A few recent conversations got me thinking about whether the way we teach undergraduate ecology is doing enough to attract students into research pathways relevant to insect conservation.
I’m not talking about entomology, the specialised science of insects, which generally attracts students with specific interests and skills. I’m talking about training ecologists and environmental scientists who want to work on insect-related conservation problems.
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I’ve just written a few lectures for a first year ecology unit on history and philosophy of ecology. I remembered my own undergrad education, dominated by the male European history of science, and didn’t want to repeat that history. Ecology is so much more that!
Modern science is founded on western philosophy, so it’s understandable that European science gets most of the attention. But despite what most of us learned at school, scientists aren’t all male and there were many non-European scientists that contributed to the development of modern scientific knowledge.
Most importantly, Indigenous people’s knowledge is tied to place, and we often ignore the wealth of knowledge about ecological interactions and processes that Indigenous cultures hold, as well as the respectful environmental interaction (management) that is embedded in country and culture.
This is a list of some good resources that I found useful to highlight an inclusive history of the development of ecological science, at an introductory level. There are more nuanced details, but these resources simply highlight the important fact that science has developed from diverse minds, not just a select few white guys. Some of those famous guys deserve the credit, others don’t so much.
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As undergraduate students, most researchers are taught to use their university library’s journal databases for researching assignments, projects and papers. The best database for your needs varies by discipline, because most cover a subset of ALL academic journals based on disciplinary area.
Journal databases are great, and I strongly recommend researchers talk to their library liaison person to work out the best databases to use for their research. Seriously, librarians are awesome and know things about research tools that many academics don’t.
But sometimes journal databases don’t cut the mustard. I’ve become quite a fan of Google Scholar for a few reasons. GScholar is not just another professional social media for researchers; it’s a complementary research tool with huge benefits. Continue reading →
Science and humanities are often segregated in education and professional development. Even as a personal interest, the two disciplines are usually considered incompatible. In reality, they are complementary. Imagine if all science degrees included core humanities subjects in the first year? How would scientists, and science, benefit from a basic humanities perspective? This series looks for answers in some of the most common humanities disciplines.
Mentioning the word ‘humanities’ in a room full of scientists is pretty risky. For some scientists, there is a stigma attached to the study of ‘arty’ subjects. The process of research and inquiry in classics, history, literature and anthropology is very different to the scientific method. Yet neither approach is wrong, both are equally creative, and both have the ultimate goal of discovering and sharing knowledge. Having studied and worked in both disciplines, I can’t see any way that one is more rigorous than the other. But there is a huge difference in the way that most students are educated in each discipline. Humanities courses, in particular, are often better at teaching students how to write.
Science is about generating and sharing knowledge to build our collective wisdom. So communicating the results of scientific research is a core responsibility of a scientist…something that has become a bit of a topical issue. Experts of various disciplines have been sharing great ideas through blogs, popular science media and academic journals on how scientists can communicate more effectively. However, the majority of these pieces focus on communication as a practising scientist, i.e. after graduation. Far less attention is given to how communication skills can be enhanced prior to starting a science career by top-down initiatives at the education level. Continue reading →