Wes Jackson’s career demonstrates that sometimes the race goes not to the swift but to the unconventional, that the battle can be won not only by the strong but by the stubborn. Straight-A students don’t always lead the way.

Jackson, one of the last half-century’s most innovative thinkers about regenerative agriculture, has won a MacArthur Fellowship, the so-called “genius grant.” He also received the Right Livelihood Award, often called the “alternative Nobel Prize,” in addition to dozens of other awards from various philanthropic, academic, and agricultural organizations. Life Magazine tagged him one of the “100 Important Americans of the 20th Century.”

But mention any of those accolades to Jackson—who was one of the first people to use the term “sustainable agriculture” in print—and he likely will tell the story of almost getting a D in a botany course and describe himself as a misfit.

Not the Top of His Class

Jackson’s education started in a two-room school near his family’s farm in North Topeka, Kansas, where classes met for only eight months because students were needed for planting and harvest. He was an uneven student whose classroom performance varied depending on the quality of the teacher and his interests at the moment. He went to nearby Kansas Wesleyan University in Salina, focusing as much on football and track as on academics. “I wasn’t what you would call a top student,” Jackson said. “I had a lot of Cs and Bs, an A here and there, but also my share of Ds.”

Jackson said the central question on his mind is much the same as when he was creating that Survival Studies curriculum nearly six decades ago—how is our species going to make the transition from a high-energy, high-technology world of 8 billion people to a smaller population that doesn’t draw down the ecological capital of Earth?

One of those D grades came in botany. “I went to the prof and explained that I couldn’t have a D in my major field, which was biology,” Jackson said. The response: “Well, you got one.” Then the professor said he would give Jackson six weeks to study for a makeup exam, and if Jackson got an A on that he would receive a C in the course. Jackson made the grade, and later that professor wrote him a glowing recommendation for the MA program in botany at the University of Kansas, which he completed in 1960. After that, Jackson was back in the classroom, teaching first in a Kansas high school and then at KWU, before heading to North Carolina State University for the PhD program in genetics.

“I guess you could say I was sort of in business for myself, and so I wasn’t worrying about grades,” Jackson said. “I either did it or didn’t, according to what was satisfying.”

Different Routes to Finding Purpose

I was teaching at the University of Texas at Austin when I first heard those stories, and I recounted them to many students, especially those who seemed too concerned about being a “good student” as the path to a “successful career.” Jackson’s story illustrates that we don’t always have to do as we are told.

I used another Jackson story to make the point that striving for the highest status job isn’t the only path to fulfillment. After earning that PhD in genetics in 1967, Jackson had a lot of options, including an offer from the University of Tennessee for a tenure-track teaching job that would have allowed him to continue the genetics research that he loved, at a time when the federal government was throwing lots of grant money at scientists. Instead, he returned to KWU to teach the same biology classes he had been teaching before the doctoral program. Why did he turn down a job at a Research 1 university to return to a small liberal arts college in a rural area?

“I suppose I’m something of a homing pigeon,” Jackson said. “I wanted back to that prairie landscape. And there was family back there, too.” But when pressed, Jackson acknowledged that he still isn’t sure why he made that choice. “I don’t know why I did what I did,” he said. “People would ask me why I turned down that job and I couldn’t give them any decent sort of answer.”

While teaching at KWU that second time, when the environmental movement was taking off, Jackson said students started pressing him to make biology courses more “relevant.” His response was to design a “Survival Studies” program that took seriously the deepening ecological crises, and he also began work on one of the emerging discipline’s first collections of readings, Man and the Environment. By the time that curriculum was in place, Jackson had been hired by California State University, Sacramento to create and run one of the first environmental studies programs in the country. But after a few years, the restless Jackson was back in Kansas on leave, dreaming of starting an alternative school that would combine book learning with hands-on work on the land. He gave up the security of his California job and, with his then-wife, Dana, created that school, The Land Institute, which is celebrating its 50th anniversary this year.

Back to my students. After telling Jackson’s story, I asked them whether he had been foolish to walk away from the more prestigious job. There’s no right answer, of course. I just wanted my high-achieving students—the ones who had been earning good grades and building stellar resumes since grade school—to realize they had options, that success can come in many forms down many roads.

Back to Jackson, who is a curious mix of humility and self-confidence. He accumulated all those accolades because he never let his critics slow him down. Jackson was ahead of his time in seeing not only problems in agriculture but what he called the problem of agriculture, the millennia of soil erosion and soil degradation caused by plowing and planting annual grains such as wheat.

For decades, Jackson........

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