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This paper sketches, very briefly, the theme of ‘Energy and Civilization’ on a far larger canvass. I shall reconsider the well-known fact that, in the course of time, humans have learned to exploit more and more sources of energy. This has required new technologies, new forms of social organization, and new individual skills. In the latter sense, learning to exploit new sources of energy always was also a process of civilization, involving new forms of personal discipline. Starting from what is called “foraging” (when rudimental tools and weapons provided humans with means for using their own physical strength more effectively in order to obtain food, as almost the only source of energy), following and in some ways widening Norbert Elias perspective, the paper analyses the role of fire domestication, agrarianization and industrialization in humanization and civilization processes.

The material stocks in the anthroposphere are growing faster than ever due to urbanization and growing per capita use. Owing to the growing potential insecurity of raw material supply the evaluation of resources gains increasing attention. Despite growing utilization of anthropogenic deposits, ‘urban mining’ has not yet sufficiently been supported by specific exploration methods. An exploration method for anthropogenic deposits is proposed and described by application to the copper stocks of Switzerland. The method combines material flow analysis with a bottom‐up analysis of material stocks. The stock composition and temporal characteristics are analysed by surveys and literature analysis. The stock amounts to 269±31 kg capita−1 for the year 2000. The retrospective data are used as parameters to construct a dynamic stock model, which is calibrated by historical trade statistics. The potential for drafting scenarios is discussed. The stock situation in Switzerland is reviewed and compared with that of othe...

After nearly three decades of discussion about sustainable development are we any nearer to achieving it? And do we even know what a sustainable world will look like for future generations? Early definitions of sustainable development were so broad as to allow a range of interpretations based largely on individual interests and anthropocentric needs. We are measuring the performance of countless indicators of sustainable development, but is this more an exercise in applying data than meaningful progress? This article explores the ultimate goals of sustainable development and the most important means of achieving this by analyzing and comparing two frameworks designed to direct attention to the fundamental means and the ends of sustainable development.

Welcome to this Special Issue of the Journal of Geoscience Education, dedicated to discussing Earth system science education: its present state and future directions. Due to the diversity and complexity of Earth system processes, scientists and educators commonly are required to comprehend and apply knowledge of the atmosphere, biosphere, geosphere, hydrosphere, and anthroposphere in their research and in the classroom. The exciting and integrative aspects of Earth system science enter with the recognition that none of these spheres occurs in isolation; instead, they interact to produce the Earth system, in a grand "symphony of the spheres." The symphony metaphor can be used to describe the concordant physical, biological, chemical and social processes that define conditions on our planet. Just as each instrument in a symphony works in concert with the others to make polyphonic music, so to do elements of air, water, land and fife act and interact to create the Earth system that operates in harmony on a planetary scale. Whether symphony or planet Earth, the ensemble of interrelated states ana processes produces a complexly woven music that collectively makes the group far more interesting and dynamic than any of the parts. Of course the metaphor has limitations, and there are important differences between a symphony and the Earth system, including issues of direction (e.g., lack of a score in the Earth system), scale and complexity. A student of the symphony has a fundamentally finite task when listening and examining the musical score to extract a theme, a melody or a variation. A student of music can even experiment with the score to examine the effect of individual instruments or sections on the final symphonic performance. The student of the Earth system, however, has a much more daunting task. The nearly infinite combined effects of a myriad of complex processes defy simple analysis, and direct, controlled experiments upon the system as a whole are impossible. Yet, careful observation of the Earth system coupled with an understanding of physical, chemical and biological principles has given rise to complex models of air, water, land and life processes that can be used to predict the state, process and evolution of the system overall. Indeed, the study of Earth system science can be considered exploration in itself as deeper or more subtle relationships and dependencies within and among the spheres emerge. Developing student understanding of these spheres and their linkages is a central focus of Earth system science. Hence, at its finest, Earth system science education engages scientists and educators in the collaborative interdisciplinary development and offering of courses and learning resources focused on understanding and application of Earth system and global change science in the classroom and laboratory. This special issue focuses on exploring exemplary courses, curricula, degree programs, learning resources and programs centered on Earth system science education. Papers include demonstration of effective technological tools, techniques facilitating systems thinking, and pedagogical approaches. Authors address diverse topics and questions including: How is Earth system science defined and what are appropriate strategies for conveying this concept to students? What are the most productive instructional technologies, and how and when are they best applied? What are effective means to teach students of the connectivity among spatial and temporal scales and on linkages among the spheres? Our solicitation expressed special interest in papers describing lessons learned in: developing and sharing content; utilizing Earth system science topics to engage students in science, technology, engineering and mathematics (STEM) learning; and in building working interdisciplinary partnerships, as well as papers that pursued formal evaluation of Earth system science learning materials and programs overall. …

The evolution of life on earth, the appearance of man, and social and historical progress are viewed as stages in a single process of development of the surface of the earth. Using the forum of a popular-science journal, a Soviet geographer noted for his theoretical work on regionalization envisages a time when the natural geographic envelope of the earth (atmosphere, hydrosphere, biosphere) will be so saturated with man-made engineering structures as to become a new entity called anthroposphere. This entity will have the characteristics ot a world-wide city with its municipal institutions. It will be highly organized in combined functional-nodal regions, benefitting from a multilevel system of services and a hierarchy of transport centers. It will be a “superorganism” with remarkable analogies to a living organism.

A Marxist philosopher questions the premise stated during the debate over a unified geography [1960–1964] that the natural sciences must be concerned with the study of the laws of nature and the social sciences with the study of the laws of society, and the two may not be mixed. He develops the concept of the noosphere as the sphere in which man interacts with nature (called by others the anthroposphere, technosphere, or sociosphere) and suggests the need for the elaboration of a general theory of the man-nature relationship. The first steps leading to such a theory should involve the study of society by the techniques of the natural sciences, the study of nature by the techniques of the social sciences, and the elaboration of parameters characterizing the actual man-nature relationship.