The scientific nature of Ecology and Evolution
Ecologists and evolutionary biologists produce scientific knowledge by
applying the hypothetico-deductive method, which consists of proposition
of hypotheses based on theory, and of test of predictions based on
observation of natural phenomena (Mentis 1988). A set of observations
have the power to improve, modify, falsify, and propose new hypotheses
and theories that, in turn, require a new set of observations to be
tested (Mentis 1988). Therefore, progress in ecology and evolutionary
biology strongly depends on fresh observations, which is often basic
natural history, even if they are done with novel technologies or inside
laboratories. Nonetheless, the scientific value of natural history and
its recognition in promoting advances across disciplines has been
neglected.
Since the 1960s the number of graduated biologists with first-hand
knowledge about nature has been decreasing at a constant rate (Futuyma
1998; Noss 1996; Schmidly 2005; Tewksbury et al. 2014). Moreover, field
and organism-oriented biology courses are no longer requirements to
obtain degrees and are being removed from curricula (Tewksbury et al.
2014). The broad understanding of taxonomy, field and organismal biology
are being replaced by specialized in-door technical knowledge (Drew
2011; Fleischner et al. 2017). Such decrease in graduating ”functional”
biologist-naturalists goes beyond academic interests. As an example, if
professional ecologists do not have sufficient training in field biology
and taxonomy (Drew 2011; Fleischner et al. 2017), environmental
regulations might be compromised if early-professionals fail to
recognize changes in natural systems, hindering also the development of
effective conservation and restoration strategies. The intimate
connection of natural history and ecology cannot be forgotten or taken
for granted. Here, I advocate in favor of the return of a natural
history mindset across biology disciplines, while arguing that it needs
to be revised taking advantage of new methods and technologies (Tosa et
al. 2021). Influential nineteenth century naturalists had the privilege
to dedicate their lives to carefully observe nature, collect specimens,
and extensively ruminate to understand the natural world. First-hand
experiences during formative phases are necessary to generate insightful
contributions. Since most biology students graduate lacking hands-on
experiences, educational institutions need again to incentivize the
practice and teaching of natural history, in order to promote practical
experiences in the field while revitalizing it to merge it once again
with biology.