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The College of the Atlantic (COA): Our Great Role Model

Dieter Steiner & Wolfgang H. Serbser - 2025

Locality

The College of the Atlantic is located in Bar Harbor on Mount Desert Island (280 km²) in the State of Maine, USA. The local population on the island is around 10,000, about half of whom live in the small town of Bar Harbor. 3.5 million people visit Acadia National Park every year, which covers a third of the island's surface area. As the 14th national park, it was founded at the same time as the Grand Canyon in 1919 and was the first park to be located east of the Mississippi. The COA campus covers around 15 hectares outside the settlement along Frenchman Bay, just a few steps from the ocean everywhere. “Sometimes all it takes is one deep breath to let all that water remind you of the vastness of the world,” reads the COA website. According to Borden (2022), it is the only place on the east coast of the USA where mountains and sea meet directly. In the late 19th century, the island had become a summer vacation spot for wealthy families such as the Rockefellers, Vanderbilts, Fords, Carnegies, etc., who built luxurious vacation homes. It was the Rockefeller family and the then president of Harvard University, Eliot, who took the lead in buying up the land for the future national park in 1906, albeit initially with the aim of preventing other families from building their country estates there.

This story came to a standstill during the Depression and the Second World War and then came to a definitive end during a major forest fire in 1947. Destroyed and still intact but abandoned buildings remained. Some were later taken over by the COA and used for new purposes. This includes The Turrets, an imposing house with a granite façade and cylindrical towers. It was built towards the end of the 19th century by John Josiah Emery - his father had made a fortune producing candles and soaps - as a gift to his 18-year-old bride (see Gold, c. 2010). Today, the building serves as the COA's administrative center and, in its renovated form, has become a symbol of its commitment to human ecology. On the other hand, the COA has built and furnished a whole series of new buildings itself, now with sustainability in mind. Today, the college comprises around 25 buildings. The campus also boasts majestic trees, hidden gardens, old stone walls and its own jetty.

Links: Bar Harbor, Mount Desert Island, Acadia National Park, Campus

(Please note the information on external links in the footnote ^[1])

Special Feature

COA is a unique private college. “We are unlike any college you've ever known,” says its website. It is based on the classic idea of the liberal arts, i.e. it provides a general education, but one that is specifically and comprehensively geared towards today's precarious situation of the relationship between humans and their environment. The usual attempt to address it by means of interdisciplinary projects encounters the difficulty that specialists from different disciplines may struggle to find a common language. Studying at COA, on the other hand, allows you to look beyond your own narrow interests right from the start. The concept coming to the fore here is what we call human ecology. There is no fixed definition for it. Of course, it has to do with the above mentioned relationship between humans and the environment, however not just the natural environment, but also the social and man-made environment. Within this framework the exact focus should remain flexible, depending on the people involved and their perspectives. Still there is always a common understanding of what the program offered is intended to achieve: ”lt is an attempt to help students pursue the following objectives: to learn how to learn; to learn how to deal with complexity, both theoretical and practical; to become capable of discerning major versus minor issues; to learn how to achieve change, or to paraphrase the philosopher Alfred North Whitehead, lo learn how to preserve order amid change and make change amid order; and to discover ways to enhance the human condition within the natural and human-made environments” (Rabineau and Borden 1989: 2). To summarize: it is not just about imparting knowledge, but just as much about personality development.

Links: Mission & History, Environmental Commitment

Size and Funding

The college was founded in 1969 as a private initiative and began operations in 1972 with 32 students and 4 teaching staff. To date, these numbers have risen to around 350 students and 35 full-time teachers respectively. In addition, there are associated teaching staff, unique research laboratories such as Allied Whale, collaborations with companies and the surrounding Hancock County and, of course, all the staff who keep the day-to-day operations running. But also the students are directly involved in many of these tasks. The overall aim is to remain a small, manageable college in which students do not sink into anonymity, but can receive the necessary advice and support at any time. From the beginning to the present day, a 10:1 ratio of students to teaching staff has been aimed for in order to guarantee good support at all times. Approximately half of the students come from the USA and half from abroad. The college is financed by tuition fees, contributions from individuals (well-heeled sponsors, but also alumni and alumnae, as is customary in America), companies and foundations. State support is limited to some assistance for students and support for the development of new programs. A Board of Trustees provides advice, develops external networks and contacts potential sponsors.

Studies: General Information

An academic year comprises three trimesters lasting around 70 days each. The first begins in mid-September, the second at the beginning of January and the third at the end of March. A four-year course of studies leads to a Bachelor of Arts in Human Ecology, a two-year additional course of studies to a Master of Philosophy in Human Ecology. The program is completely interdisciplinary and can draw on the courses offered by the three fields of Environmental Sciences, Human Studies and Arts and Design. Students do not have to choose a disciplinary major, but can put together their own study program, with the exception of certain basic requirements. “The world isn’t divided by majors. Neither is College of the Atlantic” is one of the institution's slogans. Accordingly, the faculty is not divided into discipline-oriented subunits. Student responsibilities include taking a comprehensive core course and two courses in each of the above three tracks, an eleven-week internship at an off-campus institution (company, NGO, school, etc.), 40 hours of community service, a written minor argumentative or narrative essay on one's personal understanding of human ecology (see the exemplary Human Ecology Essay Collection), and a written major capstone project (Senior Project. For examples, see the three studies by Lisa Bjerke, Emily Peterson and Anna K. Stunkel). First-year students live mostly in on-campus housing; the older ones can find accommodation in Bar Harbor.

Links: Basics, Human Ecology Degree, Internships, Faculty, Graduate Program

Studies: Thematic Examples

With so many courses on the program - there are more than 250, although not all of them are offered every year (Link: Courses) - students may run the risk of getting lost. To give them ideas, groups of courses are therefore suggested as possible areas of study. Examples are:

Marine Science: It is pretty obvious that COA, which is located by the sea, offers opportunities to study it. There are courses, among others, on oceanography, marine biology, environmental chemistry, ornithology and marine mammals. In the latter case, the Allied Whale research facility, which was founded in 1972, plays a role. There is an observation station on a small island. Here it has been possible to identify individual whales and recognize them when they return. Links: Marine Science, Allied Whale

Field Ecology and Natural History: The life to be studied takes place outside, not in the laboratory or library. Field observations are used as much as possible to study organisms in their environment. There are also collaborations with the Acadia National Park mentioned above. The focus is always on living organisms in their entirety, with courses on genetics, for example, providing a complementary background. The college maintains research stations on two islands. The behavior of seabirds can be observed there. Birds that disappeared years ago, such as the Arctic tern, have been reintroduced. Link: Field Ecology & Natural History.

