Unit 1 Soil as Substrate (Or “the Matter of Soil”)

In this unit, we approach soil as an active material that contributes to composing (and decomposing!) our lifeworlds. To do so asks us to consider how the composition of soil is linked to flows of energy and materials and dynamically intertwined with perception and response of various living and non-living processes. We borrow Tim Ingold’s notion of the “ecology of material” to help us think through soil as “matter that is always already historical” and how its material properties become a matter of concern for present communities and future generations. This unit seeks to answer these questions through 1) introductory overview to the material composition of soil and its relation to use, 2) a review of the “metabolic” turn in soil studies to 3) an exercise to think through the composition of soil as a form of material memory that shapes future growth.

Day 1: Who cares about (and for) soil?

To serve as a broad introduction to the course, today’s readings and activities aim to orient us towards seeing soil as a material always in relation to its user and thus shaped by how it is cared for or neglected with that use in mind.

Beginning Exercise

Can you think of a community or group involved with improving or caring for soil? What activities do they undertake with that soil? To what extent are those activities also interventions aimed at altering or affecting the composition of soil? Does this investment into creating soil also map onto generating new possibilities of growth? How is the ecology of soil linked with an ecology of social relationships and hopes for the future? How are soil and ideas of care linked?

Recommended Reading

Recommended Viewing

Day 2: Assessing soil’s properties and uses

Soil is a substrate viewed and evaluated in different ways depending on who is using it for what: it might be a source of medicine, a media for growing crops, a place to store carbon, a filtration system for water, or where to obtain clay for bricks, adobe or pottery, among many others. Soil is weathered from rock, influenced by plants, soil biota and climate over time. Its properties depend on the interplay of all these factors in a way that it is difficult to say whether the soil determines the plant or microbial community or vice versa. Rock-derived minerals such as phyllosilicates (smectite, vermiculite, etc.) or quartz are the inorganic building blocks of soil that are separated by size classes (texture) into rocks (>2mm), sand (0.02-2mm), silt (0.002-0.02mm) and clay (<0.002mm), organic matter is mostly composed of decomposition products of plant and animal residues remaining from the activity of soil biota, and the resulting soil structure distinguishes soil from other substrates. Soil structure is the formation of aggregates as organic matter, especially from microbial products, which glues together clay-, silt- and sand-sized minerals. Most plant nutrients are released by weathering rock, except for nitrogen that evolutionarily is a result of microbial fixation of atmospheric N2 gas.

Activity

How can we assess certain properties of soil in our own neighborhood, garden or park? There are some very easy field methods for learning some basic properties of your soil quickly.

  1. Use this flow chart to assess soil texture. Once you know what your soil texture category is, you can look it up to learn more about its particular qualities.
  2. Here are two videos that explain how to assess aggregation.

Based on these tests, do you think the soil you have chosen to sample is “good” or “bad” and whose judgements are you using to determine this?

These videos and classification systems are made by soil scientists but who else uses the substrate and for what purposes beyond what you discussed in day one?

How might they assess the soil differently?

What processes does the substrate need to undergo for these different uses? I.e. what Ingold calls a “gestural dance with the modulation of the material.”(p 434). For example, here is a video that shows the process in Ghana for making pottery from soil you might use as a starting point for discussion.

Day 3: Soil organic matter (not humus) and the metabolic life of soil: What are we getting wrong?

Historically, organic matter in soil has been called humus. Humic substances were understood to be created by microorganisms through humification, a process where recalcitrant material such as dead leaves and roots break down and become part of the soil. The level of organic matter is often seen as a barometer for soil health and the “fuel” feeding soil’s fertility. Organic matter tends to make up about 2-10% of soil but it determines its ability to retain moisture, sequester carbon, decompose pollutants and retain nutrients. A quick look online reveals it is easy to buy a bag of “humus” to improve your garden’s soil. However, when scientists use the term humic substances (HSs) they are referring to something more specific: a particular transformed substance that for centuries now has been theorized as fundamentally different from what it was derived from. More recently, soil scientists have moved away from such a model and towards understanding soil organic matter through a soil continuum model. In this model, plant residues are decomposed and the microbial residues of this decomposition persist in soil longer than predicted from their molecular properties, because they exist within and even interact with a complex soil architecture. This also means that plant materials that decompose more rapidly generate more persistent organic matter if they generate more microbial matter.

