1996 Presidential Address essential. How much money could have been saved, for example, if the builders of dams or highways or flood-control sys- Geology and Culture: A Call for Action tems had factored geology into their plans? How can our own perception be so Eldridge M. Moores, GSA President, 1996 different from that of the rest of society? What can we do to remedy this situation? My own journey into several of these issues began a couple of years ago with a There is a tide in the affairs of men [and women], question from writer John McPhee: “Why Which, taken at the flood, leads on to fortune. is there so little knowledge of geology on the part of the public as a whole, and why Omitted, all the voyage of their life is so little taught in schools when the sub- Is bound in shallows and in miseries. ject is so interesting?” What follows is a progress report of what I have learned on —W. Shakespeare, Julius Caesar, IV, iii, 217 this journey. It includes brief overviews of the history of science education, relations between earth science and culture, between geological thought and society, INTRODUCTION 3. Society in general is moving (or has and the present-day situation and what moved) toward two separate groups, one The delivery date of this address, we might do about it. science literate, of which we are a part, October 28, 1996, was the 5999th anniver- and the other science illiterate and sary, or thereabouts, of the alleged cre- HISTORY OF SCIENCE EDUCATION increasingly in the thrall of religious fun- ation of the Earth. So think roughly half IN THE UNITED STATES damentalism, of whatever stripe. This lat- of U.S. citizens. I mention this not to criti- ter group is growing in numbers and polit- The present U.S. organization of sci- cize these people or Bishop Ussher, who ical influence and views much of what we ence education stems from the effort a first published the estimate, but to indi- do as anathema (geological time, environ- century ago (National Education Associa- cate the gulf in perception separating us mental considerations, renewable vs. non- tion, 1894) to institute a systematic set of as geoscientists from many other people renewable resources, etc.) expectations for secondary school educa- as we approach the milennium. 4. Many other sciences speak much tion. This committee was the brainchild of The last half century has been a more consistently with a single voice or Charles Fielding Eliot, long-time president golden age for geology, a time of major at least a coordinated public stance; geo- of Harvard and one of the giant figures in scientific revolutions (e.g., plate tectonics, sciences by contrast are like a covey of U.S. education in the late 19th and early Earth in space, organic evolution, imag- quail—going in all directions. 20th centuries. Eliot’s efforts led to the ing). And there are still many exciting The problem, however, is larger than establishment of a Committee of Ten to questions left to be answered. Many of just geosciences. The “social contract” oversee the development of lists of subject us came of age scientifically in the post- between science and the public, which matter that should be taught in classes in Sputnik era when jobs and funding for has been in effect since the end of World grades 9 through 12. The committee’s rec- research were abundant, and geology War II, is ending (Byerlee and Pilke, 1995). ommendations are the foundation of the was caught up in the excitement of these In the future the scientific community curriculum still taught in high school. In revolutions. will have to make it more clear how its science, the recommendations were “geog- Times have changed, however. Many research benefits society (e.g., Moores, raphy” in the 9th grade, botany or zool- younger members of our society were 1996). Funding for research and develop- ogy in the 10th grade, chemistry in the attracted to the field by the excitement ment in the United States may be cut 11th, and physics in the 12th. “Geogra- of the revolutionary developments and some 30%, regardless of which party is in phy” was a mixture of physical geography, the perceived career opportunities, but control in Washington. Similar situations geology, and meteorology. The subcom- now they face a declining job and research in Australia, Canada, the UK, and France mittee that formulated the recommenda- funds pool. Many geologists from gov- indicate the international scope of the tions on “geography” included one cur- ernment organizations, academia, and problem. rent and two future GSA presidents—T. C. industry have faced disruption of careers Furthermore, as funds become more Chamberlain (1894), I. C. Russell (1906), or underemployment as downsizing has scarce, many universities and colleges are and W. M. Davis (1911). hit and the projected shortage of advanced seeking to downsize. One of the most As teaching developed in the early degree holders did not materialize. vulnerable departments seems to be, para- 20th century, “geography” was replaced It had