Farming and Food Systems: Courses can be chosen from the entire spectrum of the food system, from local production to food policy and global trade. On the practical side, students can work on two organic farms owned by the college. Here you can gain knowledge about farm management, but also about permaculture, organic horticulture, etc. Agricultural production supplies the food and raw materials for the college's cafeteria and canteen and other restaurants on the island that have emerged from student projects. This has given the college a reputation for offering the best food far and wide. Link: Farming & Food Systems

Climate Change and Energy: In terms of knowledge transfer, the focus here is on the causes of climate change and the mathematics and physics of renewable energy sources, as well as aspects of global environmental policy, climate justice and environmental law. Practical elements can be found on the technical side in the installation of solar cells and wind turbines, and on the political side in the opportunity to take part in meetings of the UN Framework Convention on Climate Change (UNFCCC). Link: Climate Change & Energy

Community Planning & Ecological Policy: How can communities create a healthy and sustainable future? This is the fundamental question here. There are courses in community planning and decision-making, land use planning and sustainable economics. Geographical Information Systems (GIS) are not only used but also further developed in cooperation with the manufacturer. In recent years, the cartographic basis for the national park and Hancock County has been developed together with the students and is now the basis for environmental, urban and regional planning. Students can use this background to participate in off-campus projects. Link: Community Planning & Ecological Policy

Mind, Meaning & Consciousness: Fundamental questions about the conditions and meaning of human life on planet Earth are asked here. How are they dealt with in psychology, philosophy, religion and literature? Course topics include Psychology of Nature; Philosophies of Love; A History of God: Mysticism, Metaphysics, Politics and Nature; Literature, Science and Spirituality. Link: Mind, Meaning & Consciousness

Educational Studies: The starting point here is the question: How is it that so many people experience education as conformist and rigid? Yet learning should free our minds from narrow views of ourselves and the world! For this reason, special emphasis is placed on teaching projects in informal settings, outdoors, but also in museums, institutions, etc. Local teachers are often involved in the teaching projects. The COA program is accredited by the Maine Department of Education, which makes it possible to earn certification for teaching at the primary and secondary school levels. Link: Educational Studies

Course Design

When designing courses, care is taken to ensure that the number of students per course remains small. The form of teaching dispenses with frontal lectures. It has the style of team teaching, seminars or tutorials. A special offer is the opportunity to spend a trimester abroad. Two programs, in Yucatán (Mexico) and in France, are standard, others are activated from time to time. In the former case, the program includes a language course and information about the country in the preceding trimester. As one can imagine, this all makes for a lively atmosphere. “The commitment and enthusiasm of the students ... is remarkable,” state Rabineau + Borden (1989, 3).

Link: Study Abroad

Democratic Organization

In planning the college, then-President Ed Kaelber (1970, 8) wrote, “Current disenchantment with undergraduate education is due in large measure to breakdowns in communication among administration, faculty, and students. All too often, the channels have become frozen: board of trustees has spoken to administration, which has spoken to faculty, which has spoken to students. Listening has become a one-way street and many are no longer listening.” From the outset, the organization of the college's operations was therefore put on a completely democratic footing. Teaching staff, administrative and technical staff and students decide together in mixed committees on changes to the courses on offer, the appointment of new teaching staff and issues relating to the maintenance of buildings and technical facilities. The open attitude also includes striving for equality and inclusion despite the diversity of the participants' backgrounds. A daily routine here is the Students Meeting at Noon in the Dining Hall, which is named after Ed Kaelber for a reason.

Links: Administration, College Governance, Diversity, Equity & Inclusion

Career Prospects

»What do students do with a COA degree? Just about everything you can imagine,« says the website. Over the years, the following percentage distribution has emerged (for a somewhat more detailed list see COA Degrees in Action):

19 Economy (business, commerce, industry)

18 Education

14 Arts and design

12 Sciences (mainly natural sciences)

11 Public services (law, politics, social services)

 6 Healthcare

 6 Engineering, technology, architecture

 5 Communication

 5 Hospitality

 5 Agriculture, horticulture

Sustainability

COA also strives for sustainability in its own operations. In 2007, the college was the first American university to announce its “carbon neutral” status. The use of fossil fuels is to be completely eliminated by 2030. The newer buildings are constructed from recycled materials, use passive solar technologies and/or local, renewable energy-based heating (e.g. wood pellets), utilize natural light whenever possible, are equipped with dry toilets to reduce water consumption, and use wastewater from showers to preheat water for the hot water system. Leftover food is composted or used as feed for the pigs and chickens on one of the farms. This means that there is no food waste. The campus greenery is maintained using organic methods, and a community garden is also maintained and available to college neighbors. The Princeton Review, a company that advises universities, develops standardized admissions tests, but also compiles rankings, maintains a list of the 50 most sustainably oriented colleges in the USA, and in autumn 2024 named COA the greenest college in the USA for the ninth year in a row.

Links: Environmental Commitment, Rankings & Accolades

Member of the EcoLeague

The EcoLeague is a consortium of six liberal arts colleges in the United States that are committed to environmental responsibility and social change and offer students an educational program designed to empower them to shape a sustainable future. COA is one of them. The other five colleges are the following:

Alaska Pacific University, Anchorage, AK

Dickinson College, Carlisle, PA

New College of Florida, Sarasota, FL

Northland College, Ashland, WI

Prescott College, Prescott, AZ

Between these colleges temporary student exchanges are possible. Link: EcoLeague

Conclusion

Steve Katona, a former COA president, said: “People tell me, 'Oh, you're really unique.’ Yes, we are, but I hope we don't always remain unique, because we're much too small to solve all the problems ourselves.” (Clark 1997, 6). In other words: If we want to avoid a future that is difficult to cope with, there actually needs to be a global proliferation of COA-type colleges!

Documentation

Websites

COA: https://www.coa.edu/

Ecoleague: https://ecoleague.org/

Literature

Clark, Jeff (1997). Learning to Ask the Right Questions. Down East Magazine, Mai, 6 pp.

Borden, Richard J. (1989). An International Overview of the Origins of Human Ecology and the Restructuring of Higher Education: On Defining an Evolving Process. In Charles Susanne, Luc Hens & Dimitri Devuyst (Eds). Integration of Environmental Education into General University Teaching in Europe, pp. 297-309. UNESCO-UNEP International Environmental Education Programme (IEEP) & Vrije Universiteit Brussel, Brüssel.

College of the Atlantic (2015). 2015 Viewbook: Welcome & Overview / Academics / Community / Life After COA / Getting In (Admission). 64 pp.

Gold, Donna (ca. 2010). The Turrets. College of the Atlantic, Bar Harbor, Maine.

Kaelber, Ed (1970). College of the Atlantic, Mount Desert Island, Maine. College of the Atlantic, Bar Harbor, ME.

Rabineau, Louis & Richard Borden (1989). Human ecology and education: The founding, growth and influence of College of the Atlantic. Paper, IX Commonwealth Human Ecology Council Conference, Edinburgh 1989. 10 pp. College of the Atlantic, Bar Harbor, ME.

