Interdisciplinary Thinking
Interdisciplinary Thinking
Ostrom, E. (2009). A General Framework for Analyzing Sustainability of Social-Ecological Systems. Science, 325(5939), 419–422. http://doi.org/10.1126/science.1172133
A general framework is used to identify 10 subsystem variables that affect the likelihood of self-organization in efforts to achieve a sustainable social-ecological system.
NetLogo: Evolution of resource use and social behavior (monitoring and punishment)
This model lets us explore how the appearance of certain social behaviors can affect evolutionary population dynamics.
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Analyzing social-ecological systems
In this lesson, students analyze a select real-world social-ecological system by looking at factors of the resource(s) and ecosystem, resource user behaviors, and governance, to develop recommendations for improving the sustainable management of the resource.
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Evolution, Cooperation, and Sustainability
A lesson collection on evolution, cooperation, and sustainability
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The Jena Declaration
To mark the 112th Annual Meeting of the German Zoological Society in Jena, the Institute for Zoology and Evolutionary Research of Friedrich Schiller University Jena is organising an evening event on the subject of ‘Jena, Haeckel and the question of human races, or racism creates races’.
The joint declaration below provides information on this topic and was approved by the German Zoological Society and the President of Friedrich Schiller University Jena, who support the authors in their effort to act against scientific legitimations of racism.
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Use culturally competent teaching practices
Use culturally competent teaching practices especially (but not only) when engaging students with diverse or potentially conflicting beliefs with scientific perspectives.
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Evolving Minds: Learning as Evolution, Evolution as Learning
This article explores the relationship between the scientific and vernacular use of the evolution concept as it relates to individual and social learning processes. We argue that the systematic exploration of learning as an evolutionary process, and evolution as a learning process holds untapped educational potential, a potential that is hampered by systemic conceptual biases among mainstream evolution educators.
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