Academic Publications and Media
We actively publish our scientific outputs in peer reviewed journals in evolution education, science education, sustainability education, and the interdisciplinary human sciences.
We are also committed to advancing open science practices in educational design research, and feature our most current preprints as well as general audience science communications media below.
Other Media and Science Communications
Max Planck Society - Keynote talk
Understanding Humans, AIs, and the evolution of equitable societies
Watch OpenEvo co-founder, Dustin Eirdosh, deliver a keynote talk to members of the Max Planck Society on the role of understanding humans and AIs in education for sustainable development.
Why human behavior is at the center of education and learning
Watch OpenEvo co-founder, Dustin Eirdosh, deliver a TEDx talk on teaching human behavior as an interdisciplinary theme.
Frontiers for Young Minds
Our lab has produced one Frontiers for Young Minds article, as well as facilitated the Youth Review of another.
Our blog posts and articles
We have written a range of articles for general audiences interested in issues of evolution, behavior, and sustainability science education.
To understand how the theory of evolution has developed, we have to understand what exactly Darwin was thinking. Rather, I should say we have to understand how he was thinking.
Educational sciences have long be informed by discussions in the evolutionary sciences, so why don’t teacher education programs (or whole school communities) explore these fascinating big questions on the nature of humans, learning, and schooling?
Evolution has a public relations problem. Not the well-known problem of evolution acceptance on religious grounds, but rather one which also includes secular and scientific communities. This is the problem of accepting the relevance of evolutionary theory for understanding the human condition.
There is an important link between Nobel Laureate Elinor Ostrom’s scientific work on collective action, and emerging perspectives in the evolutionary human sciences, such that this work may also have significant import for how we teach evolution science itself.
One of the “holy grails” of education is to develop in students the ability to transfer their prior learning to new contexts and, most importantly, to the world and their lives outside of the classroom. How educators and scientists think about evolution may relate to how we achieve (or not) this elusive goal of learning that transfers.
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.
Human behavior, in one form or another, is something we are all thinking about every day, if not most of the day. In our pre-service teacher education course, one of the first things we do is question and clarify our basic conceptions that we know what behavior actually is.
A new Curriculum and Education article in Evolution Education Outreach argues for the educational potential of teaching evolution as an interdisciplinary science – highlighting the problems with the gene-centered and biology focused mainstream of evolution education.
A new TEDx talk at the Leipzig International School outlines the centrality of understanding the human condition as a focus for 21st century education. Teaching at the intersection of evolution, behavior, and sustainability science offers a new landscape for interdisciplinary learning