Serbser, Wolfgang H, & Bernhard Glaeser (2007). Interdisziplinäre Integration. Mensch und Natur in Einklang bringen. GAIA 16(2), 153-154.

Serbser, Wolfgang H. & Jadranka Mrzljak (2006). A College of the Atlantic for Europe. GAIA 15(4), 307-309.

Steiner, Dieter und Corine Mauch (1998). Bildung und Kommunikation als Schlüsselelemente einer zukunftsgerichteten Humanökologie. Eindrücke von der 9. Internationalen Konferenz der Society for Human Ecology (SHE), Bar Harbor, Maine, USA, 15. bis 18. Oktober 1997. GAIA 7/1), 67-72.

Talks on Video

Borden, Richard J., Kenneth Hill, Jay McNally, Pietro Cascia & Sara Löwgren (2021). Building a College of Human Ecology: Reflections on the 50-Year History of College of the Atlantic. SHE Conference XXIV, Petrolina/Juazeiro, Brasilien (Online). Video recording

Borden, Richard (2022). 50 years’ experience in human ecology. Key note, Teil 1, an der COHE-Konferenz Facing the Future: Human Ecology and Higher Education, in Potsdam, 2. September. Video recording

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^[1] The links used in this text lead to an external website. Its operators are solely responsible for the website’s content. The authors of this text expressly accept no responsibility. All links used were last accessed when this text was created on February 20, 2025.

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Towards a European College of Human Ecology

Dieter Steiner & Wolfgang H. Serbser - 2025

The Idea: Background, Initial Explorations and Measures

In the wake of increasing environmental awareness and, in particular, the first UN conference on the environment in Stockholm in 1972, courses in human ecology were established at a number of universities in Europe. These have largely disappeared again for two reasons. Firstly, human ecology is not a traditionally recognized subject on the European continent, particularly in German-speaking countries, and, at the same time, it goes beyond the scope of conventional science. This is a thorn in the side of proponents of “pure” science. Secondly, in the course of the economization of higher education, which includes the introduction of the so-called Bologna system in Europe, the necessary preoccupation with environmental issues has largely been transferred to the concept of “sustainable development”. This hardly has the necessary depth, neither on the subject matter side (societal reasons for the current precarious situation) nor on the student side (personal development).

In this situation, the sociologist and human ecologist Wolfgang Serbser became convinced in 2005 that the founding of a college for human ecology in Europe was absolutely necessary. This was prompted by his experiences with the reform of German universities and his leading involvement in new degree programs at the Technical University of Berlin and Brandenburg University of Technology Cottbus, in which many achievements, such as project studies and practical field studies, were lost. However, the main reason for his commitment was the impressions he gained during several visits to the College of the Atlantic (COA) in the USA, where what was considered unfeasible in the reform of German degree programs was put into practice (see the text “The College of the Atlantic (COA): Our Great Role Model” and Steiner 2011). As an organizational body the study group “College of Human Ecology and Liberal Arts” was formed within the German Society for Human Ecology (DGH). Under the leadership of Serbser, the group began to develop the project. Contacts were established with the COA and possible locations were considered: In Germany, a North Sea island, Rügen in the Baltic Sea or the Spreewald biosphere south of Berlin; in Switzerland, the Entlebuch biosphere (west of Lucerne) or the Pays d'Enhaut (canton of Vaud). A founding appeal in English appeared in the journal GAIA (see Serbser & Mrzljak 2006 or Call for the foundation 2006). For a justification, see also A College of Human Ecology for Europe.

On September 13, 2007, the initiative holds an international DGH symposium entitled “Perspectives on Human Ecology and Higher Education in Germany and Switzerland” at the TU Berlin. Under the moderation of study group member Parto Teherani-Krönner from Humboldt University, they discussed further aspects of establishing a college. The then president of COA, David Hales, issued a statement of support (see Serbser & Mrzljak 2007, which also contains information on the initial work of the study group). A college foundation was also the topic of a symposium entitled “Directions in human ecology education - a core human ecology curriculum?” at the 17th International Conference of the Society for Human Ecology (SHE) in Manchester, 2009. The outcome of this international meeting is set out in the Manchester Declaration. See Manchester Declaration.

Concentration on Emmendingen

Meanwhile there were active reports of interest from two regions: From the Freiburg i.Br. area and from Weißenburg in Bavaria. In the former, there were contacts with Regionalwert AG in Eichstetten with a view to a possible future teaching and research focus on organic farming. However, after encouraging discussions with the mayor, the town of Emmendingen, north of Freiburg i.Br. in Baden-Württemberg, came into focus as the preferred location. The region offered a variety of starting points for a practice-oriented course of study. In February 2011 the initiative organized a four-day public planning workshop of the charrette type in Emmendingen. Ernst Ulrich von Weizsäcker, later Co-President of the Club of Rome, and Nader Maleki, Chairman of the communications company Maleki Corporate Group and the International Bankers Forum (IBF), were keynote speakers. The urban planner Harald Kegler was available for the topics of city, region and economy, the architecture firm Duane Phillips for architecture, object planning and costs. Wolfgang Serbser had already drawn up a financing plan for the college's operations determining the space requirements too. At the charrette, possible locations for the college (conversion of existing buildings or new buildings) were assessed, possible contents of the study program were discussed and an Emmendingen citizens' association was founded. The results were finally presented to the city representatives at a public event. See Results of the charrette. For the status of the study group's work up to 2011, see Steiner 2011.

In November of the same year, the three-day annual conference of the “Council of European Urbanism Germany” (CEUD) also took place in Emmendingen. The results of the Charrette were discussed and supplemented with recommendations from an urban development perspective. This was followed in May 2012 by the First International College Forum in Frankfurt entitled “Liberal Arts and Science - Education for Agents of Transition.” The college project was thus an official part of the Global Business Week 2012 organized by the Maleki Group in Frankfurt am Main. The forum had an international audience. In addition to people interested in college and human ecology from abroad and members of the DGH, faculty members of the COA were also present. For the status of planning at this time, see ”At a glance – Call 2015” and the Flyer.

Contacts for the Purpose of Cooperation

Originally, a similar process to that in Emmendingen was planned for Weißenburg. However, it was postponed due to indispositions. Since it was now clear that we wanted to concentrate fully on Emmendingen, however, the Weissenburg option was no longer pursued. Now we had to look for cooperation partners. Ernst Ulrich von Weizsäcker arranged a contact with the University of Freiburg. The Faculty of Environment and Natural Resources there showed interest. Our initiative member Parto Teherani-Krönner established contact with Humboldt University in Berlin. She worked there as a social scientist specializing in gender studies in rural areas and meal culture.

Of crucial importance, however, was COA's attitude towards our project. COA agreed to cooperate, and this was important in terms of solving the problem of accreditation, as it would take some years before this would be possible in Germany. One option discussed was to obtain accreditation for the European college in the state of Maine, USA, with the support of COA; another was to enable the students to spend the last two years of the Bachelor's program at COA and obtain a degree there. Contact with SHE, which is closely associated with COA, was and is also important. At their international conferences, Wolfgang Serbser had the opportunity to contribute his thoughts on new developments, report on plans for a European college (see Serbser 2016 as an example) and thus attract new cooperation in sessions dedicated to human ecology higher education.

