Documente Academic
Documente Profesional
Documente Cultură
1
EARTH University, Costa Rica, r-russo@earth.ac.cr, camontoya@earth.ac.cr
2
Departmant of Elementary & Early Childhood Education, University of Wyoming, slocke@uwyo.edu
* Submitted
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focused on the observation of natural phenomenon with little consideration to the social
(2001) argue that science education has been a double edge sword that while used in
acquiring meaningful accomplishments it has also led the world towards an ecological
catastrophe as the result of “globalizing the Western consumer lifestyle.” Past efforts at
environmental education and preservation, Bowers note, have been framed in the context
consumption not for sustaining the natural systems on which all life depends. This does
not imply that science education is not important to the study of the environment,
however there needs to be a mutually beneficial relationship between the two (Scoullos,
The numerous goals and principles listed in the Tbilisi Declaration clearly
illustrates that EE has to promote the notion that students not only need an understanding
of the natural world but also become critical thinkers, active participants and balance and
acknowledge how economic and social needs influence ecological relationships in their
own communities. Perhaps a more important shift came is the questioning of positivist
methodology and its ability to be useful in the study of the local ecological community.
EE is based on the premise that both the natural and human built environments are
cultural forces (UNESCO, 1980) Programs and curriculum based on scientific fact could
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not be transplanted into communities from the outside because of the uniqueness of the
knowledge of the environment and scientific fact are not neutral or value free and that
perspective and values as they were on scientific fact (Disinger, 2001). Essentially what
is valid and appropriate in one community can not necessarily be transplanted to another.
scientific accurate information. Building on its base in the natural sciences, EE includes
questioning of values which has been the domain of the social sciences and humanities
of scientific knowledge and called for more active learning strategies that involved
learning theories Klien and Merritt (1994) found many similarities which suggest that
students and teachers are actively engaged in constructing knowledge of the environment
Scoullos, Argyro, and Vasiliki, (2004) and Dillon (2003) note that learner involvement is
essential in the study of the environment and that EE was most valuable when it
embraced a more pragmatic social constructivist approach. Both scholars suggest that
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The Tbilisi Declaration (1978) and subsequent scholars of EE in the past three
approach has been necessary because a wider vision of environmental issues was needed
1997; Palmer, 1997). The focus of EE has been on form rather than content and on
principles and practices rather than on stated results. Where environmental education
addressed the how, eco-literacy has addressed more content related issues of
environmental education.
environment and natural surroundings (Smith-Sebasto, 1997; Orr, 1994; Capra 1999). Orr
(1992) warned that there has been a steadily growing void between the control of
humanity over its environment and the lack of specific and general knowledge about it
among individuals. Not only does this alienation between humans and their natural world
simplified and trivialized to the point where the development of any meaningful
relationships and interactions and the long term impact of human action on the
environment (Capra, 1999; Orr 1994; Smith-Sebasto, 1997). Smith-Sebasto notes that
and respect for a relationship between humans and their surroundings that does not give
primacy to human existence over its environment. The cycle of valuing and appreciation
begins with the development of knowledge and understandings and continues to grow as
people learn about what they value and value what they know.
formulating a position and taking action on environmental issues. The first level of
literacy is for students to recognize basic environmental terms and provide definitions of
their meanings. Building on the first category the second level is the ability to use
environmental questions. The third level of environmental literacy is the ability to gather
and evaluate information, select alternatives and take action on different environmental
issues. Eco-literacy is thus defined as not only the ability to identify, classify, and name
different aspects of the environment, but includes the ability to take action and participate
including human activity to sustaining the local community. Capra (1999) and Wolfe
(2004) note that the guiding principles of eco-literacy provide a framework and is
relevant to the health and creation of sustainable communities which intend that human
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activity and technologies do not thwart the natural capacity of the eco-system to sustain
was endorsed by the UN General Assembly in 1987 for the purpose of among other
things to develop programs that were locally relevant and culturally appropriate and takes
into consideration the local environmental, economic, and societal conditions (UNESCO,
2005).
