Earth system science

History

For millennia, humans have speculated how the physical and living elements on the surface of the Earth combine, with gods and goddesses frequently posited to embody specific elements. The notion that the Earth, itself, is alive was a regular theme of Greek philosophy and religion.

Early scientific interpretations of the Earth system began in the field of geology, initially in the Middle East and China, and largely focused on aspects such as the age of the Earth and the large-scale processes involved in mountain and ocean formation. As geology developed as a science, understanding of the interplay of different facets of the Earth system increased, leading to the inclusion of factors such as the Earth's interior, planetary geology, living systems and Earth-like worlds.

In many respects, the foundational concepts of Earth System science can be seen in the natural philosophy 19th century geographer Alexander von Humboldt. In the 20th century, Vladimir Vernadsky (1863–1945) saw the functioning of the biosphere as a geological force generating a dynamic disequilibrium, which in turn promoted the diversity of life.

In parallel, the field of systems science was developing across numerous other scientific fields, driven in part by the increasing availability and power of computers, and leading to the development of climate models that began to allow the detailed and interacting simulations of the Earth's weather and climate. Subsequent extension of these models has led to the development of "Earth system models" (ESMs) that include facets such as the cryosphere and the biosphere.

In 1983 a NASA committee called the Earth System Science Committee was formed. The earliest reports of NASA's ESSC, Earth System Science: Overview (1986), and the book-length Earth System Science: A Closer View (1988), constitute a major landmark in the formal development of Earth system science. Early works discussing Earth system science, like these NASA reports, generally emphasized the increasing human impacts on the Earth system as a primary driver for the need of greater integration among the life and geo-sciences, making the origins of Earth system science parallel to the beginnings of global change studies and programs.

Climate science

Climatology and climate change have been central to Earth System science since its inception, as evidenced by the prominent place given to climate change in the early NASA reports discussed above. The Earth's climate system is a prime example of an emergent property of the whole planetary system, that is, one which cannot be fully understood without regarding it as a single integrated entity. It is also a system where human impacts have been growing rapidly in recent decades, lending immense importance to the successful development and advancement of Earth System science research. As just one example of the centrality of climatology to the field, the mission statement of one of the earliest centers for Earth System science research, the Earth System Science Center at Pennsylvania State University, reads, "the Earth System Science Center (ESSC) maintains a mission to describe, model, and understand the Earth's climate system".

Earth's climate system is a complex system with five interacting components: the atmosphere (air), the hydrosphere (water), the cryosphere (ice and permafrost), the lithosphere (earth's upper rocky layer) and the biosphere (living things). Climate is the statistical characterization of the climate system. It represents the average weather, typically over a period of 30 years, and is determined by a combination of processes, such as ocean currents and wind patterns. Circulation in the atmosphere and oceans transports heat from the tropical regions to regions that receive less energy from the Sun. Solar radiation is the main driving force for this circulation. The water cycle also moves energy throughout the climate system. In addition, certain chemical elements are constantly moving between the components of the climate system. Two examples for these biochemical cycles are the carbon and nitrogen cycles.

The climate system can change due to internal variability and external forcings. These external forcings can be natural, such as variations in solar intensity and volcanic eruptions, or caused by humans. Accumulation of greenhouse gases in the atmosphere, mainly being emitted by people burning fossil fuels, is causing climate change. Human activity also releases cooling aerosols, but their net effect is far less than that of greenhouse gases. Changes can be amplified by feedback processes in the different climate system components.

Education

Earth System science can be studied at a postgraduate level at some universities. In general education, the American Geophysical Union, in cooperation with the Keck Geology Consortium and with support from five divisions within the National Science Foundation, convened a workshop in 1996, "to define common educational goals among all disciplines in the Earth sciences". In its report, participants noted that, "The fields that make up the Earth and space sciences are currently undergoing a major advancement that promotes understanding the Earth as a number of interrelated systems". Recognizing the rise of this systems approach, the workshop report recommended that an Earth System science curriculum be developed with support from the National Science Foundation.

In 2000, the Earth System Science Education Alliance (ESSEA) was begun, and currently includes the participation of 40+ institutions, with over 3,000 teachers having completed an ESSEA course as of fall 2009".

Related concepts

The concept of earth system law (still in its infancy as of 2021) is a sub-discipline of earth system governance, itself a subfield of earth system sciences analyzed from a social sciences perspective.