regional, national and international workshops and meetings (Breckle et al. 2001a, b,
c, 2008, 2012; Breckle 2005b).
Since I retired in 2003, I have had more time to work constantly on specific
interests. There were not only the books on Afghan flora and vegetation or new
editions of textbooks, but also many older studies mainly on dry land ecology and
desertification (e.g. Breckle et al. 2001a, b, c, 2008, 2012; Khan et al. 2016) and
again on the effects of orienteering (Breckle et al. 2014b, Breckle and Breckle 2014)
or even several editions of a basic treatise on ice skating (Breckle 2016).
11 Some Final Remarks
Ecology deals with the environment of organisms. Scientific ecology has many
aspects; it depends on the scale. At the level of cells and tissues, many processes
are important for the whole plant. Structure and function are closely related. One
incredible type of structure is bladders in Chenopodiaceae (Fig. 44a).
At the level of the whole plant, there are fantastic adaptations to hostile environments but also aesthetic structures and an incredible variety of flowers, governing
pollination and preparing for the next generation. Some plants are very common
weeds, and others are extremely rare; one example is shown in Fig. 44b.
At the next structural level, very complex plant associations and their basic
ecological factors can be comparatively studied from deserts to tropical rainforests
(Fig. 44c).
At the next structural level, landscapes and vegetation belts are a striking feature,
again demonstrating effects of ecological factors, climate, soil, etc. The treeline in
mountains – under natural conditions – gives us an idea of the importance of forests
worldwide. The highest treeline on the globe – that of the rosaceous Polylepis
tarapacana on the Sajama slopes in Bolivia – is an incredible example of the
struggle of plants (Fig. 44d).
Figure 44a–d is used here in a symbolic way, indicating the broad amplitude of
ecology (along scales) and its fascination and beauty.
It is the privilege of university professors to work on topics that they find
especially interesting and that are satisfying (at least part of the time). It is not
only a job but also like a hobby. However, administration and ministries sometimes
seem to have another opinion. Administration and management become increasingly
dominant.
Good and basic knowledge, good education and outstanding science have to be
offered to students. Information is not equal to knowledge; the latter must be
followed by understanding. What can we do against the atomization of scientific
subjects? Should we not always try to stay on the diagonal line in Fig. 45? Should
students not be offered a broad spectrum of science in future too? University
faculties are not small Max Planck Institutes with specialized research topics; they
should not have only two or three main research centres. What is the important role
of biology and ecology? Ecology is green; it is almost a religion, if you follow
Vegetation, Climate and Soil: 50 Years of Global Ecology
51
c, 2008, 2012; Breckle 2005b).
Since I retired in 2003, I have had more time to work constantly on specific
interests. There were not only the books on Afghan flora and vegetation or new
editions of textbooks, but also many older studies mainly on dry land ecology and
desertification (e.g. Breckle et al. 2001a, b, c, 2008, 2012; Khan et al. 2016) and
again on the effects of orienteering (Breckle et al. 2014b, Breckle and Breckle 2014)
or even several editions of a basic treatise on ice skating (Breckle 2016).
11 Some Final Remarks
Ecology deals with the environment of organisms. Scientific ecology has many
aspects; it depends on the scale. At the level of cells and tissues, many processes
are important for the whole plant. Structure and function are closely related. One
incredible type of structure is bladders in Chenopodiaceae (Fig. 44a).
At the level of the whole plant, there are fantastic adaptations to hostile environments but also aesthetic structures and an incredible variety of flowers, governing
pollination and preparing for the next generation. Some plants are very common
weeds, and others are extremely rare; one example is shown in Fig. 44b.
At the next structural level, very complex plant associations and their basic
ecological factors can be comparatively studied from deserts to tropical rainforests
(Fig. 44c).
At the next structural level, landscapes and vegetation belts are a striking feature,
again demonstrating effects of ecological factors, climate, soil, etc. The treeline in
mountains – under natural conditions – gives us an idea of the importance of forests
worldwide. The highest treeline on the globe – that of the rosaceous Polylepis
tarapacana on the Sajama slopes in Bolivia – is an incredible example of the
struggle of plants (Fig. 44d).
Figure 44a–d is used here in a symbolic way, indicating the broad amplitude of
ecology (along scales) and its fascination and beauty.
It is the privilege of university professors to work on topics that they find
especially interesting and that are satisfying (at least part of the time). It is not
only a job but also like a hobby. However, administration and ministries sometimes
seem to have another opinion. Administration and management become increasingly
dominant.
Good and basic knowledge, good education and outstanding science have to be
offered to students. Information is not equal to knowledge; the latter must be
followed by understanding. What can we do against the atomization of scientific
subjects? Should we not always try to stay on the diagonal line in Fig. 45? Should
students not be offered a broad spectrum of science in future too? University
faculties are not small Max Planck Institutes with specialized research topics; they
should not have only two or three main research centres. What is the important role
of biology and ecology? Ecology is green; it is almost a religion, if you follow
Vegetation, Climate and Soil: 50 Years of Global Ecology
51