history of humankind is inextricably linked with the history of nature. Today, the traditional interdependence have escalated to the global ecological problem. If the humans fail to care about the nature, they will extinguish themselves for we depend on one another completely and totally. This is why we have to cultivate ecological literacy, culture and responsibility since our childhood. Ecological education, awareness and ecological skills must be promoted which is the mission of libraries cooperating with educational institutions. Thus, Bataysk Lermontov Library cooperates with the Ecological and Biological Center. The experience of the Library’s literature and science club «The young ecologist» operating since 1994, is also discussed.
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Reports on the topic "Ecological literacy"

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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.

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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska, and Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.

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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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