Introductory biology textbooks are huge and have been described by some as "tediously compendious", "dully thorough and thoroughly dull." Introductory biology textbooks average 738 pages long and present over 3500 new terms, which is around 45-50% more new words than are presented in a semester of foreign language! Comprehensive introductory textbooks either completely lack an overall conceptual framework, or if the scientific process is explained, it is treated as a discussion topic, not as an organizing them, or if present, the concepts are buried in an avalanche of biological terms and facts. There are so many terminological trees that students fail to see the conceptual forest.
This textbook is an attempt to find a better way to present biology to non-majors. Our solution to the problem has been to focus consistently upon concepts and testing of hypotheses. Our hope is that by so concentrating our emphasis, students will gain a solid appreciation of the process of science. While they may not know all of the trees that exist, perhaps they can appreciate the beauty of the forest. Since well developed explanations will be retained longer than an array of terms and definitions, and since concepts may be easily applied to new situations and problems, our approach may help address the problem of declining scientific literacy. We also hope that this approach has produced a textbook that is more easily read and more interesting to read.
The names of many biologists and other scientists are mentioned throughout the text, not as a memory challenge or because we assume you will recognize any of the names, but to emphasize that people conduct the business of science.
We have attempted to use an organismally diverse array of examples to show that life is diverse, but unified. In particular, we have reduced the emphasis on vertebrates that is so prevalent in many textbooks, although we have included enough information on humans to show that our species is part of biology, and we have given plants equal status with animals. We have purposely avoided the slick graphics and photographic illustrations that can distract students from the conceptual content.
We thank our colleagues James Seago, Marshall Sundberg, Steve Juliano, Scott Sakaluk, and Lori Munneke for attempting to help us make sense out of various earlier dragts of the text. The text is richly complemented by the original artwork of Douglas DeWitt. The College of Arts and Sciences, Illinois State University provided support for the development phase of this manuscript. We are grateful to Neil Rowe for his patience and support. A special thanks must be included for our wives, Nan and Nancy, who helped greatly with the task of proofreading. In spite of the help and encouragement of these many individuals, any remaining mistakes are ours.