Ecological literacy for a sustainable future: proposal of an “Eco-sociological model”
2013
Yildirim, F., Ankara University (Turkey). Faculty of Health Sciences. Dept. of Social Work | Hablemitoglu, S., Ankara University (Turkey). Faculty of Health Sciences. Dept. of Social Work
As the world continues to run out of clean air, water and space, it will be all the people who experience the consequences at a global scale. Human survival depends on conserving the natural resources, abating widespread environmental pollution, addressing climatic issues attributed to global warming and, ultimately, creating a sustainable future. Sustainability provides the conservation, protection, and regeneration of resources affecting the future of human health and well-being, the environment and the economy. In order to achieve this, people need to have the knowledge of ecological principles, concerns for a healthy natural environment and skills to engage in environmentally responsible behaviours. In this context, ecological literacy, referred as the ability to use ecological understanding, thinking and habits of mind for living in, enjoying, and/or studying the environment, provides the incentives for the people. This paper focuses on explaining how ecological literacy affects creating a sustainable environment/future and proposes an “Eco-Sociological Model” developed from N.Stanger as an education model for ecological literacy at schools. The model contributes to understanding of ecological influencers/ecosystems (nano, micro, meso, exo, macro, chrono) surrounding humans growing up within social environments. In this age of environmental crises such as air and water pollution, the use of this education model at schools is important in terms of bringing up ecologically literate young people as an investment for a sustainable future through a true ecological lens.
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