Ecological Literacy Leadership (original) (raw)

The educational leader as keystone species for ecological literacy and sustainability education

Journal of Educational Leadership, Policy and Practice, 2015

Currently, institutions in all sectors face so-called "wicked" and "super wicked problems" like anthropogenic climate change, problems of remarkable ecological, economic, and social complexity that lack obvious solutions. These problems call upon educational leaders to develop their ecological literacy and sustainability competencies for themselves, their faculty and staff, and their students. From elementary schools to Research I universities and small colleges, champions are pushing for curricula, policies, and programs to redirect the educated society onto a more sustainable path. However, sustainability and ecological literacy work have received little attention in the educational leadership field. This paper approaches this paucity as an opportunity for scholars and practitioners to learn deeply and create better schooling conditions for resilient and convivial societies. It provides the moral warrant for doing so in light of multiple literacies, ecological problems and opportunities, particularly anthropogenic climate change. It shows that this moral warrant has been heard and realized through a broader framework of regional and global policy talk engaged with multiple levels of schooling. The article ends with recommendations for achieving deeper commitments to ecological literacy in educational leadership programs.

From scientific literacy to sustainability literacy: An ecological framework for education

Science Education, 2006

In this paper, we report some reflections on science and education, in relation to teaching and research in the field of complex and controversial socio-environmental issues. Starting from an examination of the literature on the epistemological aspects of the science of controversial issues, and introducing the perspective of complexity, the article argues for a complexity of content, context, and method in understanding current problems. Focusing on a model of learning which includes dialogical and reflective approaches, the final part of the article reports on aspect of the authors' experimental practice with role-play for dealing with complex issues. The review of the literature and our experience of action–research introduce a view of education which promotes young people's awareness of multiple points of view, an ability to establish relationships between processes, scales, and contexts which may be nonlinearly related, and practice with creative and nonviolent forms of interrelations with others. Such an approach in science education is coherent with a scenario of planet sustainability based on ecological webs and equity principles. © 2006 Wiley Periodicals, Inc. Sci Ed90:227–252, 2006

Ecological literacy and beyond: Problem-based learning for future professionals

Ambio, 2014

Ecological science contributes to solving a broad range of environmental problems. However, lack of ecological literacy in practice often limits application of this knowledge. In this paper, we highlight a critical but often overlooked demand on ecological literacy: to enable professionals of various careers to apply scientific knowledge when faced with environmental problems. Current university courses on ecology often fail to persuade students that ecological science provides important tools for environmental problem solving. We propose problem-based learning to improve the understanding of ecological science and its usefulness for real-world environmental issues that professionals in careers as diverse as engineering, public health, architecture, social sciences, or management will address. Courses should set clear learning objectives for cognitive skills they expect students to acquire. Thus, professionals in different fields will be enabled to improve environmental decision-mak...

Sustainable Use of Ecological Concepts in Educational Science

Discourse and Communication for Sustainable Education

In this article, the authors discuss the use of ecological concepts (ecology, boundary, niche) in educational research to understand if and how these concepts from one field of science (ecology) can bring a new understanding to another field of science (education). We have conducted a systematic search in the ERIC database to identify articles where key concepts from ecology, such as ecosystem, boundaries and niche, are used in educational research. An algorithm inspired by Rodger’s (2000) contextual model of concept analysis was used to examine how the concepts contribute to explore, explain or understand an educational system or an educational process. We find that the use of ecology-oriented concepts is related to a circular rather than a linear causality between actors and environment and between thoughts and actions. Thus, an ecological educational approach is characterised by wholeness, and emphasizes context as well as the complex interconnected mechanisms in educational proc...