Beyond neat classifications: A case for the in-betweens.

Simplified, reductionist approaches to curriculum design and delivery are pervasive in science education. In ecological curricula-particularly in, but not limited to K-12-biomes, ecosystems, habitats, and other units of study are simplified and presented as static, easily identified and described entities. Characteristics, components, and representative phenomena of each are taught, and student learning of these things is evaluated.

Should we bother to practice ecological responsibility?: Being a snapshot of the slow but ongoing walk of a human toward more-than-humanness including a review of .

Are green goals and eco-sensitivity manifestations of delusional human exceptionalism? In this paper I grapple with the question of why/if humans should/must address environmental issues (both local and global) created or exacerbated by human activity. This question can be framed in terms of (a) whether human activity is as natural as that of other organisms and carries with it similar responsibilities, and (b) whether our activity, natural or not, matters in the very long term. It is a consideration of our responsibilities to ourselves, future generations, other organisms, and the earth itself.