June is often a stressful time at public schools throughout the world. Educators can be seen scrambling to finish their assessment of student growth, development, and transformation following ten months of intense and rigorous study. Coupled with this, learners are often placed in highly stressful situations whereby they are asked to empty their brains onto a piece of foolscap paper, sitting in cold gymnasiums.
More often now, learners are madly trying to finish up project work, hurriedly putting the final touches on public exhibitions, and/or wrapping up their intense internship experiences.
However a particular school is designed, June can be intense and chaotic. And all of this frantic activity has one goal in mind: to summatively assess the growth and development of learners in a meaningful and authentic way.
What is often not assessed, however, is the one skill that may be most important skill of our time — the ecological literacy of our learners.
While we place heavy emphasis on numeracy, language literacy, we seem unable to assess one’s ecological literacy — that is one’s ability to see the Earth as the very thing which sustains life combined with one’s desire and ability to take meaningful action. (See attached infographic.)
Assessing for an ecological literacy is a perplexingly difficult endeavour, and it’s one that I have struggled with for my entire career. But it is also an opportunity as a community of educators to think deeply about the skills and attitudes required to compete against those who are hell-bent on destroying the planet.
Given our our seemingly insurmountable task of overcoming these destructive forces and to some degree a general societal malaise, how do we teach and assess for an ecological literacy? What are these skills and values we are attempting to impart, and when do we know when someone has indeed become ecologically literate?
For educators, whether teachers, parents, older siblings, homeschoolers, etc., these are exciting times!
David Orr, the American academic who coined the term Ecological Literacy, suggests that someone who is indeed ecologically literate needs to have an understanding of basic concepts such as the laws of thermodynamics, energetics, carrying capacities, environmental ethics, etc.
At a content level, we are able to assess whether someone has developed at least some sense of an ecological literacy. For instance, we can determine to what extent a student is aware that energy/matter cannot be created or destroyed. This has huge implications, as those who are aware of the first law of thermodynamics understand why burning fossil fuels has its limit and they begin to understand the notion of externalities. We can assess as to one’s understanding of carrying capacity and systems thinking. We can assess as to whether one can determine what is right and wrong when making decisions about our environment.
The change in behaviour comes with creating educative experiences which cause disequilibrium within the learner. The more learners are able to question their role within the universe, the greater questions can be elicited about human existence on this planet. This is a different type of assessment – one which involves a dialectic and democratic conversation between educator and learner and one that is authentic. We don’t have to look into a crystal ball to see if a learner has been impacted by a deep educative experience and a meaningful relationship within a learning community if the design is sound.
A few years ago, my friends Pauline Gerrard and Dean McLeod and I had the idea of creating an educative experience for young people at the IISD’s Experimental Lakes Area. This intense whole ecosystem field course for High School students has most certainly impacted the learners who have engaged with the ecosystem, the world-class scientists, and the quiet conversations around campfires or in the middle of a lake.
But the experiences don’t have to be as intense, so long as we are equipping learners with the tools they will need in order ask deep and powerful existential questions and as long as the experiences are designed with purpose. This type of learning arguably occurs outside of the confines of a traditional classroom and leads to curiosity, inquiry, and praxis.
To assess this questioning and praxis, we then need to create learning environments which allow for a horizontal conversation about our role on this rock hurtling through space. This is the heart of assessment and a pathway towards an ecological literacy and a better future for all species and systems.