Arnold Schultz, Professor Emeritus, University of California, Berkeley (1920-2013) Professor Emeritus Arnold Schultz was a well-loved mentor of the College of Natural Re- sources (CNR) and one of the founding fathers of conservation and resource studies at UC Berkeley. His early research career focused on prescribed brushland and forest burning, quan- titative ecology methods, as well as tundra and desert ecology. Later he developed innovative undergraduate courses in systems ecology and plant community ecology and a graduate semi- nar in agroforestry. At the heart of his courses was a view of the environment and resource management issues from an integrated perspective, blending hard sciences, social sciences, business, philosophy and culture. Arnold was best known for his thought-provoking and innovative course in Ecosystemol- ogy. The course exposed students to concepts in ecology, systems thinking and the pure pur- suit of knowledge through essays, parables, games, art, humor and a pilgrimage to the pygmy forest in Mendocino County. Through the Ecosystemology course, Arnold’s students learned the importance of interconnectedness. He encouraged them to think about whole ecosystems and inspired them to be fervent environmental educators. His Ecosystemology course reader (which evolved over the years he taught the course) contained his introductions to each topic (reproduced here) as well as collected writings by well known authors. The Conservation and Resource Studies program drew Arnold Schultz’ greatest devotion. The program reflected Arnold’s core belief that an interdisciplinary approach to environmental problems delivers the best solutions for nature and humanity. And for more than 25 years, his CRS students developed striking solutions to environmental problems by studying the interactions among natural resources, population, energy, technology, social institutions and cultural values. Arnold always took a personal interest in his students and passionately believes in their potential to change the world for the better. He imbued his students with an eternal optimism about the possibility of protecting the environment. And many of his former students have done just that. A good example is Norman Myers, author of The Sinking Ark and 11 other environmental books, and a leader in international efforts to protect tropical habitats. Another example is Stuart Loren Cole whose doctoral dissertation under Arnold was titled "Implementation aspects of an ecosystems approach: the conservation of natural resources program, University of California, Berkeley: 1969-1972” (1975). Other students have formed their own environmental organizations, serve as conservation biologists and resource managers, provide consulting services to nonprofits, engage in environmental education and lead governmental agencies. Arnold’s students acknowledge the impact that Arnold has made in the way they think and the way they approach complex problems. Arnold received the CNR Teaching Award in 1991 and the University Teaching Award in 1992. In August 1999, he celebrated his 50th year of service to UC Berkeley. Arnold moved to Phoenix Arizona and then to Boulder, Colorado where he lived with his son Tom Schultz and daughters Virginia Schultz and Sally Hofmockel and his beloved dog Quincy. In 2010 he celebrated his 90th birthday. He passed away on May 25, at the age of 92. V4.VMuers/1 *‘'*'^osystem/Tansl^/StrStCI^l^lti^^i^^s/^tor'^W/Lemiidng/^l Losystemoiogy/Lateral thinking/Edward r;eneral Systems Theory/Ludwig von Bertalanffy/Uicked problem Inquiring Systems/Leibniz/Spinoza/Immanuel Kant/Hologram Management/Conservation/Preservation/Exploitation/Doom Agroforestry/Polyculture/Intercropping/Uendell Berry Sustainable Agriculture/Ues Jackson/Laid Institute System/Object/Attribute/Re lationship/State/(3uality Holism/Jan Christiaan Smuts/Reductionism/Atomist Dialectical Biologists/Levins/Lewpntin/Ant Fugue . Norbert liJiener/Cybemetics/li)«Ross Ashby/Machines Operand/Transform/Transformation/SystemsCoupling Gregory Bateson/Tbsory-of-Logical Types/Stochastic Peter Principle/Murphy's Law/Raisin Bread Fable/Idea Fritjof Capra/Tuming Point/Tao of Physics/UuLiMas^ers Death of Nature/Carolyn Merchant/Feminism/Harold^Gilliiam Susan Griffin/C^ntering/M.C.Richards/Ctimus/Emily Mckinsoh Helena Norbehg-Hodge/Hazel Henderson/Judith Ratcliffe/PACS Bioqeographical Provinces/Peter Berg/Raymond Dasman/Bay Area Complexity/Hierarchy/Herbert Simon/Chunking/Redundancy/Art Parable of the Uatchmakers/Random/Relational Order Holon/Ghost in'the Machine/Arthur Koestler Great i vi ty / J ourna Is/Pr P.i ect s/P uzz les Potlu^k dinners/Field Trip/Hikes Guest lectures/Games/Exams Perception slide shows Debates/Crosswords The World System Donald Uorster Abraham Maslow Kenneth