Summer Universities

In 2013, the College group decided to offer two-week summer universities in Emmendingen. The idea was firstly, to raise awareness of the college project and secondly, to experiment with a practice-oriented teaching concept based on the idea of the real-world laboratory. The first summer university took place in 2015 entitled ”The Future of Food Sustainability” and with the support of COA through its faculty member and ecologist Molly Anderson. The students had the opportunity to get to know various local companies in practice and select one of them as a partner for their project work. The aim was to work on and implement selected future tasks of these partners in practice-oriented development projects. One group each dealt with the Demeter farm Querbeet, the wine manufacturer Mario Burkhart and the Citizens' stock corporation “Bürgeraktiengesellschaft Regionalwert AG”. The work consisted of reading, discussions, interviews, participant observation and practical work in the companies. Reports recorded the results and posters and short presentations presented the project work at a public final event. See the Concept, the 2015 Charrette Book and the report by Teherani-Krönner et al. 2015.

A second summer university was offered the following year. This time the topic was “The Future of Sustainable Food Business”. Once again, we received support from the COA, this time in the person of Jay Friedlander, a business economist specializing in sustainability. And once again, regional companies made themselves available as partner companies. Five groups were formed to tackle the following tasks:
1) Producing a digital map of the widely scattered fields of the Demeter farm Querbeet;
2) Proposing an improved investment strategy for Regionalwert AG;
3) Experimenting with a new method of producing tofu and considering new marketing strategies for the Taifun Tofu company;
4) Development of a marketing concept with the aim of increasing the number of suppliers of goat milk for the goat cheese producer Monte Ziego;
5) Proposals for the design of an urban garden to enable beekeeping on the premises of the industrial company Wehrle Werk, which specializes in environmental technology.

See the 2016 Concept, the 2016 Charrette Book and the reports by Schmidtsdorf and Serbser 2016 and Serbser 2016.

A third summer university in 2018 focused on “Urban Concepts in Sustainable Transition”. In consultation with the city, the focus was on its former fairground, which had since deteriorated into a mass parking lot. Under the direction of architect Duane Phillips, member of the COHE Faulty, who had already played a leading role in the 2011 charrette, the students were given the task of developing a master plan for a sustainable, climate-neutral and resilient district for this site. This fitted in perfectly with the city's intention to develop, starting next year, an urban climate analysis and then an adaptation concept for a climate-friendly city. The students not only planned residential units, offices, gardens, cultural facilities and integrated infrastructure for mobility and recreation, but also the main building for our planned college. In addition, the students developed various elements for the neighborhood to mitigate the effects of climate change. Of particular importance was the work of three students who developed a concept for cooling the rooms of the college buildings without having to use energy-intensive air conditioning systems. They made use of the centuries-old oriental tradition of the wind tower, which enables cooling and cross-ventilation without the use of additional energy.

The results were presented at the end of the summer university to a large audience of Emmendingen residents. The event led to the plan for the town to submit a funding application based on the described work as part of the “National Urban Development Projects (NPS)” of the Federal Ministry of Housing, Urban Development and Construction. However, this ultimately did not take place for local political reasons. Since then, the College project in Emmendingen has been put on ice. See the 2018 Concept, the 2018 Charrette Book (the described wind tower concept is presented on pages 27 to 30) and the report by Serbser and Hofmann 2018.

The results of the summer universities were shown in two exhibitions in Emmendingen, 2017 for the first two, 2018 for all three. The exhibition then toured to Sommerhausen in 2020 (DGH annual conference) and to the Potsdam conference in 2022.

Organizational Matters and Curriculum Development

As early as 2013, an advisory board consisting of prominent figures from science and culture was formed under the chairmanship of Ernst-Ulrich von Weizsäcker. In 2017, the independent limited liability company (German abbreviation: gGmbH) “European College of Human Ecology” (COHE) emerged from the previous DGH study group. The partners were the sociologist and human ecologist Wolfgang Serbser, the ecologically oriented economist Klaus Markus Hofmann, the agricultural and environmental sociologist Andreas Nebelung and the geographer and human ecologist Dieter Steiner. The first two shared the management. The aforementioned Summer University 2018 was the first project. This was followed by the development of a Master's degree program in “Human Ecology and Philosophy of Social Innovation” for Alanus University in Alfter near Bonn, after representatives of this institution expressed their interest. See the Handbook Master Program. Unfortunately, this study option has not yet been activated. We also pursued the idea of initially establishing, instead of a college, a smaller institution, which we called academy. It could have served as an information center, developed curricula, offered courses, promoted networking and generally promoted the existence of human ecology. Unfortunately, contacts with a foundation came to nothing. In 2021, Andreas Nebelung and Markus Hofmann left the gGmbH, the former because he wanted to change direction, the latter for health reasons. Wolfgang Serbser continued to manage the company and developed the academy concept together with Dieter Steiner.

International Online Program 2021

In summer 2021 - it was still the time of restrictions due to the Covid-19 pandemic - an online program was organized instead of another summer university. There was a call to produce and submit videos on human ecology topics. A large number of people responded, resulting in a collection of 14 contributions, some in German, some in English. All presentations are freely accessible subject to academic terms of use (see Online Program 2021). A Zoom meeting entitled “Human Ecology - Basic Knowledge for Agents of Transition” then took place on August 20. The recording of the contributions to this event can be found at Online Conference 2021. It also served as a preliminary stage for the major international conference in Potsdam in 2022.

International Hybrid Conference 2022

This conference was held under the title “Facing the Future - Human Ecology and Higher Education” from August 31 to September 3, 2022 in Potsdam. The conference was organized in a hybrid format (i.e. participation was partly live, partly online). The Co-President of the conference was Ortwin Renn, then Director of the Institute for Advanced Sustainability Studies (IASS, now the Research Institute for Sustainability = RIFS). He provided the necessary premises and technical infrastructure. A topic paper served as a call for participation. A second paper named the conference objective. Around 100 people from all continents took part and offered around 60 contributions, which were presented and discussed in 16 thematic blocks. Topics included: Impact of Climate Change, Agenda 2030, War and Politics, Transdisciplinarity, STEM Education, Digitalization, Systems Theory, Environmental Education, Environmental Justice, Food Security, Meal Culture, Studium Generale, Social Innovation, Art of Living, Harmony with Nature and Radical Human Ecology (see Program 2022).

