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Geology and Culture: a Call for Action Tems Had Factored Geology Into Their Plans? How Can Our Own Perception Be So Eldridge M 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.
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