been my intention to present doxically, the local geoscience depart- by general science, including not only a talk on pure science as my presidential ment, which is viewed by many adminis- physical geography, geology, and meteo- address. However, events have conspired trations, apparently, as “irrelevant” in an rology, but also astronomy, biology, chem- against such a presentation. The last year era of tight money. This past year, I have istry, physics, and health (Frank Eierton, has seen the continuation of an ongoing written, as GSA President, two letters to written communication, 1995). Biology crisis in geology of sufficient severity to college administrators (one unsuccessful) replaced botany and zoology. make any preoccupation with pure science in support of departments theatened with In 1894, geology was at the peak of its akin to fiddling while Rome burns. abolition, and there have been others 19th century development (Baker, 1996). Manifestations of this crisis include: (e.g., Feiss, 1996). After all, this time followed publication of 1. There is very little knowledge of How can the geosciences possibly be Darwin’s Origin of Species (1859), and the the geosciences among the public as a seen as irrelevant in view of their central- exploration of the western United States whole (as indicated above), although there ity to resolution of problems of the envi- and Canada in the previous several seems to be a great hunger for knowledge ronment, resource limitation, and global decades. Yet geology was marginalized in on the part of many nonscientists. carrying capacity that face society as a science education. Why? I speculate that 2. There seems to be little knowledge whole? Our collective perception is that or appreciation of geoscience in Washing- geosciences are not only exciting, but also ton in general and Congress in particular. Presidential continued on p. 8

GSA TODAY, January 1997 7 Figure 2. Diagram of brain, showing possible Figure 1. Attitudes of U.S. adults about science relationship between hands and thought pro- (after National Science Board, 1996). cesses (after Edwards, 1979). Figure 3. Spatial IQ and music (after Rauscher et al., 1993).

Presidential continued from p. 7 Guthrie Tait, said that Kelvin had “removed the blinders from the eyes of top, geology somewhere on the slope, and geology may have been suffering from the geologists and (set) them back on the social sciences on the bottom. This situa- some sort of “Kelvin effect.” At the time of path to truth” (Albritten, 1980, p. 190). tion was enhanced by the Manhattan pro- deliberations of the Committee of Ten, The subsequent discovery of radioactivity, ject, which spawned the Faustian bargain geologists were locked in a controversy of course, meant that Kelvin’s calculations among scientists, government, and the with Lord Kelvin and his followers about were off by a factor of about 50 to 500, military leading to the era of “big science,” the age of Earth. Assuming all the heat and that the intuitive, semiquantitative and the now-defunct social contract from Earth was left over from its accretion, geologic estimates were more accurate between science and society. Kelvin calculated that Earth was about 100 than his mathematical “proof.” As a result, an entire century’s worth million years old and possibly not more The Committee of Ten did its work of students have grown up with no com- than 10 m.y. Many geologists—e.g., T. H. at a time when geology was under a cloud, prehensive view of science and with little Huxley—argued that it was much older. in both the science community and the or no knowledge of Earth. Despite efforts The debate received wide attention in public. Its recommendations and the by the American Geological Institute and both the scientific community and the Kelvin debate have resonated throughout others beginning in 1959, geology has public press. Kelvin greatly disparaged the the 20th century in the development of a never received the attention in primary opinion of geoscientists, who could not reductionist (science separated into com- and secondary school education that it quantify their intuitive notion for a much ponent parts with no overarching view deserves. GSA’s own SAGE (Science Aware- older Earth. Kelvin also argued that only of the whole), hierarchical (one field more ness through Geoscience Education) pro- knowledge expressible in numbers was sci- “worthy” than another; “pure” better than gram is making great strides and has many ence, a restatement of Descartes’ dictum “applied”; Alvarez, 1991; Baker, 1996) programs for increasing geoscience aware- that knowledge must be “certain,” and system of science education and science ness. The problem is huge, however, and preferably expressed quantitatively (Frode- establishment, a “pecking order” in sci- SAGE can’t do it all. We all need to get man, 1996). One of his cohorts, Peter ence, with mathematics and physics at the involved.

Figure 4. Per capita energy consumption vs. population (after Hatcher, 1994).

