The year 1965 saw the appearance of what has been called “the first planetary ecology novel on a grand scale.” Frank Herbert’s Dune explored a plethora of interesting themes, notably that of ecology. The novel speaks of “… teaching [the children] ecological literacy, creating a new language with symbols that arm the mind to manipulate an entire landscape, its climate, seasonal limits, and finally to break through all ideas of force into the dazzling awareness of order.”
The use of food webs, like the one for waterbirds of Chesapeake Bay above, was fairly standard by 1965, and Herbert seems to be hinting at a graphical language for ecology going beyond that. Exactly what he was referring to is unclear.
But are we teaching the kind of ecological literacy Herbert refers to? A 2013 survey indicated that, out of 145 US tertiary institutions ranked for “Ecology and Evolutionary Biology” and “Integrative Biology,” only 47% taught a course in ecosystem ecology or biogeochemistry, and only 22% of the courses included field experiences. A 1993 survey of UK secondary teaching (A-levels and GCSE) showed that students only studied a median of 2 or 3 different habitats:
So how many children actually understand, say, trophic cascades in the wolf–elk ecosystem? How many adults, for that matter? The evidence suggests that it’s not very many, judging by the resistance to sensible management of National Parks. If we do not wish to recreate the desert planet Arrakis, we might like to work on that.