Implementing Stealth Education in the Geosciences – Part 3
James F. Howard, Ph.D., CPG-2536
As defined in previous articles in this series, Stealth Edu- cation is the practice of inserting 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 development or interaction.
I want to re-emphasize the fact that the primary target of the Stealth Education approach is the general public whose representatives control, through the vote, the development of national and local policy, in particular, primary and second- ary school curriculum development.
Attaining this objective requires individuals within our professional organizations to utilize their collateral interests outside our traditional areas of activity, engaging the gen- eral public in discussions that would allow the introduction of geoscience background into their fields of interest or career groups.
Scientists of all types, including geoscientists, are nor- mally encouraged to use their available time and resources in improving their professional expertise to attain success in their chosen subfield. Therefore, as a result of both educa- tional emphasis and professional growth, most geoscientists are relatively unaware of the collateral effects of the geosci- ences upon the general public and on other fields of endeavor outside their own specialty fields of study.
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I want to re-emphasize the fact that the primary target of the Stealth Education approach is the general public whose repre- sentatives control, through the vote, the development of nation- al and local policy, in particular, primary and secondary school curriculum development.
www.aipg.org
The goal of these editorials is to expand the awareness of our Geoscience professionals on the diverse impacts which various aspects of the geosciences have had in the past. Many of these principles continue to affect modern societal develop- ment, particularly in policy and decision-making with respect to resource utilization, development of economic goals and in- ternational policy.
To properly implement the Stealth Education approach, the presentations should not necessarily emphasize the geo- sciences in their titles. Instead, presentations should use title topics that appeal to their target audience.
A good example of Stealth Education can be found in a se- ries of mystery novels by author Toni Dwiggins, who utilizes Forensic Geology as a key element in the themes of her books. These books include solid geologic information woven into a mystery format suitable to the general public.
In addition to presenting geology as a real science, she in- troduces elements in her novels that illustrate how the geo- sciences impact both past and future problems of modern culture, e.g. increased salinity in the Colorado River and its impact on agriculture. In the process, she presents factual geoscience information as key elements in problem-solving while maintaining an entertaining mystery venue for non- geoscience audiences. I especially recommend the novels Volcano Watch, River Run and Quicksilver as examples of applying forensic geology to problem-solving in a manner ap- pealing to the general public.
In this editorial, the example is designed for audiences interested in Central American and Caribbean History. The primary theme is centered on the rise and fall of the Spanish Empire in the Americas allowing opportunities for expansion of the discussion into several basic elements of the geosci- ences.
As a general theme, the emphasis on Spain’s interest in conquering the Americas was the presence of gold and silver. In an historical context, the gold and silver was needed to fund the ongoing wars between Spain, the Moslem Empire and the various elements involved in the Protestant Revolu- tion. As a result, the growth and expansion of Spanish power in the area was heavily oriented toward acquiring mineral resources.
Oct.Nov.Dec 2021 • TPG 33
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