Figure 5. Comparison of total resource consump- tion at present for United States (normalized to 1) and Brazil, China, India, and Indonesia (BCII) (left column), and projected consumption assuming BCII consumption of 1/4 U.S. consumption and constant population (after Zen, 1995)

8 GSA TODAY, January 1997 EARTH AND CULTURE nize that humans developed from earlier GEOLOGY, SCIENTIFIC INQUIRY, species of animals (National Science AND SOCIETY This separation of human thought Board, 1996; Fig. 1). Most people, when from the earth is a relatively new phe- I believe that it is precisely this point asked, remember their science education nomenon, historically. Earth plays a where the gulf between the scientific and as “fear and loathing and dead frogs,” as prominent role in many indigenous nonscientific community originates. one wag put it. I believe that this lack of cultures. For example, Semken and Mor- Mather’s point is generally ignored by knowledge of and aversion to science is a gan (1996) and Murray (1996) outlined many scientists who argue that science is direct result of the reductionist-hierarchi- the relation between Diné (Navajo) and detached from other fields and basically cal system of education. This system has Cree traditions and geology. Legends of amoral or “premoral” (Sarewitz, 1996, p. failed us. a Mother Earth Goddess are abundant 102). One can argue, however, that scien- The reductionist-hierarchical practice in Europe and Asia. Greek mythology tific inquiry makes a moral judgment sim- of science has given us much new knowl- includes a battle between Hercules and ply in its choice of topics to investigate. edge of interest and societal importance, Antaeus, the son of Gaia, the earth god- Also, such items of ethics are important— and there are many new results to be dess. As long as Antaeus could maintain in fact, GSA is sponsoring a conference anticipated. It has produced, however, contact with the earth, he was unbeatable. on the subject in summer 1997. an increasingly specialized science culture, Only when Hercules held him above his We are all familiar with the standard characterized by a series of disciplines that head was that contact broken, so that Her- scientific method: i.e., statement of prob- are “fragmented into little islands of near cules was able to vanquish his opponent. lem, hypothesis, experiment, and analysis, conformity surrounded by interdisci- The moral for modern humans is that we the so-called “analytic philosophy” of plinary oceans of ignorance” (Ziman, should “keep our feet on the ground,” philosophers of science (Frodeman, 1995). 1996). With regard to critical science- and maintain our kinship with the earth Application to societal problems of knowl- policy issues, it has outlived its usefulness. (Mather, 1986). edge thus gained is widely thought to be One result has been that “willful igno- The relation between indigenous cul- linear, specifically by generation of new rance of the increasingly convoluted tural traditions and myths and the earth knowledge, search for applications, devel- nexus between science, technology, and implies an almost subconscious need for a opment of specific products, and intro- society seems to be a theme of modern connection with the earth on the part of duction of products into society. This culture” (Sarewitz, 1996, p. 175). humans everywhere. This is in accord with widespread view is not, however, the way I believe that these misunderstand- my own experience. As a result of John that things happen. Science and technol- ings and attitudes are dangerous for an McPhee’s best seller, Assembling California ogy are inextricably intertwined, as are increasingly global society needing sci- (McPhee, 1993), I have heard many com- basic and applied research. We geoscien- ence-based solutions to its problems. ments about geology from nonscientists, tists have lots of experience with such Also, I suspect that this state of affairs and I have developed something of a sec- interconnections, which seem foreign to exists approximately in proportion to ond (mostly volunteer) career taking non- some other scientists. Furthermore, sci- the lack of geoscience in the educational scientists on field trips. This experience ence and technology are “entirely symbi- system. has shown me that there is a great deal of otic … with economics, politics, and cul- The gulf between our understanding interest, even hunger, for geologic knowl- ture” (Sarewitz, 1996, p. 97). Widespread of Earth history and processes and that edge on the part of the average person. disregard of this point by practitioners of of our fellow citizens, many of whom are Many regret not having had geology in science leads to trouble, such as the failure deeply religious, is also of concern. This school. Furthermore, if you ask the aver- of ambitious basic research proposals, the is analogous to the problem of “two cul- age 3rd grader what (s)he is interested in, disparity between claims for societal bene- tures,” first enumerated by Snow (1959). the answer typically includes dirt, rocks, fits of basic scientific research and the Kirtley Fletcher Mather provided some volcanoes, earthquakes, dinosaurs. People actual results, and the dwindling political insight into this issue. Mather was an early are naturally attracted to the earth and are support for science. 