> If you start to study biology through the lens of evolution/development (IE, looking at the similarities and differences in close and far related organisms) i

> If you start to study biology through the lens of evolution/development (IE, looking at the similarities and differences in close and far related organisms) it starts to become a lot clearer. Any suggestions on literature? Paper, survey article, text, whatever? Or any examples/thoughts of using that as a pedagogical framework? I've an oddball interest in exploring what science education content might look like if crafted with far far greater interdisciplinary expertise and resources. So I've wondered what an intro bio might look like with a more... "veterinary + engineering" flavor - broad scope, comparative and cross-cutting, systems concerns, solution vocabularies, etc. As an illustrative bit (years old so maybe now invalidated), perhaps highly-conserved regulatory micro-RNA might be used as a "available complexity" metric to create a much simpler "tree of life" for orientation. Or energy budgets as a lens. Or design themes (eg compartmentalization). Or conserved-outward (eg 16S to RNA to). Or emotive ("yay diffusion, and surfing just above the thermal-noise molecular mosh pit from hell" vs (an Analog Devices engineer's heartfelt) "Brownian motion is the devil. The DEVIL!!"). Or someone's picture book of motifs in cellular and embryonic development (eg perching pigeons spacing themselves evenly along a wire). Or ... . Most everyone is quite reasonably focused on the students and resources and objectives at hand. But that leaves the heavy lifting of exploring for long-term transformative opportunities rather unincentivized. Making it hard to envision just how much potential is being left on the table.