Abstract
Traditionally, the teaching of biology has been characterized by abrupt discontinuities with one branch of the subject largely isolated from another; thus botany has been distinct from zoology intellectually and sometimes in geographical location as well. During recent years welcome changes have been initiated in the direction of a more interdisciplinary approach, beginning in the schools under the influence of the Nuffield Projects and spreading more slowly within the universities. In the midst of these changes in biological thought and attitudes, one of the great unifying themes has been heredity. It is a great pleasure to contribute this short paper in honour of Professor Ford, since it provides me with an opportunity to pay tribute to him on behalf of the many students of biology both at Oxford and elsewhere, who have been stimulated and inspired by his teaching of genetics, particularly that aspect of the subject which has become so peculiarly his own—ecological genetics.
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Dowdeswell, W.H. (1971). Ecological Genetics and Biology Teaching. In: Creed, R. (eds) Ecological Genetics and Evolution. Springer, New York, NY. https://doi.org/10.1007/978-1-4757-0432-7_19
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DOI: https://doi.org/10.1007/978-1-4757-0432-7_19
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