20th century geologist, a Harvard profes- very interested in their surroundings— Any scientific inquiry includes the sor, a lifelong evolutionist, Baptist, advisor they need a sense of place. processes of deduction, induction, or, as to Scopes in his famous trial, and social Yet most of us live in urban areas sur- in geology, a combination of both. Argu- activist (Bork, 1994). Mather clearly saw rounded by our own edifices and out of ments that science is strictly rational, and no conflict between his devout Christian contact with nature. Traditionally, teach- nonintuitive do not specify, however, how beliefs and his acceptance of evolution. ers have been ill-prepared to teach science; the deduction or induction is to take His philosophy (Mather, 1986) gives guid- what little is taught is esoteric, not earth- place. Both processes depend upon the ance in how to bridge the gulf between based, and hard to apply to daily life. Cer- nonrational, nonlogical creativity, imagi- the two cultures. tainly, there is no overarching view of the nation, and intuition of the scientist. The Mather argued that there are two natural world. What is the result? Though “Eureka!” of a scientific leap of insight is kinds of knowledge: (1) measurable in people generally express faith in the abil- key to the progress of science, but it is a space and time, or “scientific,” and (2) ity of science to solve societal problems, fundamentally nonlogical, intuitive pro- qualitative, or “spiritual,” which is subject ignorance of science is widespread—only cess. This process of insight unites the to evaluation but inherently unmeasur- 6% of U.S. adults are “science literate” work of scientists and artists. Mather able in space and time. Spiritual knowl- (Sarewitz, 1996) and some 64% are science (1986) likened it to religious revelation. edge includes aspects of knowledge such illiterate (Fig. 1). Some geology deals with the study of as beauty, awe, reverence, ethics, righ- Most people’s knowledge of science is active processes on and within Earth and teousness, loyalty, creativity, and spotty and idiosyncratic, which probably other planetary bodies. One can perform, integrity. Mather states that both kinds accounts for the growing frustration of say, geochemical experiments in the labo- of knowledge are necessary for wisdom. the public with the claims of scientists. ratory or seismic experiments in the field He further posits that there is a funda- Furthermore, popular conceptions about and arrive at quantitative explanatory mental need for grounding of culture in Earth history are shocking—approxi- models of the process in question. This the earth, a grounding that is generally mately 50% believe that Earth is less than part of geology thus resembles the analytic lacking today. 10,000 years old; only 48% recognize that method of science as practiced by, say, the earliest humans and dinosaurs did not live at the same time; and only 44% recog- Presidential continued on p. 10

GSA TODAY, January 1997 9 Presidential continued from p. 9 students’ spatial acuity (Fig. 3). I salute the tectonic, imaging, and planetary explo- many geoscientists who are active or frus- ration revolutions fit most readily within chemists and physicists. Of course, any trated artists and musicians. Playing classi- this category. Ironically, all modern revo- geoscientist knows that Earth is much cal music in laboratory sessions might well lutions are stepchildren of the Cold War. more complex than any model, and improve the efficiency of the students’ All of these parts of geology are includes many nonlinear, time-dependent, learning processes. active, exciting fields of inquiry. All are and overlapping processes (e.g., Zen, integral to issues of global science–policy 1993), and that the criterion of a good THE SITUATION TODAY relations. The public finds these all very model is that it is testable, not that it is interesting when they are informed about Vannevar Bush’s1 (1945) concept of right. them. the “endless frontier” was an extension of Geology is also historical. We are the Baconian dictum “nature to be com- interested not only in ongoing processes, WHAT TO DO? manded must be obeyed,” which itself was but the history of those processes through an outgrowth of the Biblical admonish- If we agree that we need a scientifi- time. For this information, we are depen- ment that humanity must seek to domi- cally literate population and that geo- dent on the incomplete, mute, geologic nate nature (Sarewitz, 1996). We may science is central to culture, to the out- record. Because much of this record is indeed be in a true crisis in the sense of standing policy dilemmas facing the world missing, much of the historical aspect of Kuhn (1970) if the old paradigm that community today, and to the develop- geologic inquiry is intrinsically not quan- describes the interaction of policy and sci- ment of science literacy, then we need to tifiable. That doesn’t make it less worthy ence is no longer valid, and a new one act. When Mao Tse-tung took over in Bei- or less interesting, despite Kelvin’s com- must be found. The new paradigm may be jing in 1949, he allegedly said, “China has ments to the contrary. However, in such “sustainable development” or “sustainabil- stood up.” Regardless of how one views situations, insight depends upon the intu- ity,” defined as “meeting the development events of the past 48 years, China is no ition of the geologist. Piecing together needs of the present without compromis- longer “sleeping,” as Napoleon allegedly geologic history relies upon consideration ing the ability of future