preservation and degradation and speaks to the need for education that focuses on the
study of the cultural and ecological integrity of the places people inhabits (Orr, 1994;
Woodhouse & Knapp 2000). People must have knowledge of, listen to, and live in
harmony with their local environment and with each other in order to achieve local and
reorienting teacher education to address sustainability does not disregard the need to
focus on global sustainability but states that even though sustainable education needs to
be based on local needs and conditions it recognizes that a focus on the problematic of
local communities often has global consequences. Similar to the goals of eco-literacy,
education for sustainable development must focus locally as opposed to being imported
Costa Rica is known as a leader in its efforts to protect its biodiversity and
conserve its environment and natural resources. Close to 30 % of the country is under
some form of environmental protection, which is one of the highest rates in the world
(Menkhaus and Lober, 1996; Vaughan et al, 1999). The country has implemented in both
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formal and informal education setting EE programs that stress protection and
conservation of its environment and natural resources. Yet it is important to note that the
environmental protection policies that presently protect the country have stemmed largely
from necessity due to the fragility of the eco-system and a failing agricultural
The reform of the education system in 1983 (Hall, 1985) and a subsequent focus
on EE later in the decade (Vaughan et al, 1999) both formally in the schools and
informally in the community provided for the protection and rational management of the
environment by making the population aware of environmental problems and the need for
active community participation in finding solutions. It was within this climate that the
Costa Rican legislative assembly in 1986 approved the creation of EARTH University
(Escuela de Agricultura de la Región Tropical Húmeda) in the Atlantic zone. The non-
profit private university is dedicated to education in the agricultural sciences and natural
part of its outreach program, the university created an eco-literacy program that supports
a multi-layer approach. The approach is designed to inform and affect teacher training in
both the content and pedagogy of EE which in turn acts as an impetus for development of
multidisciplinary and has been externally evaluated. It also follows the instructional goals
awareness, investigative skills, and training to take positive action for the maintenance of
the environment and quality of life at the local level. The multidisciplinary approach to
the examination of local environmental issues, assures that teachers and their students
holistically identify and develop awareness of their local eco-system in the context of
Atlantic zone of Costa Rica the problematic of this theme has origins in historical,
economic and cultural factors that have been far reaching. In outlining the program goals,
Montoya and Russo (2006a) note that deforestation, agricultural pollution and misuse
have resulted in an inappropriate use of water and misuse of natural resources in the zone.
policies and programs during the 60's and 70's that promoted cattle production for grazing
and an accelerated production of bananas and coffee that contributed to the deforestation
of more than one million hectares. Currently, the extensive cultivation of pineapple
generates significant pressure on the aquifers and underground waters placing large
A series of workshops over a nine month time period of time framed the program.
Teachers and school directors from 17 different area elementary rural public schools
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attended the workshops that focused on environmental problems endemic to the zone and
EARTH University students and the project directors visited the rural communities
during and before the start of the workshops to work with the schools and communities in
identifying the social and environmental problems of the zone related to the overarching
theme. In keeping the program focused locally, a primary program goal was the
were compiled with the collaboration of the classroom teachers, children in the schools,
Through the textbook, local educators examine general scientific terms and
knowledge that can be applied to their local communities and develop curriculum that
can be used in classrooms with their students. The curriculum ranges from general to
specific and from theoretical to practical application. For example, the textbook includes
six thematic units that start with the general themes of ecology, natural resources, water
and watersheds, and soils and continues to very specific local themes of local food
production and waste management. The general introduction of ecological study includes
a local focus with lessons that require students to investigate their local environment,
catalog, and classify the local insect populations. The unit on soils starts with lessons on
the structure of soils and importance of soil and subsequent lessons focus on the practical
applications of how student may protect the soil in their school garden. Topics and
themes that are the focus of the teacher workshops are taken into the classrooms, taught,
and brought back to future workshops for refinement and publication. The finished
textbook includes numerous photographs and examples of students and teachers working
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and learning in their own communities. Students’ artwork illustrate many of the different
lessons.
The textbook serves the dual purpose of allowing students and teachers to
involved in their own learning. In addition the textbook has the advantage of lending
credibility and value and acknowledging the power of describing and analyzing the
community over its own cultural and natural environment. Rather than rely on knowledge
that is generated by the Ministry of Education in San José, teachers and students have the
opportunity to take ownership in the knowledge that was being created about their
communities. Klien and Merritt, (1994) note that the constructivists approach is an
that students must resolve, b) student centered lessons c) group interaction during the
Each unit of the EARTH eco-literacy program follows the constructivist approach
by giving students the opportunity to work with local and meaningful real-life situations
that affect them personally or their community. For example in the second unit on natural
resources there are four lessons on protecting the natural resources in the community. The
first lesson opens with students developing a drawing of a local forest or natural reserve.
They then take a field trip through their local community and in their notebooks take
notes and catalogue sources of environmental destruction and contamination. Back in the
classroom students discuss their findings in small groups, develop a list of the problems
they discovered, the possible causes of the problem, the consequences of if the problem
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and propose different solutions. The small group findings are in turn presented to the rest
of the class and the class develops an outline of the environmental problems they detected
and possible solutions. Students are assessed through their development of a class collage
assessment is carried out through the development of a composition that explores the
problems of their community. Within each thematic unit, lessons moved from content to
experiential learning allowing students to learn not only the theory of the subject but
through a series of activities and draw personal and group conclusions. By focusing on
real-life situation in the local environment, the students and teachers are able to meet the
guiding principles of EE for sustainable development (UNESCO, 2005) that focus on the
local environment. They also meet the instruction goals of EE (Roth, 1991) that identify
and develop awareness of their local environment and encourage them to take action in
EE for sustainable development is focus on (Disinger, 2001 ICEE, 1997; Palmer, 1997).
