Ecological Education

Abstract

Ecological education is the process of creating an ecological understanding or literacy whose dimensions and parameters have changed through time both in regard to and in relation with the development of ecology as a science and the needs the user/learner. As such, it should be seen as a fluid and dynamic system of learning and information chosen to suit the specific needs of the situation. In this context, ecological literacy is defined as giving the learner such information as to allow for sound, scientifically based decisions to be made about a given ecological situation or context. The scope of ecological education is vast—it ranges from the most specific and detailed knowledge for researchers to limited and general ideas in primary school education. Likewise, the avenues through which it is disseminated are equally diverse—from university to business to local citizen group. There are no widely agreed models of ecological education; however, a structural look at the topic suggests four elements (the first three of which are reported here). The first, agency, refers to the capacity of individuals to actively access, gain, and benefit from a study of ecology. Thus, age, interests, gender, education, prior experience, etc. all play a part in constructing and constraining the individual’s access to ecological knowledge. Second, these individuals then need to access educational opportunities, i.e., context. Scales from local to global and formal to informal encompass the wide range of options with schools, higher education, business, pressure groups, media, and nongovernmental organizations (NGOs) carrying the bulk of instructional work. Third, there is the content, namely, the actual ecological concepts seen as required learning for any given situation. This would range from a very general overview, as might be seen in a secondary school course, to highly specific and detailed information needed by a researcher. In addition, content could range from the most theoretical models through to applied ecology. All three elements are underpinned by a philosophy whose own roots are far from clear cut. At one level, standard positivist perspectives give way to far more phenomenological and structural ideas, such as queer theory, eco-feminism, and deep green ecology, that privilege and dictate the range of knowledge “permitted.” Finally, it is worth noting that Ecology as a term derives from the late 19th century. However, as an idea it can be traced back to Greek times if not before. Still, as a modern endeavor, it is best seen from the 1950s onward, as treated here.