generations to described it. As with China, it is time for of many aspects of the problem in a holis- meet their own needs” (Sarewitz, 1996, the geosciences to stand up and assert tic, all-encompassing manner. p. 193). In other words, we must live ourselves. We need to: In these ways, geologic inquiry within our means, with an eye toward 1. Get our message across to the rest of the differs from the purely analytic method future generations. If this paradigm takes science and policy communities. We have of inquiry. Geologists look at an entire hold, society will have come full circle a lot to offer: a perspective on the whole complex system, Earth, in a way that is in our Biblically mandated journey away Earth, a sense of ongoing processes, and a partly quantitative, but also partly intu- from our close connection with the earth, distinctive philosophy of inquiry uniquely itive and involving value judgments. and will have returned to a position suited to application to societal problems. Frodeman (1995) argued that the philoso- resembling that of traditional Native 2. Get geoscience education in the phy thus developed is not a derivative of American and other indigenous cultures, schools, starting right down at the kinder- the more conventional (analytic) philoso- as mentioned above. garten level. Here, SAGE has made a good phy of physical science, but is a unique Geoscience today falls perhaps into start. Predictions are for a need for more method of inquiry in its own right, more three distinct areas, all of which depend than 100,000 K–12 teachers in the next suited to application to societal problems on the same data, but which interest three decade. It would be great if many of these than “mainstream” analytic philosophy. quite different communities. All these new teachers had geoscience backgrounds. The geologic philosophy certainly is well areas fundamentally deal with the instan- The recently published proposed national suited to analysis of the complex inter- taneous rates of processes integrated over standards for K–12 education (National connected system that constitutes the varying intervals of the geologic time Research Council, 1996), including earth environment. Furthermore, complex sci- scale. All of these are global in their reach sciences, are a promising development in ence-policy issues such as nuclear waste and bear on the issue of sustainability and national recognition of a role for earth sci- isolation, toxic waste disposal, global carrying capacity: ence in K–12 education. These new stan- climate change, or resource extraction 1. Active surface, near surface, and dards are going to need close attention require balancing of scientific information internal processes. These include hazard and advocacy at the local level if they are with nonscientific issues values such as assessment and prediction, sustainable to be adopted. It is time for all of us in the ethics, aesthetics, equity, and ideology. In interaction with the environment, geohy- geoscience community to get involved. other words, these issues involve integra- drology, soil formation and erosion, cli- 3. Develop adult education classes in gen- tion of scientific knowledge with Mather’s mate change, volcanism, and any other eral geology and the relationship between “spiritual knowledge.” (Harry Hess, 1963 active process that enables us to interpret geology and the problems facing society. GSA president, and John Maxwell, 1973 history. 4. Offer field trips to local sites, wherever GSA president, observed from their World 2. Natural resource exploration and they might be. Explain to your audience War II experiences that geologists were exploitation. Here the basic modus operandi that the landscape is there for a reason well suited to intelligence activities has not changed very much over the past and tell them how it got there. Talk about because they were accustomed to looking century or so except for the application of geologic time.2 at a whole situation and were comfortable increasingly sensitive and efficient imag- 5. Develop the ability to explain how basic making decisions on incomplete or other- ing, exploration, and extractive technolo- research might have societal benefit. This wise faulty information.) gies to compensate for the declining rich- is not easy. It requires being able to con- Geologic instruction also shares ingre- ness of deposits, the regulatory framework dients with some instruction in the arts. of exploitation, the increasingly interna- Two key ingredients common in both Presidential continued on p. 11 tional (exo–North America) nature of artistic and geological education are think- activity, and the increasing environmental ing in three dimensions and teaching stu- awareness of the extractive industries. 2I like to use a 1 mm equals one year analogy. Work out dents to see things that were always there 3. Earth history, from astronomy–solar the distances for a human lifetime (1 dm = 4 inches), but that they had not seen before. They 1000 yrs (one meter), all of recorded human history system origin to present day. The plate are probably right-brain activities (see Fig. (10,000 years max = 10 m), the K/T boundary (65 km = 35 mi), etc. (The age of Earth is about the number of 2) . Rauscher et al. (1993) have shown that millimeters from New York to San Francisco, Vancou- a short exposure to Mozart can increase 1Science advisor to Presidents Roosevelt and Truman. ver to Montreal, or Prince Rupert to Mexico City).

