If environmental sustainability is important to us and we aim to live consciously in our daily lives, understand connections, and make decisions aligned with our values, we need a certain level of ecological literacy and eco-intelligence. Today, this can be mentioned in the same context as logical or emotional intelligence (1). In school, we learn important things, some of which may later be questioned. From the media, particularly social platforms, we are constantly flooded with information, much of which is based on unverified facts or is manipulative. Often, the intent of those generating and sharing the information isn't necessarily negative, but it can lead to misunderstandings and does not help in gaining clarity, especially in an age where conscious actions are most needed.
Developing ecological literacy is a lifelong process of personal growth, where we can reach different levels, but continue finding learning opportunities throughout our lives. Daniel Goleman defines the concept of ecological literacy in his book Ecoliterate (2) through the following points:
- Developing empathy for all living things on Earth
Every living organism on Earth needs water, food, and space. Recognizing that humanity is not an inherently isolated species and is not superior to other beings greatly contributes to our ability to feel empathy for other species. This makes us capable of building supportive communities and systems where every need can be acknowledged and met.
- Practicing sustainability at a community level
Living an eco-conscious life comes with responsibilities and tasks that can be shared within a community, making this lifestyle not only easier but also more enjoyable.
- Making the invisible visible
If something is "ugly," distant, and not visible to us, it doesn't seem like such a big problem... Our current system supports hiding the unpleasant parts of how we operate so that we don't have to face the negative consequences of our actions, allowing us to avoid guilt. The eco-conscious person accepts that they will not turn a blind eye to these facts and uncomfortable details. Our daily consumption and lifestyle decisions are based on considering these "invisible" consequences as well.
- Considering unforeseen consequences
Technological innovations are great and highly valued by those who believe in infinite progress. Thanks to most of the inventions from the past centuries, we live very comfortable lives today. But are we aware of their long-term effects on us and our environment? More and more innovations that were once considered "green" solutions are proving to have more negative impacts than anyone could have imagined at the time.
- Understanding how nature sustains life
Life always depends on the collaboration of smaller and larger parts, animals, organs, and systems. When these connect, life exists; when they cannot cooperate, life ceases. This is true in soil, the human body, or communities. Cooperation, mutual connection, and interdependence equal vitality. This is the simplest yet most important pattern we can learn from nature.
The ecologically literate person lives their daily life based on values related to these points and makes decisions that consider not only their present needs but also the needs of future generations, which is a crucial question for sustainability. If we go beyond this level, we are no longer talking about sustaining the current system, but about its regeneration, its healing. Regeneration means returning to the original state. In this context, it refers to the restoration of our current exhausted, depleted systems with new energy, life, and rejuvenation.
To achieve this, we need new knowledge and skills, which can be acquired by developing our eco-intelligence.
In September 2024, the Szatyor Association launched a training program aimed at educators and youth workers involved in non-formal education. The focus is entirely on how, as professionals, we can develop ourselves and the young people we work with in the area of eco-intelligence (3). After clarifying concepts together, we explored the most important scientific fields and methodological tools in this area, including systems thinking, critical thinking, nature connection, deep ecology, and land art. Our goal is to provide opportunities for as many ecologically minded and methodologically prepared educators as possible to grow personally and professionally.
This project is made possible with the support of the European Union.
(1) Intelligence is defined in many ways. The complex concept refers to capacities such as logic, understanding, awareness, learning, emotional knowledge, reasoning, planning, creativity, and problem-solving. More generally, it can be described as the ability to perceive or comprehend information and store it as knowledge, which can be applied in future adaptive behaviors within a given environment or context. Intelligence is mostly studied in humans, but it has also been observed in animals and plants. Machine intelligence is referred to as artificial intelligence, which is typically implemented in computer systems.
(2) Ecoliterate: How Educators Are Cultivating Emotional, Social, and Ecological Intelligence
(3) Coyote Magazine: Erika Karman- Ecoliteracy: competencies of the present and the future https://pjp-eu.coe.int/en/web/coyote-magazine/ecoliteracy-competencies-of-the-present-and-the-future
Group meeting in the garden of the Szatyor Association Community House.
Photo: Erika Kármán