PROFESSIONAL ETHICS AND PRACTICES - COLUMN 190 “


An important part of the equity road- map effort discussed above is to actively seek out underrepresented groups and encourage them to become part of the group.


1. Who will be able to be successful? Who would not be able to be suc- cessful?


2. Is the choice tied to a specific indi- vidual’s or group's needs? Who will be left out?


3. How will access be provided to re- sources, space, and representation for all individuals? Will access be dif- ficult for some individuals? Can we offer access in other ways?


Future equity mapping exploration:


Mitchell will be exploring the extension of her Equity Road Map to make equitable choices for our communities and world. She would like her map to help us all imag- ine and create a more equitable landscape in every path we journey on.


Personal thoughts on DEI actions


Contributed by David M. Abbott, Jr. (CPG-04570).


I personally support DEI activities; I’m a member of AIPG’s DEI Committee. But when it comes to my personal interactions with those of other ethnic groups or gen- der orientations (except for gays), etc. I’m at best an ally because I don’t interact with these folks on a regular basis. However, I am aware of harmful language or other dis- criminatory actions and do not intention- ally engage in them. I certainly remember many supposedly funny ethnically or racial- ly derogatory phrases and comments that I learned in the 1950s but I no longer repeat them. This is probably true for most of us.


An important part of the equity road-


map effort discussed above is to actively seek out underrepresented groups and en- courage them to become part of the group. For example, I’ve been aware for years that black people are rarely seen on the trails or ski trails in the Colorado mountains. This has begun to change. There are various groups in the Denver area actively working to encourage and widen black participation in mountain activities. I would join such


www.aipg.org


groups if I was still participating in outdoor activities.


Minorities are underrepresented in the


geosciences. But to become a geoscien- tist, one needs a geoscience degree. Those who are in college are the ones best able to know fellow minority students and invite them along on hikes or camping trips or can encourage them to try out some field trips or classes or other ways to encourage them to consider a geoscience career.


What can you do to promote DEI efforts?


Canon 2: Obligations to the Public Contributed by Sara Pearson (CPG-


10650). For 100 years, there has been a recog-


nized need by geoscientists of the impor- tance of educating the public. It is Canon 2 of the AIPG Code of Ethics and was also in AAPG’s code. We recognize the need, but how do we achieve the goal? On an individual level or even a section level, there are great examples of work done by geoscientists to educate the public. Jim Howard, CPG-02536 provided an example of his outreach through the series of articles in TPG on stealth education. Members from the California section participate in science fairs. Individuals in many of the different disciplines who work with entire communities over particular issues, giving community leaders the facts and educating them on processes and solutions. There are members who talk to their children’s class about geology-related topics and maybe providing that spark to the next generation of geoscientists as Andrew Jones, MEM- 3347 has written about in the Apr/May/ Jun 2024 edition of TPG. These efforts are to be applauded. I’m sure that there are thousands more examples, but there are also billions more people to be educated. Geoscientists make up a small fraction of the earth’s population. How can we make a greater impact in our obligation to the public in raising their awareness of the importance


of understanding the earth’s processes and how they affect people’s daily lives? Science is being rejected by vast numbers of people, yet it is science and people’s interaction with the environment in which they live that dic- tates how they live and what they do. This is a monumental task. Is it too much? Is it worth the effort for an organization like AIPG and others dedicated to the geosciences to initiate efforts to educate the public? Should we continue the course by relying on local efforts alone?


Educating billions of people is a monu-


mental task, and one of the keys is simply getting their attention. Where do we even start? How do we compete with sensation- alized, over exaggerated, unbelievable, and extreme “clickbait” claims vying for the public’s attention? Our general obligations under the ethics code are honesty and integ- rity which prohibit us from sensationalizing and over exaggerating our statements. How do you educate the public without the hype?


Another hurdle is helping the public


separate fact from fiction. Seeing is believ- ing is no longer reliable. Pictures and video and voice recordings are no longer proof of anything with the advancements in AI. It used to be that you could pick out a bad Photoshop job. Not anymore, as technology advances exponentially. The misinforma- tion is rampant.


The theory that unfortunate events and


disasters may prompt people to take notice and seek knowledge to take preventative measures to avoid the next potential dev- astating, costly event does not consistently prove to be true. While this does occur in instances, overall, the general public also has a short-term memory, and decisions and actions geared toward being proactive tend to fade as time passes. The public becomes comfortable settling into new norms.


Lastly, the public is skeptical of science


because it is not an absolute with clear answers. Theories and principles are con- stantly tested and re-examined to confirm and validate them and sometimes new dis- coveries are made, completely changing the original thought process. Advancements in technology also move the science forward and can completely change a long-standing doctrine. Changes in what was once thought to be true and absolute knowledge are disconcerting and create distrust among the public. Consider the concept of plate tectonics as a major discovery completely changing the science. How do we build trust with the public in science that is continually evolving?


My question to members of AIPG and


the geoscience community - What does AIPG’s role for the next 100 years look


Jul.Aug.Sep 2024 • TPG 43


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