Final Thoughts
Dr. Thomas Chrowder Chamberlin, former president of the University of Wisconsin and the first head of the Geology Department at the University of Chicago, published a famous paper120 in which he warned researchers not to let one hypothesis dominate their thinking. Instead, they should always have or seek multiple working hypotheses. Chamberlin stated that by testing competing hypotheses or theories, we sharpen our analytical skills, develop thoroughness, reduce biases, and learn to discriminate and think independently, not simply memorize and conform.
Chamberlin said the danger of teaching only one explanation is especially great in the Earth sciences, where much remains to be learned. Both the plate tectonic theory and the hydroplate theory claim to explain ocean trenches, earthquakes, and the Ring of Fire. The plate tectonic theory dominates the Earth sciences. A recent survey of scientists selected it as the most significant theory of the 20th century. Undoubtedly, Darwin’s theory of organic evolution would be voted as the most significant theory of the 19th century. Both dominate, despite growing recognition of their scientific problems, because schools and the media ignore competing explanations. Chamberlin warned about the comfort of conformity.
The subjects of “trenches, earthquakes, and the Ring of Fire” offer students and teachers a great opportunity. The two competing theories can be explained simply, as was done in Figures 3 and 8–10. More information can be added as student interest, time, and ability permit. Relevant topics could include fossils, volcanoes, gravity anomalies, flood basalts, seismic tomography, arcs, cusps, tides, the core-mantle boundary, Earth’s magnetic field, the crossover depth, and many others. Students can examine and compare the evidence and tentatively decide which is the stronger theory. Teachers and parents have a simple, satisfying task: provide information, ask questions, challenge answers, and allow students the excitement of discovery.
