If you follow our posts, you are aware that the last post was about the nitrogen cycle. More specifically: what should a lesson on the nitrogen cycle look like? The question before that was if the biogeochemical cycles should be part of a 21st century economics education. I gave some reasons why I believe…
In my latest post on the ecological ceiling, I introduced the Crash Course Ecology as a way to educate students on ecology. One of the comments I received on that post was that the Crash Course is extremely high paced, which may be an issue with students who are new to the subject. Therefore, I asked myself, what would a slower paced series of lessons look like?
The ecological ceiling covers nine dimensions, which coincide with the planetary boundaries of the Stockholm Resilience Centre. Nine dimensions is a lot of ground to cover. Having said that, I do believe that to appreciate the ecological ceiling, students, and by extension their teachers, need at least a basic understanding of the biogeochemical cycles in particular and the ecosystem of the earth in general.
