Environmental Literacy

In order for students to become environmentally literate, individuals must “climb the environmental literacy ladder” (What is Environmental Literacy, 2007). First, one must be connected to nature, not just aware of one’s surroundings, but also immersing one’s self in nature and being a participant in it. Once the connection between person and nature is established one becomes more aware of all the aspects that are interconnected, throughout the environment, locally and globally. The more time spent in nature, individuals tend to make more thorough observations, and begin to understand how biotic and abiotic factors contribute to the ecosystem. However at the same time, one may see one’s self as not being a big part of the ecosystem until …show more content…
Generally, students have an awareness and understanding of environmental impacts on larger scales like power plants, dams, mines, factories, and commercial farms. Students need to make the connection and realize that they and their neighbors use these resources, and cumulatively every one in the community has a large impact on the local environment. Once there is a change in attitude towards the environment, students can become a little more concerned about their local environment. Unfortunately, most students will want to make these big changes to save the environment, but really will not know how to do it. Through education the student will learn more about how little changes made by each individual will have a large positive impact as a whole on the environment. That is when students start to make small changes in their own lives to help their local environment. From there the educator hopes that each individual will continue to share his and her values with others, even if it is just with his or her relatives, friends, and …show more content…
12). Urban environmental education is different from ordinary environmental education in that “urban” environmental education includes active participation that integrates social and ecological concerns (Jensen and Schnack 1997). More positive impact can be made on the environment at the community level, because the group is small enough that all involved feel they can contribute equally (O’Donoghue et al. 2007). Ultimately, the community members need to make the decisions on what is needed in the neighborhoods vacant spaces (Stapp, 2015). When students and community members make the choices they become more connected with the project, with nature itself, and with other community members. Students are able to develop a sense of belonging and self-esteem. In addition, this “participation” gives the students a sense of empowerment and ownership (Simovska, V., 2008). Then individuals are able to move from just caring about the environment, to doing more for the environment and community through