ABSTRACT
This chapter explores the teaching of such Human Ecology and especially the supervision of student research. It draws heavily from 20 years personal experience of teaching the subject at postgraduate level in a range of academic institutions, especially as a sometime staff member, former director and a Fellow of Scotland's small and now-independent Centre for Human Ecology (CHE). It is not just the teacher of Human Ecology who will carry an implicit and/or explicit set of values with them. Human Ecology in its role of studying the global problematique draws in more than its fair share of stimulating, creative and altruistic students. In radical Human Ecology their unpacking can be an important part of the learning dynamic because it is what needs to happen for a student not just to learn, but to grow. Grounded theory is an approach to data collection, organisation and analysis that builds a picture from the "ground" up.
