I didn’t know the field of Biogeography existed before I began my university education. I always imagined Geography as being a field restricted to climatology, cartography, and GIS (Global Information Systems).
It somehow never occurred to “high school me” that there were biogeographers, but once I realized they existed, it made perfect sense. After all, geography is “a field of science dedicated to the study of the lands, the features, the inhabitants, and the phenomena of the Earth” so, of course, the study of life and its distributions would come into play.
When my biogeographical enlightenment finally came, I was in the process of earning my Bachelor of Science in Ecology, Behavior, and Evolution (EBE) and I was immediately curious about what this other group of student with overtly similar interests was up to.
It seemed to me that our two fields of study would have considerable overlap and their instructors likely employed a similar pedagogical approach and we were enjoying roughly the same educational experience, right?…Wrong.
After interacting with Biogeography students, I realized there was a considerable gap in my EBE education.
The pivotal moment came when I was visiting a botanical garden with a student who was working on a double concentration in Art and Biogeography.
As we walked along the paths, he could instantly identify (down to Family) just about any plant in the garden. Furthermore, he could generally deduce what part of the world it came from, whether it employed C3 or C4 photosynthesis, and why it was significant to various cultures/animals/other plants, etc.
I was shocked that I couldn’t do the same. After all, my coursework should have provided me with a similar foundation and similar observational capabilities.
Now, this isn’t to say that I was entirely ill-equipped or that I didn’t have an advantage when the conversation shifted to physiology or specific behavioral mechanics, etc, but I was certainly lacking in my ability to see the broad patterns present in the natural world.
My education was dominated by courses on modeling, statistics, and increasingly reductionist biological material that, while certainly having significant value, seemed to ignore how all the pieces came together.
That is where I found my peers studying biogeography excelled. They were being trained to see the “big picture” first and then distill things down from there. They were beginning with the generalist courses (such as “Biology of Vertebrates”) that are beginning to disappear from universities and only afterward drilling down.
They had a profound appreciation for the underlying mechanics of the natural world and how our planet has shaped the distribution and characteristics of life on this planet. They were trained to be explorers and generalists in ways that allowed them to approach problems in unique and well-informed ways and they are adept at using new technologies to help them answer their questions. For instance, it was biogeographers who pioneered the use of remote sensing technologies to study vegetation on this planet.
In essence, the lens through which a biogeography student was trained to view the world is a marvelous tool that ecology instructors and department chairs would do well to pass on to their students.
This is not to say that my education wasn’t valuable or that I feel “cheated”, but I would urge my former instructors to take care not to neglect “the big picture” in favor of teaching only the specifics.