Course Description
Geology emerged as a distinct science by the early nineteenth century. Geological practice, procedures, and visual tools began to become standardized as geologists began the task of describing the Earth and unraveling its history. A fundamental issue arose as to whether modern processes were sufficient to explain Earth history. Was it valid to extrapolate from processes of changes in the modern world? Were conditions and processes in the past significantly different than the present? Most geologists favored a model that linked past catastrophic events to directional changes; others argued that slow gradual changes operated over vast time scales.
The two great scientists at the core of this seminar championed these two models of Earth history. Each used some of the same geological observations as the basis for contradictory interpretations. Georges Cuvier developed a catastrophic directional model based on his pioneering geological studies that integrated the fossil record with studies of mountains and seaways. Charles Lyell argued that modern processes operating at present rates over the vast time span of Earth history could produce all the observed geological features. He integrated an amazing range of geological information into a non-catastrophic, steady-state interpretation of Earth history.
The seminar will explore how two such contradictory models developed, and how they represented alternative views of how to reconstruct the geological past. The scientific argument persisted for several decades and provides insight into the development of scientific thought. Students will read, analyze and discuss the major work of Cuvier ("Revolutions of the Globe") and Lyell ("Principles of Geology" - in an abridged form) along with modern commentaries.
Course Design and Instructor Expectations
This course is designed as a seminar class with a large amount of student participation. You will write two papers and present a poster that allow you to demonstrate your understanding of the course material. However, you will find that this will be much easier if you are engaged in our collective "working over" of the material. Each of you will bring your own questions and insights to a text because of your individual background and experiences. The premise of much of what we will do is that we can more fully understand a topic by collaborating and sharing our ideas with each other.
I expect everyone to participate in small-group and general class discussions, group projects, and reflective learning activities. These expectations require that you read and think about course material prior to class. I will provide notes on the readings to help guide your pre-class analysis.
I also plan this course as a self-reflective exercise for both myself and you as individual learners. You are (presumably) learning about a particular topic (early 19th century geology, something about science, etc.) but you can also gain insights into how you most effectively learn. At the same time, I am trying to find out how my students best learn whatever I am trying to teach them. This is essential for me to become an effective teacher. In the past, I have used such information to modify classes (even midstream).
Here are some comments on specific components of the course structure to help you anticipate what the semester will be like.
Readings and reading notes
The readings will be a mixture of original works and modern commentaries. I have tried to include original works wherever possible because they provide a more direct insight into what geologists were thinking at the time. The downside is that you may find some of the terminology a bit unclear - I do at times. Please jot down whatever needs clarification and bring it up in class - you will not be alone!
I have prepared "reading notes" to help you with the readings - these are linked to the schedule. The notes include material that would commonly be the first part of a lecture (i.e., background information) as well as hints about what to focus upon (and skip over). I will generally include a few basic questions or directions about what information to have ready for class. These are tied into whatever in-class activities I intend us to do.
Group work
The formats for participation will vary throughout the semester and within individual classes. You should expect a mixture of small-group and whole-class discussions that may itemize the main points and/or analyze the arguments presented in varied texts. At times, you will be asked to keep notes about or present summaries of small-group discussions. From time to time, I will be asking groups to turn in "concept maps" (more on these later) that summarize their ongoing textural analysis.
Individual papers
You will notice that there are two papers distributed during the semester. You will be limited to 3-5 pages of text in these papers. I do this for several reasons: (1) I do not want to read and comment upon 10-20 page papers from each of you - I could not get them returned to you in a timely fashion; (2) we all need to learn to write concisely and there is no substitute for practice; and (3) my impression is that taking on a lengthy paper (usually late in a semester) will distract you from the ongoing course content.
There are a few things you should know about my expectations about papers. First, I expect you to turn in a good first draft on the due date. "Good" means a typed copy written in good English that presents a coherent argument (althought I expect that you know all that already). Second, I will provide suggestions about how to go about preparing papers for me and identify desirable characteristics of good papers, including an appropriate reference style. Third, I will comment on the papers at some length to help you with revisions. You will be expected to revise your paper and turn in a second, final draft. You will be graded on the second draft, not the first. I have a "hints page" about writing papers for my courses.
Reflective learning activities
This aspect of the course may be relatively unfamiliar to you - we will be experimenting on this together. The idea is twofold: (1) to give you a chance to anonymously comment on the course before it is over so that we can collectively avoid a disaster; and (2) to encourage you to reflect upon on how you are developing as a learner. I will try to gather this feedback by "classroom questionnaires" given about every other week. I will report back to the class on the results so you will be aware of the comments.
Readings (both texts are available in paperback)
Grading will be based upon