Palmer (1997) notes that environmental problems include a human dimension and go
beyond the scientific domain and that teaching EE requires teaching about values and
principles, human interaction with its environment, esthetics, and a wider vision of
EARTH eco-literacy curriculum. Montoya and Russo (2006a) note the historical nature
of environmental problems and the uniqueness of the geographic location requires the
program to examine not only the forces and lifestyles that have contributed to
environmental problems but the human and physical geography of the zone that have
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shaped it. In addition the program includes an emphasis on biology as well as language
arts. While the focus on biology is obvious, Montoya and Russo reason that one of the
most important tools for learning is writing because writing intersects critical thinking,
knowledge acquisition, and attitudinal change. In the process of writing students must
face and shape their beliefs. Writing also serves the double purpose of communicating
findings to the community and other students and provides one of several tools for
environmental issues in the community, the impact this has on the community, and lastly
In addition, the inclusion of music and art in the lessons becomes another form of
relating students to their natural surrounding and an expression of their attitudes, values,
and knowledge. Many of the lessons use songs as introductory activities to stimulate
student thinking about the topic that they will be exploring. For example at the start of a
lesson on exploring the magic of natural resources, the teacher teaches the song call
Where will the children play, a song about a school of fish who are driven from their
home because of water contamination. The activity is a starting point for students to start
thinking about and listing the benefits of the natural resources. Art is used as a principal
activity that gives students a visual image of the ecological structures of their community.
It is also used as a culminating activity to demonstrate and assess what students learn
from the lesson. For example in a lesson on watersheds, students construct an actual
watershed in the classroom based on their field observations, labeling and including the
The EARTH eco-literacy program rationalizes its efforts in working with the
a focus on education that is local, culturally relevant, and based on local needs. It must
address local priorities and take into consideration the local environment, society and
economy. Likewise education for sustainable development engages in formal and non-
constantly reinvents itself to meet the needs of the community. In a similar eco-literacy
program in Costa Rica, Vaughan et al (1999) found that there was significant
intergenerational learning and that information was disseminated from the classroom to
the community. Duvall and Zint (2007) found that schools act as agents for
environmental issues.
A final but important tool of that the EARTH eco-literacy program focuses on
evaluation and assessment. In order for EE to have long-term success, accountability and
assessment system to measure the impact on student learning is necessary (Blumstien &
programs Norris and Jacobson (1998) note that the use of long-term or fall-up evaluation
was correlated with higher rates of program success. Two separate and independent
follow-up evaluations of the EARTH eco-literacy program found that the program was
developing higher levels of understanding and concern for the local and national
environment (Ortuño, 2007; Whiting, 2007) Both evaluations noted deficiencies such as
high turn over of teachers in the schools, and of EARTH students which at times
jeopardized program continuity. They also call for more development of practical
materials and less focus on the theoretical framework. Despite these and a few other
concerns, the evaluators found that the program was pioneering new expectations and
Conclusion
Theobald and Nachtigal (1995) note that the more students know about their
community, its environment, its history, economy, interactions of culture its ecology and
music the more they become invested in their community. The community and its
world. They stress that healthy sustainable communities, that recognize their
interdependence have the capacity to define their economic roles and that the health and
viability of each would depend on the health and viability of the other. Redesigning
historical perspective several reasons may be suggested for its positive outcomes. To
begin, alternative perspectives towards the environment were required due to years of
2001; Hall, 2000) Costa Rica has had to seriously confront its past social, economic and
political attitudes towards its eco-systems at both local and national levels. A second
factor that has facilitated the implementation of environmental programs in Costa Rica is
a legacy of conservation that has placed close to a third of the country under some form
protect the country have promoted a sense of national ownership and pride in its
environment environmental protection and is considered a civic duty and a salient part of
the country’s democratic disposition. Lastly, national educational policies have also
social studies and science curricula (Hall, 1985; Ministerio de Educación Pública, 2001).
Given this supportive social and political climate, the EARTH eco-literacy
address local conditions, needs, and priorities, in the context of the economic, social, and
cultural community structures. In working with local elementary schools, the program is
committed to developing life-long learning patterns and affecting change both formally
and informally based on the assumption that schools are influential and essential change
agents in a rural community for intergenerational learning as information passes from the
classroom to the community. The program follows the basic tenets of EE and eco-literacy
by moving beyond identification and knowledge of the local environment to including the
human interaction and the affects of social and economic change on the local eco-system.
Essential to this idea is that the instructional goals that include a focus on knowledge and
making informed decisions and finding solutions to sustainable resource management and
constructivist leaning philosophy that presents students with real-life situations where
they have to access and evaluate numerous sources of information and factors that
influence the decisions. It also includes the interplay among the various disciplines that
address perceptions, values, awareness and knowledge development that are applicable to
evaluate how the tools of EE and EL are components of education for sustainable
development. While the program is valuable in that it uses the tools and philosophy of EE
and EL, it is important to heed the UNESCO’s (2005) warning against finding programs
where one size fits all. The program can not be exported to other locations as its content
and structure is unique and developed to address the specific needs and issues of the local
region.
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