Understanding earth resources: What's sociology got to do with it?

Abstract

Purpose – A geologist and sociologist have developed a pair of Earth resource courses to teach geology in global context and critical thinking and negotiation skills. The energy and minerals courses emphasize the physical and geological sciences as well as an understanding of the political, social structural, cultural, economic, and environmental factors that influence resource extraction and use. We are seeking to develop the global citizenship skills students will need to participate in future discussions on Earth resource issues. To this end, active learning approaches involve students in group problem solving and negotiation.

Methodology – For five years we have been developing these courses and regularly assessing the accomplishment of course goals. Focus groups and before/after surveys guide course modifications.

Findings – Though limited, our evidence shows an increased awareness and willingness on the part of our students to engage in discussions searching for solutions to Earth resource issues. Geology students are enthusiastic about the content that goes beyond geology. Non-geology students appreciate knowing more of the science of Earth resources that help thereby providing critical insight and background for their interest in environmental and social problems.

Value of the paper – The L(SC)2 paradigm we have developed can be adopted or adapted to a variety of possible partnerships between the sciences and the social sciences and humanities. Studying Earth resource issues in global context connects the immediate concerns of consumers to the practices and problems of Earth resource extraction and processing around the world to better foster citizen involvement.

Citation

Myers, J.D. and Massey, G. (2008), "Understanding earth resources: What's sociology got to do with it?", Hartman, H. (Ed.) Integrating the Sciences and Society: Challenges, Practices, and Potentials (Research in Social Problems and Public Policy, Vol. 16), Emerald Group Publishing Limited, Leeds, pp. 73-98. https://doi.org/10.1016/S0196-1152(08)16004-5