Instructive were contributions from non-European universities, especially from the Philippines, in that a strongly practice-oriented human ecology is part of the curriculum. The conference was rounded off by keynote speeches from:

Ernst Ulrich von Weizsäcker, now Honorary President of the Club of Rome;

Richard Borden, Dean of the College of the Atlantic for many years;

Lene Rachel Andersen, Danish economist, known for her book “Education, Keep Growing,” a Report to the Club of Rome«;

Jennifer Amparo, Professor at the College of Human Ecology and Assistant Vice Chancellor at the University of the Philippines, Los Banos;

Thomas Schmaus, Professor of Philosophy at Alanus University in Alfter near Bonn;

and finally

Johan Rockström, Professor at the Potsdam Institute for Climate Impact Research (PIK) and co-chair of the Earth Commission, an association of scientists trying to define a safe and just future path for people and the planet. Rockström, in his closing presentation at the conference, made public the new report to the Club of Rome “Earth for All.”

Recordings of most of the presentations can be found on the COHE website. Eleven people agreed to put their contributions into written form. A total of 13 articles are being published in the Human Ecology Review (HER), the organ of the Society for Human Ecology. See the report by Serbser & Steiner 2023.

European Network

At the above-mentioned conference, there was a call for the formation of a European network of human ecology. People interested in human ecology should be able to find each other, communicate with each other and possibly discover opportunities for cooperation. In the meantime, Sara Löwgren, a PhD student at the University of Linköping in Sweden, has taken on a leading role. She does this independently of COHE, but in contact with it. Sara Löwgren has a BA in Human Ecology from the College of the Atlantic, studied for an MA in Global Studies at the University of Gothenburg (Sweden) and is now doing her PhD in Linköping in the Department of Thematic Studies on the topic “How can better futures be shaped in rural areas in the age of climate change?” See Sara’s website on http://sara.lowgren.info/. .Thematic Studies in Linköping addresses societal issues that require an interdisciplinary approach. In cooperation with Mihnea Tănăsescu at the University of Mons (Belgium) and Vasna Ramasar at the University of Lund (Sweden), Sara also organizes online human ecology seminars. Contact: This email address is being protected from spambots. You need JavaScript enabled to view it..

Remember at this point that there once was a European Association for Human Ecology (EAHE). This was founded in 1988 and comprised people representing universities or societies from Portugal, Spain, France, Belgium, the Netherlands, England, Sweden and Switzerland. Even before that, since 1973, there had been an agreement between a number of universities under the auspices of the regional office of the World Health Organization (WHO) in Copenhagen concerning the possibility of obtaining an International Certificate in Human Ecology. This was a postgraduate course in human ecology. The idea was to promote inter-university cooperation in this field. This network was coordinated by the Centre Européen d'Ecologie Humaine at the Free University in Brussels, supervised by Luc Hens and Charles Susanne. See Hens, Susanne & Devuyst 1989, Hens 1991a and 1991b, Hens 1994 and Hens & Devuyst 1994. With the resignation of key individuals and thematic reorientations at the universities, this old network subsequently disappeared.

Conclusion

From the outset, the European College of Human Ecology was founded with the aim of promoting the European networking of human ecology not only in an idealistic sense, but also to create a place that can take the European idea into account in a very practical way. Even if an accredited degree course in human ecology has not yet been created and a campus has not yet been established, many successful steps have been taken in this direction in recent years. The European College of Human Ecology offers the legal, administrative and practical prerequisites for pursuing this goal in the long term. The non-profit status established in Germany offers tax and legal advantages and thus an excellent starting point for the pan-European, international development of human ecology. This is the legacy and the treasure of the previous work at and for the College we wish to pass on to the next generation.

Literature

Hens, Luc (1991a). International Networking Strategies in Human Ecology in Europe: The Brussels’ Experience. In M. Suzanne Sontag, Scott C. Wright & Gerald L. Young (Eds). Human Ecology. Strategies for the Future. Selected Papers from the 4th Conference of the Society for Human Ecology, Michigan State University, April 20-22, 1990 (pp. 255-264). Society for Human Ecology, Fort Collins, CO.

Hens, Luc (1991b). Inter-University Cooperation on Human Ecology in Europe. In Shosuke Suzuki, Richard J. Borden & Luc Hens (Eds). Human Ecology - Coming of Age: An International Overview (pp. 91-114). VUB Press, Brüssel.

Hens, Luc (1994). Networking in Human Ecology in Europe. Environmental Management and Health 5(2), 11-14.

Hens, Luc & Dimitri Devuyst (1994). Human ecology: The European perspective. Human Ecology  Review 1(2), 326-334.

Hens, Luc, Charles Susanne & Dimitri Devuyst (1989). Interuniversity Cooperation on Human Ecology as Organized by the “Centre Européen d’Ecologie Humaine.” In Charles Susanne, Luc Hens & Dimitri Devuyst (Eds). Integration of Environmental Education into General University Teaching in Europe (pp. 335-343). UNESCO-UNEP, Paris & Vrije Universiteit Brussel, Brussels.

Schmidtsdorf, Julie & Wolfgang H. Serbser (2016). Sustainable Food Business im Fokus der zweiten Sommeruniversität. GAIA 25(4): 294-295.

Serbser, Wolfgang H. (2016). DGH international - Sommeruniversität 2016 und SHE-Konferenzen. GAIA 25(2): 137-138.

Serbser, Wolfgang H. & Klaus Markus Hofmann (2018): Humanökologisches Reallabor für Klimafolgenanpassung in Emmendingen. GAIA 27(4): 402-404.

Serbser, Wolfgang & Jadranka Mrzljak (2006). A College of the Atlantic for Europe. GAIA 15(4): 307-309.

Serbser, Wolfang & Jadranka Mrzljak (2007). A College of Human Ecology for Europe. GAIA 16(4): 304-306.

Serbser, Wolfgang & Dieter Steiner (2023). Facing the future: Human ecology and “Bildung”. GAIA 32(1): 202-203.

Steiner, Dieter (2011). Der Weg zu einem europäischen College für Humanökologie. GAIA 20(4): 284-285.

Teherani-Krönner, Parto, Wolfgang H. Serbser & Dieter Steiner (2015). Sommeruniversität Zukunft nachhaltiger Ernährung. Ein Schritt in Richtung Europäisches College für Humanökologie. GAIA 24(4): 286-288.

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On Human Ecology

Dieter Steiner & Wolfgang H. Serbser - 2025

What is Human Ecology?

