Teaching Earth Science Today

Abstract

The second half of our century has been marked by two significant events in earth science research: the plate tectonics revolution, and the gradual shift from an “oil and mines” oriented geology towards an environmental geology. Research in plate tectonics has produced great advances in marine geology, geodynamics, and geophysics. Environmental geology has focused on natural hazards, on the human impact on slope stability, on soil erosion, desertification, water pollution; and on the global changes of the past, as a key for the future. Both fields of research have revealed a high level of complexity in our planet, where five systems (solid earth, air, water, ice and life) interact while maintaining for some billions of years a surprisingly stable equilibrium, even though there have been gradual changes in vital parameters, as well as real catastrophes. The epistemological implications of the Earth as a complex system are evident. Educational policies at any level have to take into account this new perspective, not just to provide up-to-date information, but also to create a general framework that will help decision makers in improving education in the earth sciences. We believe that students at all levels and in all fields should understand a number of essential earth-science concepts. These should be coupled with adequate information on the delicate equilibria that regulate our planet and the effects of human impact. This will enable people to make well informed personal and civic decisions concerning the environment, including land management, energy, and natural resources. We believe that students should learn about the beautiful history of Earth, which is complex yet simple. We also suggest that this aim is best achieved by introducing students to field observation.