A primary argument of education's ecology asserts that "Nothing in education makes sense except in the light of biology."
Biology, it goes without saying, is a huge body of knowledge and the study of biology advances by engagement. Engagement may follow many different trajectories from a central core of biology's core ideas and principles. It is the contention of authors supporting this website that education is fundamentally a social system that is an extension of biology. Accordingly, knowledge of biological principles, concepts and practices enhance all work related to education. Educators of the future will increasingly look toward the biological sciences, particularly neuroscience, as the tracks upon which the education engine will run.
Ecology is a biological science that expands and embellishes on systems thinking and the concept of emergence that flows from understanding how systems constitute an inseparable element of life and the universe within which life exists. Life itself is a system within systems. All of nature is a system of systems. Understanding any facet of nature requires a study of systems. It follows, then, that whatever place education has in nature, understanding education will follow, not lead, an understanding of systems.
Systems are inherent in understanding life and biology is the study of life. Education is about the development of human beings; organisms that inhabit a place on this planet. Every organism exists through a period of time and then ceases to exist. The body of an organism is composed of cells; the simplest forms of nature that known to exhibit the characteristics of life. Much can be said and much has been said about the characteristics of life. What follows will embellish on three characteristics; organization, metabolism and self-perpetuation. Each of these characteristics have profound implications for education.
Last revised 28 April 2020.