Abstract
As someone engaged in education, the method and practice of teaching is something that is of interest, especially in relation to ‘tree ecology’. As a potential way of knowing or understanding academic subjects and theoretical concepts, it presents a novel way to makes sense of the dynamic patterns in an age of global change. Where exposure to different world views can be introduced and explored through many different facets of tree ecology. As genes, species, communities and ecosystems. Enabling learning to emerge through our actions, association, and observation that help learners to embody the landscapes of the past, while facilitating an understanding of the need for new system design, for an uncertain future. An approach that suggests we should not only focus on subject knowledge, but also enable an ecology of mind.
At the root of this talk, is the notion first propagated by Gregory Bateson, that ideas are interdependent, interacting, and that ideas are provisional. The ideas that die, do so because they don’t fit with the others, in our education or social system which it reflects. Bateson suggests that we have the sort of complicated, living, struggling, cooperating ‘tangle’ that you’ll find on any mountainside with the trees, various plants and animals that live and interact there — in fact, what many would understand as an ecosystem. The ecology of mind, transcends the observation of other, to place us in the landscape, where we can be seen as part of, not apart from the ecology of our planet. Where the ecological systems that support us as understood in terms of the number of biological, physical, and chemical processes. Where spaces become places, informed through the actions and reactions of people and the environment. Within such an ecology, there are all sorts of themes that one can then recognise, classify and think about separately to help grow tree ecologists with an ecological mind.