This chapter contains sections titled: Introduction Object and Aims of Earth Science The Autonomy of Earth Science Explanation in Earth Science Conclusion Acknowledgment References.

For courses in Earth Science, Physical Geology, Physical Geography, Earth System Science and Environmental Philosophy. This collection of essays by scholars in both the earth sciences and philosophy discusses the connections between the earth sciences and contemporary culture, and the changing role of the earth sciences in society.

This study examines the outcomes of a four-year faculty learning community (FLC) that aimed to transform departmental ethics curriculum by supporting Earth Sciences faculty members as they ethically inquired into their teaching of ethics and refined existing courses in alignment with an Integrated Community-Engaged Learning and Ethical Reflection (ICELER) framework. We present ethnographic case studies that unpack processes through which three faculty members transformed undergraduate courses. We assembled case studies by triangulating interview data, course artifacts, and faculty reflections. (...) We examine how faculty (1) built awareness around teaching ethics, (2) took responsibility for and made judgments about teaching ethics, (3) experimented by designing and implementing ICELER-inspired courses, and (4) interrogated the outcomes of their ethics teaching, utilizing findings to enhance awareness and revise courses. The paper closes by introducing a model detailing how instructors inquire into ethics teaching and how model components might inspire future educational practice and research. (shrink)

History at one time drew unproblematically on records produced by human societies about themselves and their doings. Advances in biology and the earth sciences introduced new narrative resources that repositioned the human story in relation to the evolution of all else on the planet, thereby decentering earlier conceptions of time, life, and human agency. This essay reflects on what it means for our understanding of the human that the history of our species has become so intimately entangled with (...) the material processes that make up the biosphere, while concurrently the temporal horizon of our imagination has been stretched forward and back, underscoring the brevity of human existence in relation to earthly time. I suggest that, despite significant changes in the resources with which we can rethink the human condition, drawing upon the sciences, history’s fundamental purposes have not been rendered irrelevant. These center, as before, on the normative project of connecting past and future in ways that make sense of human experience and give meaning to it. In particular, the question of how humans should imagine the stewardship of the Earth in the Anthropocene remains an ethical project for history and not primarily the domain of the natural sciences. (shrink)

The present paper presents a philosophical analysis of earth science, a discipline that has received relatively little attention from philosophers of science. We focus on the question of whether earth science can be reduced to allegedly more fundamental sciences, such as chemistry or physics. In order to answer this question, we investigate the aims and methods of earth science, the laws and theories used by earth scientists, and the nature of earth-scientific explanation. Our analysis (...) leads to the tentative conclusion that there are emergent phenomena in earth science but that these may be reducible to physics. However, earth science does not have irreducible laws, and the theories of earth science are typically hypotheses about unobservable (past) events or generalised - but not universally valid - descriptions of contingent processes. Unlike more fundamental sciences, earth science is characterised by explanatory pluralism: earth scientists employ various forms of narrative explanations in combination with causal explanations. The main reason is that earth-scientific explanations are typically hampered by local underdetermination by the data to such an extent that complete causal explanations are impossible in practice, if not in principle. (shrink)

This essay interrogates the motives of eighteenth-century European naturalists to alternately show and hide their laboring-class fossil suppliers. Focusing on rare moments of heightened visibility, I ask why gentlemen naturalists occasionally, deliberately, and even performatively made visible the marginalized science workers on whom they crucially depended but more typically ignored or effaced. Comparing archival fragments from elite works of natural history across a considerable stretch of time and space, including Italy, France, Switzerland, Britain, Ireland, Germany, Spain, and French, Spanish, and (...) British America, this essay sketches the contours of a disparate group of people I term ‘earth workers’: laborers of very low social rank, such as quarrymen, shepherds, ditch-diggers, and fieldworkers, whose daily labor in and on the earth enabled the discovery of subterranean specimens. At the same time, archival traces of laboring lives ultimately reveal more about the naturalists who created them than they do about the marginalized laborers whose lives they faintly record. Cultural norms of elite masculinity and scholarly self-presentation in the Republic of Letters help us to understand why some eighteenth-century naturalists felt they had to publicly disavow a form of labor that would come to be recognized as a crucial and skilled part of scientific fieldwork in the modern era. Compared to other kinds of invisible labor that historians of science have brought into view, the social meaning of earth work rendered it uniquely visible in some ways and uniquely invisible in others. (shrink)