Boulding Buckminster Fuller ^ Kesterson/Ice-*minus/Amazon Soils/Haris Jennv/Podsols/Bellamy Francis Hole/Loam-on-the-range/BBC Uholes/Parts/Molecular Biology *Feibleman/Rowe/Whitehead* Eight Integrative'Levels Semantic -Cube/Terms/fhings Conditions/Operations/Action Jolly/Ehtitive/Attributive ^ Space-Time,,Unit/Organism Biosphere/Plants/Animals Clorpt/Climate/Flora/Rocks Topography/Time/Fire/Homo sp ModeIs/Prediction/Variabla Black B.ox/Isomorphisms Realism/Generalitv Precision/Factor Barry Commoner LauKOf Ecology Garrett'Hardin Common Tragedy Eco-physioiogy Social/Political Small is Beautiful Carson/Silent Spring The Global EnOfl Report Mendocino UoodlaHds Camp Pygmy Forest/Blacklock Soils Steady state/Ice Age Glaciations Marine Terraces/Bolartder Pine/Camels Polyversities/Raisinologv or Cinnamonics Wholeness and the Implicate Order/The Rheomode David Bohm/Origin of Consciousness/Jaynes/ThomasSKuhn Structure of Scientific Revolutions/Paradigms/Normal Science Unsettling of Amerlca/New Roots for Agriculture/ZGift of Good^^L^d Donald lilbrster/Nature*s Economy/Future Shock/Alvih Toffler/The 3rd uJave The Sinking Ark/Gaia Atlas/The Primary Source/Norman Myers/Albright Lecturer The ad hoc Interdisciplinary Ph»D- Program/Loren Cole/Inquiring Systems Incorp- Futurisra/Cheating Alternative Futures/The Politics ofnthe ^l^r Age/Urt- Tho^on nagorah Maruyaraa/Tha Second Cybemetics/General Systems Yeartook/George B. Leward Diversity/Resilience/Change/Vertical Thinking/Poor PoHy''Taglif';“zo/Tree of Culture Thought for the Day/Einstein's Brain/Robert Ornstein/Idries Shah/Left and Right BPaifis This vase-and—faces figure was' designed specifically for the new Ecosystemology Reader PREFACE cosystemology has been offered on the Berkeley campus ^ since 1974. Several versions of readers have now been .written and used during these 16 years. They reflect ^the continuous evolution of the course. E ^4 V The first edition was titled: "Readings in Ecosystemology— An inquiry into concepts and perceptions." There was no pre­ face; students were dunked immediately into heavy stuff like The Meaning of General System Theory! If was a heavy begin­ ning. Although every article and every excerpt included in it was dynamite, I found that students read- only half of the mat­ erial, so it became obvious that the dynamite had bad fuses. The lesson I learned that year had been well stated by Marshall McLuhan who said "No book vnll sell if it has over 20 per cent new material in it." The second edition <vas a beauty and it became a collebtdr's item the day it went on sale. The pages were of a different color for each major topic and deeper intensities of a color for the shades of profundity within each topic. Instead of making a commanding reading assignment, such as ".... for next Monday read pages 27 to 39 ___ " all I needed to do was put a colored poster-board on the classroom wall, suggesting that pinkish sect­ ions would be the appropriate things to read next. The already passe Escherian logo gracing, the cover of the catlier ^edifipn was replaced by a mynah quoting Emily Dickinson (see left-hand column). The* logo was -changed again for.-thp third edition. It showed young Isaac Newton sitting tinder a light-btilb tree, getting a delicious idea—possibly the potion of thp Apple computet with which much of this i*eader has been prepared. The title of this (third) reader, remained the jsatne as the previous version: ECQSYSTEMORABILIA, to indicate that it is h collectipn of mem­ orable ideas abbdL "ecosystem thinking^*' The rainbow colons remained but,: .unfortufiately, the Wave-lengths got randomized by the printer ahd the colors no longer had any classificatory significance. A word is dead Up. to this timp the reader had been, meant to be “supplement- iVhen it is sJaid, ary tC the Ecosystemology lectures; however, for many students Some say. connections between the pertinent litemture of the field and the content/‘process interaction,, that was' supposed to be happening I say it just in the lecture room and discussion sections, were not made ex"- plicit enpugb,. This was a shame because many Of the selected Begins to live works "were' little "'educational institutions in themselves^.. How­ That day, ever I- took the students’ critiquea seriously, so the format for - Enily Dickinson the 3rd^ and 4th e&tions was drastically changed-^and continued 1S72 here ih Hhis 5th jedition. The fourth edition with its symbolic vasd/:fa'ces ’ frontispiece, featured original text written by me-- whieh ^parallels thje lectures. This same format occurs here in this latest Reader..-./but expanded two ways. Why/^is it on paper? Most class readers are made to fit upright on a shelf after the course is over or eveh while the course is In progress-. This reader should