When we ask: What is physics? What is biology? What is sociology? What is psychology? then we always get an answer that shows that the field of knowledge in question deals with certain aspects of this world within defined boundaries. This is not the case when we ask the question: What is human ecology? because especially in Germany and, to some extent, in Europe at large it is not a generally recognized subject in the academic canon. Although the situation outside of Europe is to some extent different, an ignorance about human ecology prevails, and this is probably due to the fact that it is a field of activity that, unlike the disciplines mentioned above, cannot be easily pigeonholed. The designation “human ecology” in itself clearly conveys that it must be about people's relationships with their environment. The big question, however, is how these relationships should or can be investigated, because we are dealing with an extremely complex situation here. Not only the relationship of the individual human being to his natural environment should be studied, but also the one to the social environment, including the built environment, and beyond that the one to his own inner self. At the same time, the relationship between human society as a whole and nature must be considered at a higher level. From this perspective, human ecology actually has to do with everything that happens on this planet with the participation of humans or, conversely, everything that is of natural origin and influences human life. From a scientific point of view, it is therefore interdisciplinary, but depending on the degree of holism it strives for, it must on the one hand cross borders into philosophical realms and on the other hand, in the sense of transdisciplinarity, deal with non-academic practical everyday or indigenous knowledge (see Unuigbe 2023). Human ecology is based on a world view that sees humans as responsible respectful co-creators, not as dominators and ruthless manipulators of the earth's ecology, and calls on them to act accordingly.

“New Human Ecology”

Today's human ecology is a child of concern about the constantly deteriorating basis of life on this planet as a result of human activity. Although there had been warning voices for some time, it was not until the epoch-making book Silent Spring by Rachel Carson (1962), the Club of Rome report Limits to Growth (Meadows et al. 1972), the first Earth Day celebrated by 20 million people in the USA in 1970 and the first UN environmental conference in Stockholm in 1972 that a real awakening took place. Environmentally oriented social movements and non-governmental organizations were formed and courses in human ecology were introduced at some universities, also in Europe. In addition, specializations focusing on human-environment relations emerged in established human science disciplines, such as environmental medicine and environmental economics early on, followed by environmental psychology, environmental philosophy and, after some delay, environmental sociology. In some cases, this resulted in fruitful connections to human ecology, but in other cases these representations remained trapped within their disciplinary boundaries. In addition to uncovering and criticizing the social and environmental damage caused by our activities, human ecology today is increasingly concerned with the question of how social change can be initiated and shaped to lead to a positive, damage-free or at least damage-minimizing future. Important directions for a human ecology that aims to tackle today's problems are listed in the Manchester Declaration of 2009.

What About Sustainable Development?

The obvious question is: why are we promoting a human ecology when the concept of sustainable development is now being followed everywhere, including at universities, in view of the ecological crisis we are in today? The answer is already in the last sentence of the first section. The basic problem is that this is not an ecological concept, but an economic one. How can this be, when the well-known three-pillar model with the ecological, social and economic areas postulates equivalence? Even if this were the case, there would be a problem that few people would notice. Klaus Michael Meyer-Abich (2003, 179-180) has noted: “The error of the three-pillar theorem consists ... in giving equal weighting to (1) the whole of nature, (2) a part of this whole, namely human societies, and (3) a part of this part, namely their economies, when weighing up interests. Instead, it would be appropriate to subordinate the parts to the whole!” In addition, in cases of conflict there is a tendency to give priority to economic interests. Furthermore, the term “development” still contains the idea of growth, as expressed in No. 8 of the UN's Sustainable Development Goals: “Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.” Of course, individual sectors can grow and others can shrink. However, the idea that the economy as a whole must constantly grow and accumulate more and more resources in the process is highly problematic. And of course there are companies that have managed to achieve truly sustainable operations. Unfortunately, however, large corporations and investors are still the dominant players. They are tied to a fossil-fuel-driven and resource-devouring industrial society that has become increasingly widespread, especially in the 20th century. The aim here is to achieve positions of power that enable control over what happens on this planet, which at the same time means that consideration for human rights and environmental standards is largely ignored. Of course, there are committed teachers in the education system, which is fully committed to the concept of sustainable development, who interpret it in a human-ecological sense. The problem arises where the understanding of “business as usual, now simply sustainable” has the upper hand. As long as this view dominates, the whole thing is a sham, which is an illustrative example of the upside-down state of our civilization mentioned below.

“Classical Human Ecology”

Before the aforementioned more recent development of human ecology, there existed already a “classical human ecology« that played an important role, particularly in sociology and in the various research and teaching disciplines in the so-called Social Science Building at the University of Chicago (see Serbser 2004a). The classical phase lasted from around 1909 to 1940, but had predecessors and successors and was also accompanied by representatives of social philosophy and social psychology (for the entire history, see Serbser 2021). It was primarily about people living together in a socially very diverse community under the conditions of the time. Chicago served as a “real world laboratory” for the investigation of the social problems that arose from the coexistence of inhabitants of different classes and immigrants of different origins. The outstanding figure was Robert E. Park (see Serbser 2004b). He drew on Darwin's theory of evolution to show that human societies cannot be regarded to be in opposition to nature, but that they are parts of the earthly ecosystem. He investigated whether the principle of the struggle for existence, which plays a role in evolution, is still effective in the human context. His result: there is a biotic substructure in which primeval competitive behavior is still relevant and represents a component of economic behavior. Higher up, however, there is a cultural superstructure that uses explicit laws and regulations and implicit customs to curb excessive free action and steer it in the direction of mediation, cooperation and inclusion (for Park's significance for human ecology, see the collection of his writings in Park 1952). Also in the USA, courses in home economics had been offered at various universities since around 1900. Over time, it became clear that this was human ecology on a small scale, family ecology, and the branch of science concerned with this was renamed Human Ecology (see Bubolz 1991). Uri Bronfenbrenner (1979) specifically investigated how family members develop psychologically through internal and external interactions. Finally, in cultural anthropology, the study of the role of culture in the interaction of humans with their natural environment goes back a long way to Franz Boas, the American anthropologist of German origin (see Boas 1938). More recently, the term “cultural ecology” has been coined for this problem area (see Netting 1986).

How Resilient is the Earth?

In the current situation, an essential question is the Earth's carrying capacity. Of course, the size of the world's population plays a role here, but above all the environmental impact of the exorbitant consumption of the westernized part of it. Talking about the “part” is therefore also a reminder of the resulting unequal distribution in rich and poor countries. It stands to reason that part of human ecology is concerned with the related issues, in particular the environmental degradation caused by the consumption of resources and the production of waste. Examples include the books by Paul R. Ehrlich et al. (1973) and Wolfgang Nentwig (2005). In the latter case, the chapter headings are typically: Population, Food, Energy, Raw Materials, Waste, Life Cycle Assessment, Environmental Impact of Chemicals, Impact on Atmosphere and Climate and Environmental Change. Efforts of this kind could be described as superficial human ecology, insofar as the background of the social factors causing them is not addressed or only mentioned in passing. Here Stephen Boyden (1987) goes one step further with his evolutionary approach: his starting point is biological evolution, which has given man a capacity for culture that has enabled him to grow out of biological bottlenecks, but at the same time to damage his own livelihood under certain circumstances. Boyden cites as an example the developing addiction to technology (technoaddiction), which has led to a growing extrasomatic material metabolism (technometabolism) and mountains of waste. With all our demands on the earthly conditions, we are now in the process of exceeding planetary boundaries, which means we run the risk of triggering massive negative changes at tipping points (e.g. rapid decay of the remaining rainforest in Amazonia) (see Rockström et al. 2023).

