Literacy: What Level for Food, Land, Natural Resources, and Environment?

Abstract

standings about our physical and biological world of which all humans are a part. We have failed to build the connections and understanding of the dependence and interdependence among life systems. How we use and protect the earth’s capacity to provide for humankind through informed personal, social, and political action will determine the future of all. The food, fiber, environment, and natural resources systems are ideal media for linking scientific and technical—physical, life, earth, and space technology—with empirical, personal, and social dimensions, while addressing the stated outcomes of an inquirybased and relevant science education program as outlined in the National Science Education Standards (NRC-NAS, 1996). Many persons associated with food and fiber systems reflect their endeavors as art (culinary, landscaping), science (animal science, crop science, forestry, soil science), or business (agri-business, forest products.) All learners depend on the biological and physical resources of our food, fiber, environment, and natural resources systems and exist within an environment affected by the systems. The largest sector of the world’s population (45.0%) derives their livelihood directly from food, fiber, natural resources, and environment (FAO, 1999), but less than 2.0% of the U.S. population is engaged in production and management of these resources. Thus, all the more reason to make food, fiber, natural resources, and environmental systems the context on which we build our education efforts to create social and personal relevance of science and technology in the community