10 GSA TODAY, January 1997 Presidential continued from p. 10 working with primary and secondary edu- Baker, V., 1996, The geological approach to understand- ing the environment: GSA Today, v. 6, no. 3, p. 41–43. cators, especially in areas of rural or urban Bork, K. B., 1994, Cracking rocks and defending democ- dense a comprehensive scientific descrip- poverty. racy : Kirtley Fletcher Mather , scientist, teacher, social tion into jargon-free but representative 10. Work for more effective integration of activist, 1888–1978: San Francisco, American Associa- one-liners (see Moores, 1996, for one basic and applied research perspectives. tion for the Advancement of Science Pacific Division, recent attempt). It will also mean remov- Because GSA includes individuals active in 336 p. ing one’s pure-research blinders from time both the extractive and environmental Bush, V., 1945, Science, the endless frontier: Washing- ton, D.C., Office of Scientific Research and Develop- to time, even attempting to formulate fields and industries, we can provide soci- ment (reprinted by National Science Foundation, 1960). one’s proposed new research with an eye ety a perspective on bringing together Byerly, R., and Pilke, R. A., 1995, The changing ecology toward possible societal benefit. Another these disparate points of view to focus on of United States science: Science, v. 269, p. 1531–1532. useful technique may be a narrative-logic the problem of sustainable development. Dressler, A., 1996, Exploration and the search for ori- approach, communicating in a series of Accomplishing this task of getting gins: A vision for ultraviolet-optical-infrared space scenarios (Frodeman, 1996). our place in the sun will not be easy. It astronomy: Washington, D.C., Association of Universi- ties for Research in Astronomy, Report of the HST and 6. We could take a page from the may meet resistance from individuals Beyond Committee, 89 p. from fields higher in the “science pecking astronomers. They are united in their Edwards, B., 1979, Drawing on the right side of the stance toward the public, in contrast to order” attached to the more conventional brain: New York, St. Martin’s Press. the geoscientists, and they work at popu- scientific point of view. But the potential Feiss, P. G., 1996, The survival of academic geology larizing their science. For example, a rewards for our field in terms of public programs: GSA Today, v. 6, no. 1, p. 16–17. recent NASA publication on proposed awareness, acceptance, and support, as well Frodeman, R., 1995, Geological reasoning: Geology future exploration (Dressler, 1996), begins as for society as a whole, are profound. as an interpretive and historical science: Geological with a section entitled “Astronomy: Its Society of America Bulletin, v. 107, p. 960–968. Rewards for Science and Society.” In this FINAL THOUGHTS Frodeman, R., 1996, The rhetoric of science: GSA Today, v. 6, no. 8, p. 12–13. section, Dressler stated (p. 2), “Astronomy In the global society to which we all is inspirational. Of all the sciences it Hatcher, R. D., Jr., 1994, Is our past the key to our are rushing, sustainability and Earth’s car- future? (GSA Presidential Address): GSA Today, v. 4, remains the most accessible and approach- rying capacity are critical issues. North p. 67–69. able.” I would dispute this statement. Geo- American per capita resource use and Kuhn, T. S., 1970, The structure of scientific revolu- science is also inspirational and arguably tions: Cambridge, MA, Harvard University Press, 210 p. waste generation are much greater than more accessible and approachable. After for any other region (Fig. 4). Zen (1993, Mather, K., 1986, The permissive universe: Albu- all, we stand on Earth. It is up to us to make querque, University of New Mexico Press, 213 p. 1995) pointed out the implications of this this point. McPhee, J., 1993, Assembling California: New York, when he examined the prospect of devel- 7. Those of us who have the aptitude and Farrar, Straus and Giroux, 304 p. oping nations coming up to the North necessary fortitude can get involved in the Moores, 1996, Societal benefit of basic research: GSA