The purpose of this study was to investigate the features of modeling-based abductive reasoning as a disciplinary practice of inquiry in the domain of earth science. The study was based on an undergraduate course of a university of education, Korea, offered for preservice elementary teachers majoring in science as their specialty. The course enrollees participated in an inquiry project in which they were asked to abductively generate models representing past geologic events in order to explain how two units in (...) a sedimentary rock outcrop had been formed. Three students were selected as major informants for the study, and multiple types of qualitative data were collected, including the students’ sketchbook records, audio-recording of whole-class presentation and discussion, and interviews with the students. The data were analyzed according to the method of analytical induction, which yielded three assertions as the findings of the study. First, while an explanatory model can be generated by combining resource models, the combination of resource models does not necessarily result in a scientifically sound explanatory model. Second, a systemic approach can help activate a critical resource model which can in turn lead to a scientifically sound explanatory model. Third, simulations with a model can enhance the plausibility of the model. Based on these findings, causal combinations of resource models, a systemic approach to earth scientific problem-solving, and simulations with a model are suggested and discussed as implications for science education and relevant research. (shrink)

Verification and validation of numerical models of natural systems is impossible. This is because natural systems are never closed and because model results are always nonunique. Models can be confirmed by the demonstration of agreement between observation and prediction, but confirmation is inherently partial. Complete confirmation is logically precluded by the fallacy of affirming the consequent and by incomplete access to natural phenomena. Models can only be evaluated in relative terms, and their predictive value is always open to question. The (...) primary value of models is heuristic. (shrink)

Seeks to redraw the boundaries between the fields of geology and environmental philosophy.

It is without doubt that the earth sciences were rocked to the core by a revolution in the late sixties with the initial acceptance of Harry Hess’s hypothesis of seafloor spreading and subsequent development and acceptance of plate tectonics. The major aim of this essay is to show precisely why this revolution is not Kuhnian. However, my reasons for claiming that Kuhn’s model fails to apply are at variance with Ruse [27] but in much agreement with R. Laudan (...) [18]. I shall highlight our differences as space permits.There are two general accounts of the rise of continental drift and plate tectonics which satisfy Kuhn’s model of scientific growth and change. (1) The geosciences prior to the acceptance of seafloor spreading and plate tectonics were in a pre-paradigm state. Earth scientists solved no problems within geological domains, but only argued among themselves about which of the various schools of thought provided the best framework for attacking geological problems. (shrink)

This is a response to James J. Allegro’s article “The Bottom of the Universe: Flat Earth Science in the Age of Encounter,” published in Volume 55, Number 1, of this journal. Against the solid consensus of modern scholars, Allegro contends that the decades around 1500 saw a resurgence of popular and learned doubts about the existence of a southern hemisphere and the concept of a spherical earth more generally. It can be shown that a substantial part of Allegro’s (...) argument rests on an erroneous reading of his main textual witness, Zaccaria Lilio’s Contra Antipodes, and on a failure adequately to place this source in the context of the cosmographical debate of the late fifteenth and early sixteenth centuries. Once this context is taken into account, the notion that Lilio was a flat-earther falls flat. (shrink)

This essay challenges the dominance of the spherical earth model in fifteenth- and early-sixteenth-century Western European thought. It examines parallel strains of Latin and vernacular writing that cast doubt on the existence of the southern hemisphere. Three factors shaped the alternate accounts of the earth as a plane and disk put forward by these sources: the unsettling effects of maritime expansion on scientific thought; the revival of interest in early Christian criticism of the spherical earth; and a (...) rigid empirical stance toward entities too large to observe in their entirety, including the earth. Criticism of the spherical earth model faded in the decades after Magellan’s crew returned from circuiting the earth in 1522. (shrink)

Whether on personal health, politics, or climate change, we are constantly bombarded with more numerous 'breaking news' articles than we have time for. In such an environment, how can we tell which to read, or which is even true. Science of the Earth, Climate and Energy helps readers understand major issues that affect us individually and the world as a whole. In language that a non-scientist can follow easily, the book first explains the general principles of science, its nature (...) and how it works, with a certain degree of emphasis on the meaning of the words "uncertainty" and "fact, before it goes into the related topics of the earth, its climate and energy sources at a level that does not require a background in science. Finally, the book addresses what individuals and societies can do to mitigate problems associated with both climate change and limited resources. (shrink)