FACE TO FACE WITH

Nahúm Méndez Chazarra, science communicator

Nahúm Méndez: “We cannot afford to turn our backs on geology”

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David Rabadà

Nahúm Méndez Chazarra, known for his work as a science communicator on the Spanish TVE programme Órbita Laika, was born in Rojales, Alicante, on 20 December 1983. A young and rising advocate for the sciences, Méndez studied Geology at the University of Granada, driven by a deep passion for science in general. His work as a writer focuses on a wide range of scientific topics, with a particular emphasis on geology.

Nahúm, how do you perceive the recognition of geology in society? What factors contribute to its current status?

Unfortunately, geology receives little recognition in our society—not just in terms of its importance and value but even its basic existence as a discipline, which I find deeply troubling. We are witnessing a gradual “disappearance” of geological sciences from the educational system. Some may argue that geology remains present in curricula, and they would be correct. But if we surveyed secondary school students about how much time was spent on geology or when they reached it in their syllabus, I suspect the results would be rather alarming.

“We are witnessing a gradual “disappearance” of geological sciences from the educational system”

You often discuss the connection between geology and natural resources—minerals, groundwater, energy sources. How should the media inform and raise awareness among citizens? Are they doing so effectively?

Given the critical and sensitive nature of these topics, the media should take their role more seriously, providing informed and measured coverage. We cannot afford to ignore geological resources, as our survival depends on them. Raising awareness about these issues transcends economic considerations. Here, I’d like to reflect: how can we worry about the alarming decline in groundwater quantity and quality if, as a society, we aren’t even aware of their existence?

When do you think society will start to care?

We’ll start caring the moment water stops flowing from our taps.

“How can we worry about the alarming decline in groundwater quantity and quality if, as a society, we aren’t even aware of their existence?”

Since 2010, you’ve been part of the  HiTranslate  project for the HiRISE instrument aboard the Mars Reconnaissance Orbiter , which aims to make Mars’ geology accessible to the public. What’s your perspective on the search for life on Mars? Is it primarily a scientific endeavour or a geopolitical strategy?

It’s an absolutely fascinating question. Is Earth an anomaly in the universe, or is life more common than we think? Confirming that life once existed—or still exists—on Mars or anywhere else in our solar system would spark a revolution on par with the Copernican or Darwinian shifts. I hope it would also teach us some humility.
Regarding geopolitics, while a new space race is underway, the pace and timelines involved suggest that it’s a very, very “cold” race.

You’ve contributed to platforms such as Journal of Feelsynapsis (now Principia), Hablando de Ciencia, Muy Interesante magazine, and the Scientific Culture Notebook at the University of the Basque Country. Could you share details about your latest professional project?

I’m delighted to say that currently I’m thrilled to say that I’ve returned to research—a pursuit I greatly missed. Additionally, I’m working on a special book about the 1829 Torrevieja earthquake. I’m delving into historical archives and compiling as much information as possible to commemorate the bicentenary of this event.

As a science communicator, you’ve authored books such as Un geólogo en apuros (A Geologist in Trouble), Historia de los volcanes (History of Volcanoes), Todo lo que hay que saber sobre geología  (All You Need to Know About Geology), and Historia de las Tierras Raras (History of Rare Earths). What, in your view, makes a good scientific essay?

A good essay should be rigorous, well-researched, and accessible. However, it must avoid oversimplifying or patronising its audience. These days, particularly in geology, we can discuss virtually any topic. After all, if books on black holes and quantum physics—despite their complexity—are among the most popular, why wouldn’t there be demand for books on something as tangible and relatable as rocks?

“A good essay should be rigorous, well-researched, and accessible. However, it must avoid oversimplifying or patronising its audience”

When writing and publishing, should one be critical of hegemonic authorities? Or, if you do so, will it be difficult to get published?

Constructive criticism is essential. Sometimes, building something new requires dismantling what already exists. Progress as a society depends on this process. Conformity leads only to stagnation, leaving challenges unresolved.

Have you ever faced censorship as a science communicator from any entity?

I’ve never been censored or prevented from expressing myself, whether in writing or through the media. However, if anyone tried to limit my freedom of expression, I would simply stop collaborating with that platform or publisher.

You’re researching active tectonics, planetary geology, new technologies in geology, and disaster monitoring. How do these projects relate to your school education? Was your experience positive or negative?

For me, the connection was highly positive. I was fortunate to study geology in secondary school, which allowed me to discover a science that captivated me and fundamentally changed how I view our planet—and others. Without that experience, I likely would have pursued a different, perhaps less fulfilling, career path.

“Primary and secondary education should be a stage of comprehensive learning, where students are given the opportunity to acquire both foundational knowledge and essential skills”

Given your professional journey, how should the current education system improve?

Broadly speaking, I don’t have all the answers—it’s a complex issue, and perhaps we should look around us to identify which educational practices work best. In my opinion, primary and secondary education should be a stage of comprehensive learning, where students are given the opportunity to acquire both foundational knowledge and essential skills.

Does that mean lowering academic standards?

Let me be clear: this does not mean lowering standards. Perhaps what we need is to view students as individuals, not as products that must be perfectly finished by the time they complete their educational journey.

Geology, one of the four fundamental sciences alongside Physics, Chemistry, and Biology, has nearly disappeared from secondary and A-level curricula. What message would you send to the Minister of Education?

In this century alone, we’ve experienced floods, a major earthquake, two volcanic eruptions, record-breaking heatwaves, and prolonged droughts in many regions. If geology is removed from the curriculum, who will address these issues in the future? As I’ve said before, we cannot afford to turn our backs on geology.

Source: educational EVIDENCE

Rights: Creative Commons