GEOSCIENCES IN MODERN SOCIETY
problems. As a result, I have always tried to prepare some suggestions that could be appropriate.
The problems involved are numerous and cannot all be solved in one fell swoop. Development of solutions will not be easy nor will all geoscientists be capable or interested in developing and implementing the solutions.
From my perspective, at least two separate approaches are possible:
1. Encourage our professional organizations to expand programs to cover subjects outside the actual profes- sional development of existing professionals. That would involve the development of programs for the general public and other disciplines that deal with controversial aspects of modern society such as climate change, alternate energy sources versus conventional sources, mineral resource availability and projections of future needs, etc.
Figure 2- Geoscience Enrollment Trends from 1955 to 2019
1. The introduction of state certifications and ASBOG have significantly reduced the desirability of AIPG certifications.
2. A perceived “inferiority” of geoscientists to “real” engi- neers and “pure” scientists in consulting firms.
3. A reluctance of most geoscientists to involve themselves outside their own perceived area of specialized expertise due both to lack of time and value judgements on career development while working for engineering firms.
4. A lack of awareness on the part of many geoscientists of the broad influence of the geosciences in disciplines outside their own specific area of competence.
5. High negativity in public perception of the two major employers of geoscientists, petroleum and mining. These fields are perceived by much of the public and governmental agencies as agents of environmental destruction, either directly or indirectly, as producers
of materials (CO2) which contribute to environmental degradation along with waste disposal practices which trigger earthquakes and generate environmental deg- radation.
6. Poor public relations by members of the geosciences with respect to decision-makers and the general public whose members choose people who control the processes of national and local policy and, in particular, secondary school curriculum development.
Geoscientists, like all practitioners in the scientific and technical disciplines, tend to spend most of their time talking to each other and restrict their interaction with other groups except where it directly affects their professional interests (e.g. marketing and developing financial support for further exploration and development of mineral resources).
How do we attack the problem?
One thing I have always hated in my consulting and teach- ing career is to have someone point out problems without also presenting some potential approaches to attacking the
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2. Encourage individuals within our professional organi- zations to work outside our traditional areas of activity to expand awareness of the general public of the impor- tance of the Geosciences in disciplines not normally associated with the Geosciences.
The Stealth Education Approach
With respect to the latter approach, I use what I call “Stealth Education”. Stealth Education is defined as the insertion of aspects of the geosciences into topics normally considered as non-geoscience related by emphasizing their role as causative or influential elements in human physical or cultural develop- ment or interaction”.
The conceptual basis for Stealth Education is to encourage geoscience professionals to utilize their collateral interests as entrees into groups or settings which allow them to add geoscience background into other disciplines emphasizing the overall influence of the geosciences in various elements of human culture.
The technique is especially applicable to mineral resources, travel, ancient history, modern history, military science, human migration and societal development, empire develop- ment and decline, anthropology, archaeology, national parks development, environmental hazards, sea level changes, effects of glaciation, landform development, physiographic development, etc. All topics above are favorable for the incor- poration of geosciences into presentations based on other disciplines and fields of general interest.
A key element in Stealth Education is to utilize an indi- vidual’s existing interest (history, hunting, warfare, ship building, fishing, travel, etc.) incorporating information on the geosciences where they can be demonstrated to act as causative or influential elements in the history or development of the topic. Some topics are more conducive to the approach than others but virtually every aspect of human society or history has been influenced in some manner by the geosciences.
A brief example of the Stealth Education approach is included here. Future editorials or papers will give additional detailed examples where the technique has been incorporated in my own lectures.
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