Environmental Literacy
"Adapted from and used with permission" Water Stewardship, M. McClaren. 1995. BC Ministry of Environment, Lands and Parks (MOELP). Victoria, BC.
An environmentally literate person is someone who: 1. Thinks about System – Everything is interconnected - living and non-living, earth and sky, atmosphere and soil, plant, animal and human – all is interconnected. Each system functions separately and yet as a part of a bigger system, which in turn is part of a larger system. The characteristics of the parts of any system are different from the characteristics of the system as a whole. By understanding how a system works, we are better able to maintain, sustain, or ameliorate it even though not everything is known about it. 2. Thinks in time – Thinking ahead, to the future and planning is key, while at the same time knowing that the past does not necessarily inform the future, and that different time scales must be considered. 3. Thinks critically about value issues – Most environmental issues and concerns have a component based on cultural human values. Contemporary society is pluralistic and multicultural, implying different normative values among different cultural outlooks, and disagreement on solutions to environmental problems, or even agreeing that there is a problem. Critically thinking about what is of value for all living species can transcend these cultural differences, and offer us new paradigms. 4. Separates number and quantity from quality and value – There are two points of concern here. One is the ability to discern qualitative anecdotal information from quantified information. The other point is to understand that while we have measured and assigned quantitative value to some entity, the more important focus may be on its inherent, intrinsic value that must be qualified and can not adequately be addressed quantitatively. Because something has been quantified does not mean we have ascribed it its proper value. 5. Distinguishes between the map and the territory – Maps (as in images, graphics, video, models, etc.) can assist understandings in how a system works, but are not entirely authentic representations of the way things are. What we think of as nature must be influenced by real experiences we have in nature. 6. Moves from awareness, to knowledge, to action – Deeper understandings and new knowledge about environmental topics lead to action for change for the betterment of the system and its life sustaining properties. Sustainability is achieved with a recognized need to balance environmental, societal, and economical interests. 7. Learns and relearns – Life-long learning may be more important now than ever before, as the world changes at an increasingly faster rate, in terms of technological change, environmental degradation, economic disparity, human overpopulation, and advances in information exchange and global connections. Accessing information, and assessing and accepting that understandings of yesterday may no longer apply to present or future situations are important components of environmental literacy. 8. Works cooperatively with other people – Today’s situations demand a team approach for fast, best solutions. Teamwork may involve working across cultures and geographic locations, utilizing the diversity of perspectives and expertise for the most comprehensive solution or design. 9. Uses skills in eight processes: knowing, inquiring, acting, judging, opening, imagining, connecting, and valuing - This skill set is not particular to environmental literacy alone, but is equally valuable. 10. Develops an aesthetic response to the environment – We are a part of nature as nature is a part of us. Immersion in nature’s awe and beauty awakens a connection and response within us. |