Building ecoliteracy with traditional ecological knowledge: do, listen, and learn

Lam, Mimi E.

doi:10.1890/1540-9295-12.4.250

Cited by 9 publications

(7 citation statements)

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“…We also draw from Lam (2014) and Pilgrim et al (2007) in defining ecoliteracy as the ability to identify names, uses, and related stories of living organisms and natural phenomena within their socialecological systems, perpetuated by oral transfer of traditional ecological knowledge (TEK). Given that TEK is defined as a knowledge-practice-belief complex (Berkes 2009), a person possessing TEK may also be considered an ecoliterate person.…”

Section: Figmentioning

confidence: 99%

Social-ecological memory in an autobiographical novel: ecoliteracy, place attachment, and identity related to the Korean traditional village landscape

Kim¹,

Vaswani²,

Lee³

2017

E&S

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ABSTRACT. Our study discusses how literature, in particular an autobiographical novel, can be approached as a valuable reservoir of social-ecological memory (SEM). Through our analysis of acclaimed Korean writer Park Wan-suh's autobiographical novel Who Ate Up All the Shinga?, we discuss how an individual (the author) manifests ecoliteracy, place attachment, and identity in relation to Korea's traditional village landscape that can serve as a suitable setting for understanding Korea's local social-ecological contexts. We find a rich account of knowledge and practices related to living and ecological components, resource and landscape management systems, social institutions, and worldviews. The author's descriptions of her native village landscape show the role of village resource and landscape management practices in enhancing local biodiversity and developing ecoliteracy in relation to indigenous ecosystemlike concepts. In addition, several social capitals are mentioned as key to sustaining the village community. The author's knowledge of local plants is the result of her childhood experiences in nature, and her place attachment is tightly linked with her worldview that is cultivated through intricate human-nature relationships within the Korean traditional village landscape. Furthermore, the novel contributes to comprehending resilience thinking by providing a narrative of social changes and interactions between humans and nature. Thus, SEM retained in literature can facilitate a meaningful understanding of social-ecological contexts in a given socialecological system. Our study therefore suggests new functions of autobiographical memory in literary work for delivering SEM, and informs the study of SEM across the fields of humanities, social sciences, and natural resources management.

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Section: Figmentioning

confidence: 99%

Social-ecological memory in an autobiographical novel: ecoliteracy, place attachment, and identity related to the Korean traditional village landscape

Kim¹,

Vaswani²,

Lee³

2017

E&S

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“…Ecological awareness has also been inherent to human societies since their inception, as humans have intrinsically depended on the resources and services of their immediate ecosystems [2,13]. Traditional or pre-industrialized societies developed a comprehensive knowledge of natural resources 2 of 16 management and refined it over generations in response to social-ecological challenges and human needs.…”

Section: Introductionmentioning

confidence: 99%

“…Cultural and ecological scientists recognize the accumulated ecological knowledge, practices, and beliefs held by traditional communities, and transmitted inter-generationally through proverbs, songs, folklore, stories, and myths, as "traditional ecological knowledge" (TEK) [14][15][16]. In our study, we adhere to the comprehensive definition of ecoliteracy as the ability of individuals to identify names, uses, and related stories of living organisms and natural phenomena in their local ecosystems based on their TEK [2,13]. This also relates to an individual's scientific habits of mind in relation to ecological issues, and the appreciation for ecological connectivity and social-ecological linkages [3].…”

Section: Introductionmentioning

confidence: 99%

“…This also relates to an individual's scientific habits of mind in relation to ecological issues, and the appreciation for ecological connectivity and social-ecological linkages [3]. Based on this definition, it is clear that the oral transfer of TEK has a pivotal role in perpetuating ecoliteracy and sustainable resource management practices over generations [2,13].…”

Section: Introductionmentioning

confidence: 99%

“…The transfer of TEK through cultural means, however, is being weakened by various modern processes: urbanization, dissolution of traditional societies, the Westernization of learning systems, and the commodification of natural resources [2]. To attain widespread ecoliteracy, ecologists require innovative, public-friendly approaches that can maintain and apply traditional ecological wisdom within cultural contexts [3,4,10,13]. Traditional proverbs are an oral medium of TEK transfer, which can be an easily comprehensible and culturally friendly means for inculcating ecoliteracy among modern citizens, particularly among urban residents.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Ecoliteracy through Traditional Ecological Knowledge in Proverbs

et al. 2017

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Proverbs can be regarded as pithy axioms of traditional ecological knowledge (TEK), which can be useful for sustainability education. By using an exploratory sequential mixed method, we analyzed TEK and ecoliteracy components embedded in rain-and tree-related Korean traditional proverbs, and further conducted a survey of university students to gauge their knowledge of the proverbs and draw correlations with their ecoliteracy. We classified 173 rain-and 117 tree-related traditional Korean proverbs and found that most of these were related to factual observations, such as ecological characteristics of tree species and the prediction of rainfall, which indicated people's understanding of ecological processes and patterns. We also found that students tended to provide correct answers for questions related to TEK-based worldviews, ethics and values, which are important components of ecoliteracy, thereby indicating the usefulness of proverbs in delivering TEK-based worldviews, ethics, and values. Overall, our study reasons that the learning of TEK-related traditional proverbs can be meaningful for enhancing ecoliteracy among urban youth, particularly when this learning is complemented with field-based observational learning within integrated approaches for sustainability education.

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Education in Climate Change Processes

Nogueira¹

2021

Handbook of Climate Change Mitigation and Adaptation

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Building ecoliteracy with traditional ecological knowledge: do, listen, and learn

Cited by 9 publications

References 0 publications

Social-ecological memory in an autobiographical novel: ecoliteracy, place attachment, and identity related to the Korean traditional village landscape

Social-ecological memory in an autobiographical novel: ecoliteracy, place attachment, and identity related to the Korean traditional village landscape

Enhancing Ecoliteracy through Traditional Ecological Knowledge in Proverbs

Education in Climate Change Processes

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