Evolutionary Perspective: our Civilization is Upside Down

It is of course possible that a damaging technology can be replaced by a gentler or even harmless one. The quickly determined corrective reaction to the occurrence of polar ozone holes is an example. Unfortunately, however, this is an exception. With our current biggest problem, climate change, we do not seem to be able to significantly reduce CO₂ emissions fast enough. Some countries, such as Germany, are on the right track, but globally, emissions in 2023 have reached a new maximum. A committed human ecology must therefore take a close look at the obstructive social conditions. It can follow on from Boyden's evolutionary perspective, but must extend it. We can imagine a human society as being made up of three key areas. At the bottom we have the economic sphere, which ensures the supply of material goods taken from nature, at the top the cultural sphere, which gives us orientation, today by means of religion, philosophy, science, art and education, and in between the socio-political sphere, which shapes and regulates human coexistence. The material flow from bottom to top has a constitutive character, while the spiritual flow from top to bottom has a regulative character. If a human collective is to be able to survive in the long term, the latter flow must be fed by an orientation towards what is happening in nature. However, this is not or no longer the case today. In the course of cultural evolution, there was a change, beginning in the late Neolithic, from manageable communities - first groups of nomadic foraging peoples, then village communities with horticulture - to growing societies with urban centers and political institutions (prime example Mesopotamia, see Serbser 2008). Today, this has developed into a globalized economic society with all-round trade and an unleashed monetary economy. Our entire civilization is dominated by an economic profit motive that sets no limits. This was already an issue in the Chicago human ecology described above under the designation »robber baron economy«! This development also means that the focus of orientation, which once had its place in the cultural sphere and was based on acting in accordance with nature, is now determined by the economy. As a result, our civilization is upside down and has lost its foothold (see Steiner 2008 & Steiner 2021, video). Accordingly, there has been occasionally talk of the “hors sol society”.^[1]

Radical Human Ecology

In this evolutionary process, a distinction is usually made between two revolutions: the agricultural revolution in the Neolithic period and the industrial revolution that began in the 18th century. Mostly ignored - with the exception of feminist literature - is a transition that can be described as a gender revolution, the change from egalitarian or even matricentric communities to patriarchal, i.e. male-dominated societies. This began in different regions in the Neolithic period and continued into the Bronze Age (see Meier-Seethaler 2011). As a result, our social structures, especially economic structures, are still male-dominated today. This is one of the most fundamental causes of our current problems. If we do not simply want to combat the symptoms in the form of environmental degradation - as is often the case with the concept of sustainable development mentioned above - we must focus on changing the structures and putting civilization back on its feet. »Overshoot will end, either by design or disaster«, is the repeated message of the Global Footprint Network. If we want to adhere to the former and avoid the latter, we need a combination of enormous political efforts at the top and massive pressure from below. First and foremost, the way in which the economic system functions – the system that prevails since industrialization – must undergo a fundamental change. A preceding alteration in awareness and thus a guiding education play a decisive role in this. Human ecology, insofar as it deals with and engages with issues in this area, is called “radical” (see Williams et al. 2012).

The Human Ecological Approach to the World

Garret Hardin (1985) has described human ecology as both conservative and subversive. This sounds paradoxical, but of course the two attributes refer to two different areas. It is conservative in that it advocates the preservation of the natural foundations of life, and subversive in the conviction that the functioning of our civilization must be changed in order to do so. In the latter sense, Gerald Young (1991) lists a number of characteristics of human ecology that he calls “slightly heretical”. This is in comparison to the normal scientific enterprise. Let us summarize some important aspects. As can be seen from the first paragraph, human ecology claims to view the world in a connective, integrative, synthetic or holistic way (see Steiner & Nauser 1993), although reductionist perspectives are of course not excluded for the purpose of analysis. Researchers working in human ecology should do so in a humanistic and anthropocentric sense. “Humanistic” refers to an attitude that takes the whole person as its starting point. It is not only a rational thinking being, but also a being guided by feelings and intuitions. Of course, “anthropocentric” here does not mean that humans regard themselves as the crown of creation, but rather the realization that they have a limited capacity for knowledge in accordance with their dispositions. However, this state can - although Young does not recommend this - be softened through Deep Ecology by attempting, in the sense of Arne Naess (1989), to expand one's own self and to view components of the environment with which one is in relationship as parts of oneself, so to speak. This gives the relationship to the world a spiritual touch.

Alternative Science

A humanistic-anthropocentric attitude in the above sense also means that science takes on a different character. Conventional theory demands that science be conducted objectively free from bias, emotions and values. Of course, one should not proceed from preconceived opinions, but as far as possible from established facts. However, if we recognize that the phenomena of the natural world have an inherent value, we cannot possibly operate without emotion and value. In view of the desirability of social change, the consequence is that human ecology views the world not only descriptively, but also normatively. The functioning of nature should once again serve as a model. Ulrich Loening (2025) has compiled a list of characteristics worthy of imitation under the title “Harmonise with Nature”. The most important of these is probably natural circularity (example: waste avoidance), which stands in contrast to the prevailing linearity of civilization.

Conclusion

After the 1992 UN Conference on Environment and Development in Rio de Janeiro, at which the idea of sustainable development was propagated, there was a great sense of optimism. However, this faded after a while. The change of course in the economy propagated by Swiss entrepreneur Stephan Schmidheiny (1992) did not take place. To the extent that there have been positive developments since then, they have mostly been politically initiated and represent a drop in the ocean. However, it is precisely when the feeling that things are going wrong prevails that it is advisable to work with vigor to reverse the trend. This is where the function of human ecology in the education system comes into play. As a brochure from the College of the Atlantic puts it, it should change lives and change the world!

Literature

Boas, Franz (1938). The Mind of Primitive Man. Macmillan, New York (revised edition, first published in 1911).

Boyden, Stephen (1987). Western Civilization in Biological Perspective. Patterns in Biohistory. Clarendon  Press, Oxford.

Bronfenbrenner, Uri (1979). The Ecology of Human Development. Harvard University Press, Cambridge, MA.

Bubolz, Margaret M. (1991), The Family Ecosystem. Macro and Micro Interdependence. In M. Suzanne Sontag et al., (Eds). Human Ecology. Strategies for the Future (pp. 26-51). Society for Human Ecology, Fort Collins, CO.

Carson, Rachel (1962). Silent Spring. Houghton Mifflin, Boston.

Ehrlich, Paul R., Ehrlich, Anne H. & Holdren, John P. (1973). Human Ecology: Problems and Solutions. W.H. Freeman, San Francisco, CA.

Hardin, Garrett (1985). Human ecology: the subversive, conservative science. In Richard J. Borden (Ed.). Human Ecology. A Gathering of Perspectives (pp. 68-80). The Society for Human Ecology, College Park, MA.