American comsumptive levels. Bringing public and political arena. Here, GSA’s Today, v. 6, no. 8, p. 19–21. only four countries—Brazil, China, India, Institute for Environmental Education Murray, J., 1996, Of pipestone, thunderbird nests, and and Indonesia, which together aggregate ilmenite: Ethnogeology, myth, and the renaming of a (IEE) can help. It has provided media about 40% of Earth’s 5.5 billion people— world: Geological Society of America Abstracts with workshops and is developing a Geology Programs, v. 28, no. 4, p. 34. up to one-quarter of the U.S. per capita and Environment Public Outreach Pro- level of consumption would double or triple National Education Association, 1894, Report of the gram (GEPOP) of individuals who are Committee of Ten on secondary school studies, with the environmental load on Earth. It does- capable of effective interaction with policy the Reports of the conferences arranged by the commit- n’t seem possible. Yet, who are we to per- tee: New York, American Book Company, 240 p. makers. suade these countries not to strive for National Research Council, 1996, National science edu- 8. Institute college curricula that empha- what we have? Society somehow needs to cation standards: Washington, D.C., National Academy size global geoscience as a general science Press, 262 p. work out a way for these and other coun- major for people intending to go on into tries to prosper without environmental National Science Board, 1996, Science and engineering such fields as law, teaching, or business. indicators—1996: Washington, D.C., U.S. Government ruination and to find a way ourselves to Such a course of study ideally would Printing Office, 352 p. prosper with less draw on Earth’s involve development of a different set of Rauscher, F. H., Shaw, G. L, and Ky, K. N., 1993, Music resources. We geoscientists can help in this and spatial task performance: Nature, v. 365, p. 611. courses from those required of geology quest. Geoscience should become the central majors. It could be quite popular and bene- Sarewitz, D., 1996, Frontiers of illusion: Science, science of the 21st century! Let’s get going! technology, and the politics of progress: Philadelphia, ficial. It would help to build the science-lit- Temple University Press, 235 p. erate populace that we need. In addition, ACKNOWLEDGMENTS Semken, S., and Morgan, F., 1996, Navajo pedagogy in view of the need for additional K–12 and earth systems: Geological Society of America teachers in the next decade, it’s potentially I thank all the hard-working and tal- Abstracts with Programs, v. 28, no. 4, p. 38. a good way to increase student enroll- ented GSA staff with whom I’ve had the Snow, C. P., 1959, The two cultures and the scientific ments in geology courses, and to reduce pleasure of working for the past 15 years revolution: New York, Cambridge University Press, 58 p. the pressure on geoscience departments for and especially for the past year. J. Moores, Zen, E-An, 1993, The citizen geologist, (GSA Presiden- tial Address): GSA Today, p. 2–3. downsizing or elimination. P. Rock, D. Sarewitz, and E-An Zen pro- Zen, E-An, 1995, Geosphere Alliance Committee seeks 9. Develop a Society-wide program vided helpful comments on an earlier input and action from GSA members: GSA Today, v. 5, to internationalize and to increase our draft of this address. Janice Fong crafted p. 100. diversity. Geology is increasingly global in the illustrations. Ziman, J., 1996, Is science losing its objectivity?: scope, and this should be reflected in Soci- Nature, v. 382, p. 751–754. ■ ety activities. In addition, geoscience is REFERENCES CITED one of the least diverse professions. Albritten, C. C., Jr., 1980, The abyss of time: San Fran- Increasing diversity is not only a question cisco, Freeman, Cooper & Company, 251 p. of simple equity, but also a way to develop Alvarez, W. S., 1991, The gentle art of scientific tres- a more accurate world-view of outstanding passing: GSA Today, v. 1, p. 29–31, 34. problems than we currently possess. This is a difficult task and will require a care- fully constructed, multifaceted approach,

GSA TODAY, January 1997 11