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Sir Sherwiin
Finals
| Question | Answer |
|---|---|
| Consider ecological systems and awareness of how society operates with natural aspects as an educational imperative. | Ecoliteracy |
| He posited that by failing to include ecological perspective in education, students are taught that ecology is unimportant | David Orr 1992 |
| Coined the idea of "ecological literacy" as creating a new emphasis on the need for education to integra understanding of the independence between natural processes and human ways of life. | Orr and Capra 1990 |
| A qualitative and quantitative condition that demonstrates the human capacity to survive over time | Sustainability |
| 2 types of sustainability | 1. Qualitative 2. Quantitative |
| A way that we want well being although, it is difficult to measure | Qualitative |
| Is the natural capital and ecological carrying capacity can be measured with foot printing tools | Quantitative |
| He said that ecologically person can apply such understanding to the design and organization of communities and the creation of a regenerative culture | Wahl 2017 |
| Play a great role in yhe development of academics but also environmental ethics and care for nature among students | School |
| Introduce in Europe in 1990s | Green School |
| He catalyzed yhe efforts to bring about a shift in educating about the environment to educating for sustainability | Johannesburg |
| Visualized qs a school guided by the principles of environmental sustainability | Green School |
| A school that delivers environmental education through assimilation of the environmental philosophy by the students in formal lessons | Dark Green School |
| Promotes q variety of teaching strategies based on practices that are developmentally appropriate to students level | Center of ecoliteracy |
| Consist of skills and ability to identify the creators knowledge and their interest. (Barks 1996) | Multicultural literacy |
| Brings attention to diversity, equity, and social justice (Brutte 2008) | Multicultural literacy |
| Aims to address globalization, racism, diversity, and social justice | Global Literacy |
| Requires awareness and action, consistent with broad understanding | Global Literacy |
| The OECD Global competence framework | 1. Skills 2. Knowledge 3. Values 4. Attitudes |
| A multidimensional construct that requires a combination of knowledge, skills, and attitudes | Global competence |
| Refers to skills, values and behaviors that prepare young people to thrive in a diverse, interconnected and rapidly changing world | Global competence |
| Refers to the cognitive and social skills of understanding how other people think and feel | Perspective taking |
| Refers to the ability to adapt system thinking abd behaviors to the prevailing cultural environment | Adaptability |
| Toward people from other cultural backgrounds involves sensitivity toward curiosity about the willingness to engage with other people and perspectives on the world | Openness |
| Consist of a positive regard for someone based on judgement or intrinsic worth | Respect |
| Assures the dignity of human being | Respect |
| Defined as a worldview which one sees himself connected to the community and feels a sense of responsibility for its members | Global Mindedness |
| The ability to use knowledge to find meaning and connection between different pieces of information and perspectives | Understanding |
| Ways to help educators foster socially and emotionally engaged ecoliteracy | 1. Develop empathy for all forms of life 2. Embrace sustainability as a community practice 3. Make invisible visible 4. Anticipate unintended consequences 5. Understand how nature sustains life |
| 7 Environmental principles of nature | 1. Nature knows best 2. All forms of life is important 3. Everything is connected to everything else 4. Everything changes 5. Everything must go somewhere 6. Ours is a finite earth 7. Nature is beautiful and we are stewards of God's Creation |
| Characteristics of Green School | |
| Interdisciplinary projects (sly 2015) | 1. Place based learning 2. Project based learning 3. Socratic inquiry 4. Experiential Learning Interdiction learning |
| Reasons why global competence is necessary | 1. To live harmoniously in multicultural communities 2. To thrive in a changing labor market 3. To use edia platforms effectively and responsibly 4. To support the sustainable development goals |
| 4 dimension of global competence | |
| 4 knowledge domain | 1. Cultuand intercultural relations 2. Socioeconomic development and interdependence 3. Environmental sustainability 4. Global institution conflicts and human right |
| 4 interrelated cognitive process | 1. Evaluate information 2. Analyze multiple perspectives 3. Understand differences 4. Evaluate actions and consequences |
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