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Sandra Wooltorton and Debra Bennell use stories about childhood both known and told to them by Noongar people to introduce ecological literacy as a practical and engaged way of connecting to our environment.
Being ecologically literate is usually taken to mean understanding the basic principles of ecology and being able to embody them in daily life. It entails thinking in terms of relationships, connectedness and context (Capra, 2005).
Ecological literacy characterises most Noongar (the Aboriginal people of south-west Western Australia) children's upbringing, as expressed in the following anecdote in which the speaker discusses ecological knowledge of place which typifies ecological literacy:
'Spider orchids are my favourite flower in the world. They remind me of a childhood spent with family. When we saw the spider orchids we knew that donkey orchids were nearby. These two flowers signified spring when the kicking berries could be found. This was also the time that bardie grubs could be found. We would look for grass trees and if we could kick one over we were pretty sure to find a feed.' (D. Bennell, personal communication, 2006)
Children and ecological literacy
Ecological literacy can help children reconnect with their habitats and communities (Orr, 1992, 2005). The process requires children's engagement in and reflection upon sensory experiences of nature, so that they engage directly with their environments and learn to perceive with their eyes, hands, bodies, senses and feelings as a way to inform their minds.
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As ecological literacy increases so does our perception of the land, which results in increasing ecological consciousness, or deepening awareness of place.
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Ecologically literate people have a constant awareness of place:
'If it was summer and stone fruit season we would keep an eye out for silvereyes—small birds that fly in dense flocks. If they were leaving the waterways we knew we had to race them for the trees and they were strong competition!' (L. Bennell, personal communication, 2006)
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Ecological consciousness is like breathing, in the sense that we are always doing it whether we are aware of it or not. An ecologically conscious person is always 'tuned in' to environment—even while this is not apparent to others.
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Cycles of learning
In the classroom, it is useful to think of the re-connective process of ecological literacy as a series of four-step learning cycles.
- The introductory, experiential step is the actual sensory, physical engagement with the environment that provides the context for the subsequent three steps. This might involve walking in the school garden and investigating a tree as habitat, perhaps checking the detail of its bark, branches, leaves and canopy to find out what lives in it and is dependent upon it.
- The important second step functions to extend or 'deepen' the experience. It is an artistic or aesthetic process, which enables an integration of the essence of the experience, prior to engagement of the analytical mind. In this step, children draw, write poetry, paint, create an object, compose a song or make music to deepen their initial experience. Aesthetic reflection on the experience helps the learner to become aware of its deeper intuitive meaning.
- The third step involves talking about the extended experience using concept-development strategies such as story-sharing, structured group discussions and problem-solving through roleplay.
- Practical knowing—application and/or practice (Heron, 1996; Reason, 2005)—is the fourth step. It is the culmination of the three prior forms of knowing: experiential, aesthetic and propositional. In the example of a tree as habitat, practical knowledge of the value of the tree to its inhabitants may mean children will revisit the tree to consolidate their discussions and see what has changed.
While the actual order of steps is not particularly important, it is helpful to begin in this order while becoming familiar with the process. With increasing practice and confidence, variations will occur in response to engaged inquiry.
Observing change
A completed first cycle is only a very tentative form of practical knowing, so a learner begins a second cycle, engaging in another relevant experience.
Future activities—such as finding out what else functions as a habitat—may involve making regular observations to notice the effect of changing seasons. This leads to a connective learning process, and the resultant practical knowledge contributes to ecological literacy acquisition and the development of ecological consciousness.
If children walk around their neighbourhood every day, preferably with an ecologically literate adult to point things out and explain systemic context, it allows them to develop a strong connection with their place and its changing seasons.
'The Christmas trees' bright orange foliage lets us know that crabs are about and the fishing will be good.'
'Once upon a time this river was teeming with prawns. Marron would be big and fat and stone fruit abound for summertime and Christmas feasts.' (D. Bennell, personal communication, 2006)
Conclusion
All children need the 'close-up' practical knowledge of place. It is possible for children to gain disconnected, propositional knowledge about their surrounding world, but we believe they need to develop the practical, hands-on, multisensory connection to place that matures over time, to be healthy human beings who care about their place and the nature of it.
The process we have outlined mimics a traditional Noongar way of learning, knowing and being—throughout life, from child to wise elder. Noongars have always roleplayed and artistically represented daily experiences, with the effect of deepened insight about the activities undertaken.
Ecological literacy is a precious gift that, once upon a time, all children grew up with. In the context of modern society's separation from nature and associated inability to see its pain—indicated by climate change, over-clearing of natural places and neglect of waterways and wetland ecosystems—ecological literacy 'Noongar way' is vital for a healthy childhood and a healthy society.
References
Capra, F. (2005). Speaking nature's language: Principles for sustainability. In M. Stone & Z. Barlow (Eds.), Ecological literacy: Educating our children for a sustainable world (pp. 18–29). San Francisco: Sierra Club Books.
Heron, J. (1996). Cooperative inquiry: Research into the human condition. London: Sage.
Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany, NY: State University of New York.
Orr, D. W. (2005). Place and pedagogy. In M. Stone & Z. Barlow (Eds.), Ecological literacy: Educating our children for a sustainable world (pp. 85-95). San Francisco: Sierra Club Books.
Reason, P. (2005). Living as part of the whole: The implications of participation. Journal of Curriculum and Pedagogy, 2(2), 35–41. Retrieved 21 March 2006, www.bath.ac.uk/~mnspwr/Papers/LivingAsPartoftheWhole.pdf
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Young children as active learners is written to assist all early childhood practitioners in stimulating reflection and providing a range of opportunities for children to actively direct their own learning. To order or find out more, visit www.earlychildhoodaustralia.org.au/rip0601 or freecall 1800 356 900.
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Every Child magazine – Building collaborative communities – vol. 13 no. 4, 2007, pp. 30-31
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