Why a dispositional view of ecological literacy is needed

Abstract

In this Points of Departure, we present four vignettes from our teaching to argue that a dispositional view of ecological literacy is needed for Justice-Based Environmental Sustainability (JBES). Having such a perspective can enable educators to encourage students to learn to develop the habit to critically problematize sustainability (e.g. ‘the sustainability of what values and actions’) and development (e.g. ‘development for and by whom’). From this perspective, people need to develop an inclination to act for the larger planetary good (i.e. praxis) and towards JBES. We also argue that this view of ecological literacy will require teachers to critically engage with their lessons to ensure that lessons are crafted to counter socio-environmental injustices that can lead to JBES action throughout one’s life. Taking a dispositional view, then, means the ecological literacies reside in the learner and its teaching emerges as something akin the education of moral character.