Loening, Ulrich (2025). Harmonise With Nature. Only a change of mindset can reverse cultural habits which counter nature. Paper COHE Conference »Facing the Future: Human Ecology and Higher Education«, Potsdam 2022. To be published 2025 in Human Ecology Review. Preprint  2024 with ResearchGate: Download.

Meadows, Donella H,, Dennis L. Meadows, Jørgen Randers & William W. Behrens III (1972). Limits to Growth. Universe Books, New York.

Meier-Seethaler, Carola 2011. Ursprünge und Befreiungen. Eine dissidente Kulturtheorie. opus magnum, Stuttgart (2nd revised edition).

Meyer-Abich, Klaus Michael (2003). Nachhaltigkeit - die neue Kulturform der Wirtschaft. In Günter Altner, Heike Leitschuh-Fecht, Gerd Michelsen, Udo E. Simonis und Ernst U. von Weizsäcker (Eds), Jahrbuch Ökologie 2004 (pp. 176-191). C. H. Beck, Munich.

Naess, Arne (1989). Ecology, Community and Lifestyle. Outline of an Ecosophy. Cambridge University Press, Cambridge et al..

Nentwig, Wolfgang (2005). Humanökologie. Fakten - Argumente - Ausblicke. Springer, Berlin et al. (2nd revised edition. first published in 1995).

Netting, Robert M. (1986). Cultural Ecology, Waveland Press, Prospect Heights, IL.

Park, Robert Ezra (1952). Human Communities. The City and Human Ecology. The Collected Papers of Robert Ezra Park, Vol. 2. Editor.: Everett Cherrington Hughes. The Free Press, Glencoe, IL.

Rockström, Johan et al. (2023). Safe and just Earth system boundaries. Nature 619(7968), 102-111.

Schmidheiny, Stephan (1992). Changing Course –  A Global Perspective on Development and the Environment. MIT Press, Cambridge, MA & London.

Serbser, Wolfgang (2004a). Forschungsgeschichte des symbolischen Interaktionismus / History of Research on Symbolic Interaction. In Ulrich Ammon et al. (Eds) Soziolinguistics / Soziolinguistik. An International Handbook of the Science of Language and Society / Ein Internationales Handbuch zur Wissenschaft von Sprache und Gesellschaft, Vol. 1, Part 1  (pp. 836-854). Walter de Gruyter, Berlin & New York.

Serbser, Wolfgang (2004b). Human Ecology – Entstehung und Rezeption. In id. (Ed.). Humanökologie: Ursprünge - Trends - Zukünfte. Beiträge der DGH Jahrestagungen 1999 & 2000 (pp. 121-138). Edition Humanökologie 1. oekom, Munich.

Serbser, Wolfgang H. (2008). Die Natur der Gesellschaft - Zur Genese ihrer politischen und moralischen Ordnung. In Karl Bruckmeier & Wolfgang H. Serbser (Eds). Ethik und Umweltpolitik. Humanökologische Positionen und Perspektiven( pp. 51-74). Edition Humanökologie 6. oekom, Munich.

Serbser, Wolfgang (2021). Chicago Human Ecology – Eine Einführung (4 chapters). Videos, COHE Internationales Online Programm Sommer 2021. Access.

Steiner, Dieter (2008). Die moralische Inversion. In Karl Bruckmeier & Wolfgang H. Serbser (Eds). Ethik und Umweltpolitik. Humanökologische Positionen und Perspektiven (pp. 165-184). Edition Humanökologie 6. oekom, Munich.

Steiner, Dieter (2021). I. Diagnosis: Our Civilization Stands on its Head and is Threatened with Collapse. II. Remedy? Does a »Search for the Primitive« Help to Get on the Feet Again? Videos, COHE International Online Program Summer 2021. Access to I, access to II.

Steiner, Dieter & Markus Nauser (Eds) (1993). Human Ecology. Fragments of Anti-Fragmentary Views of the World. Routledge, London & New York.

Unuigbe, Ngozi (2023). What can we learn from indigenous ecological knowledge? The Ecological Citizen 6(2), 135-139.

Williams, Lewis, Rose Roberts & Alastair McIntosh (Eds) (2012). Radical Human Ecology: Intercultural and Indigenous Approaches. Ashgate, Farnham, UK, & Burlington, VT.

Young, Gerald L. (1991). Minor heresies in human ecology. In M. Suzanne Sontag, Scott D. Wright & Gerald L. Young (Eds). Human Ecology. Strategies for the Future (pp. 11-25). Society for Human Ecology, Fort Collins, CO.

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^[1]  Hors sol literally means “outside the soil”. The term is used for soil-free vegetable cultivation in greenhouses, where the plants are rooted in substrates such as coconut fibers and supplied with nutrient solutions

Campaign 2025

Who is interested in taking over and continuing the charitable non-profit limited company
“European College of Human Ecology gGmbH” (COHE)?

We, Wolfgang Serbser (CEO) and Dieter Steiner, owners of COHE, would like to hand over our commitment to younger hands after many years of work and are therefore
looking for successors.

20 years ago, the idea of founding a liberal arts college for human ecology was born. This initially gave rise to a DGH study group, then to the non-profit limited company that we are focusing on here. In order to draw attention to our mission, but also to try out new approaches ourselves, we have offered summer schools and organized conferences in addition to other work, but have not yet achieved the goal of establishing an accredited college of human ecology.  However, a draft for accreditation is already available.

For more details, see the text “Working Towards a College of Human Ecology”.

Human ecology study programs are needed because the courses on sustainable development currently available at most universities are often inadequate. One problem is that both the orientation of universities and the concept of sustainable development are often bound to a certain traditional idea of economics and business management. However, the serious environmental degradation is mainly a result of the way our economic system works. There is also a need for a consistent democratic orientation throughout the education system itself. Human ecology attempts to contribute to a change in awareness and action in the direction of a meaningful, non-destructive life of mankind on earth.

For more details, see the text “On Human Ecology”.

Our role model is the College of the Atlantic in Bar Harbor, Maine, USA. Its course offerings are completely interdisciplinary and lead to a degree in human ecology. Most courses are taught in seminar style. Project studies, self-learning and practical orientation are highly valued. The college organization and administration is fully democratic with student participation.
For more details see the text “The College of the Atlantic (COA)”.

We, the shareholders and owners of the recognized non-profit limited liability company “European College of Human Ecology” (COHE), would like to support the continuation of our college and succession by offering a scholarship for graduate students to pursue a doctorate in Germany. Graduates can submit their applications for this scholarship until November 30, 2025 (cut-off date).

For more details see »COHE scholarship for graduate«.

“Earth overshoot will come to an end, either through our planning or through a catastrophe,” says the Global Footprint Network. Our education system is challenged in this respect, but is not up to the task. Alternatives are urgently needed.

You can find out more about Wolfgang Serbser & Dieter Steiner here.

Please reply to: board[at]coh-europe.de