Metabolomics, or the science of what substances microorganisms produce, can tell us more about whether greater diversity of metabolites in a given soil lead to persistence and whether decomposition generates a more diverse molecular composition. In this feedback loop, fast decomposition of organic matter creates more diverse metabolites and which then in turn slows decomposition. For example, if a microorganism requires a different enzyme to eat each different organic compound around it, then it has to make a choice whether it is worth making that costly enzyme to eat that one compound. Imagine you have to have a different spoon for each food item on your plate, and making those spoons cost you more energy than the food contains that you can eat with it, what would you do? More organic carbon therefore accrues not by accumulation of what cannot be decomposed because it is inedible, but by accumulation of what is produced as a result of decomposition. These materials are eminently edible, but are not eaten for a variety of reasons, including spatial heterogeneity (because the microbe cannot invest the energy to swim around the corner in the hope to find some food), temporal variability (because getting used to cold or warm, wet or dry conditions takes time, and if conditions change very quickly and every day, microbes that could eat organic carbon cannot adapt) and molecular diversity (as explained above) that also affect how molecules interact with mineral surfaces (e.g., organic matter adsorbed to clay minerals are more difficult to eat by microorganisms) and whether they are located in aggregates (e.g., organic matter within aggregates are not reachable by microorganisms), both of which that makes them less accessible to microorganisms that would eat these molecules to produce carbon dioxide.

Lesson Plan

Directions: Take a spoon and dig up the first 5 cm (2 inches) of soil on your way in the morning, place it on a white sheet of paper, take a photo and share where it is from; what can you see, what do you recognize? Beyond our previous assessments of texture and aggregation, this exercise helps us consider all of the different components of soil in their various states – some perhaps recognizable while much might seem homogenous to the naked eye. What about under a microscope? You might not be able to do that, but you can look at a lot of images of soil under a microscope online (a general google search will also bring up plenty more!). While one of the primary reasons why scientists might be interested in putting soil under the microscope is to consider the relationship between its microbial life and organic matter, soil has also been home to our most important antibiotics and the search for more is ongoing.

Readings/other media

Questions

  • How does being aware of the vast array of living and non-living things that constitute soil change your view of it?
  • How does your thinking about soil change if the durability of organic matter is the interplay of biota and environment and that, perhaps counter-intuitiviely eating results in preserving? What is lost or gained in this shift away from humus as a particular substance?
  • Is such a view of soil carbon cycles more in line with Donna Haraway’s thinking about humus as a substrate to inspire humans’ being in the world?
  • Why might the idea (and metaphor) of humus be such a hard one to abandon despite science that suggests it might be outdated?

Day 4: Approaching soil as a repository of historical metabolism

The turn towards a metabolic understanding of soil compositions also opens up possibilities for thinking about the metabolic flows shaping soil in relation to human history, in particular due to technological changes and industrial processes. Alterations in the material world following the emergence of synthetic chemistry and its manufacture of new chemical compounds, as well as the adaptive re-use of industrial by-products (i.e “waste”) are but a few ways these anthropogenic histories show up in the properties and make-up of soil. As knowledge systems change, so do the assessment of the dangers and harm these histories entail, generating new regulations that unequally affect communities and users of soil.

Lesson Plan: PFAS in agricultural soil in the United States

Introduction: Short for Per- and polyfluoroalkyl substances, PFAS stands for a large, complex group of synthetic chemicals that have been used in consumer products around the world since about the 1950s. Used in a wide range of products, including preventing food from sticking to packaging or cookware, or to manufacture carpets resistant to stains, they contain a chain of linked carbon and fluorine atoms that prevent them from being degraded. This resistance to degradation has lent them the moniker of “forever chemicals” that means that they continue to cycle through biochemical processes, migrating out of industry into soil, land, and water as part of a “metabolic history of manufacturing waste.” (Landecker 2019). There are many places currently confronting the immense clean up problems of dealing with PFAS in the environment and one of the most dramatic examples is Maine. The state of Maine previously supported the re-use of wastewater sludge as fertilizer for rural farmsteads, but new forms of detection and knowledge concerning the harmful effects of exposure to PFAS for human health (see also Unit #3) has resulted in new environmental regulations.

These regulations, which designate the soil as contaminated, are generating a crisis for rural farmers and landowners who use that soil.

To read and discuss

Day 5: Materializing future horizons through soil

The problem of industrial metabolites and synthetic compounds in soil as an historical remainder and reminder of globalized industry and science leads to different kinds of practices of problem-solving depending on the sites of the soil. In some cases, the proposed solutions may involve remediation practices, removal and containment strategies, manufactured ignorance, or a combination of approaches. These histories and approaches generate what (following Tsing et. al) we might call “patches” in the landscape. They also shape the kinds of designed interventions and regulatory frameworks put in place for the future. Particular regulatory frameworks that differ by nation or state may delimit what sorts of uses are now safe, or designate particular clean-up strategies that may involve new approaches to landscape’s substrate that harness the metabolic properties of certain plants to help “clean” that soil.

Readings to Discuss

Additional Material

Assignment

Step 1.

Read section 1.1 of “Farming the Patchy Anthropocene” and consider what a “patch” is.

You can also listen to this to learn a bit more about patches: Anna Tsing, "Anthropocene Patches—Space, Time and Position“ (discussion of patches starts at minute 6:00)

Identify and attune yourself with a landscape patch to discern how its qualities relate to its soil substrate. If possible, make studied observations of the substrate’s material qualities and properties using tools from Day 1. Experiment with drawing visible attributes of the patch in an exercise of “landscape ethnography” (Recommended Reading: Mathews, Andrew S. 2018. “Landscapes and Throughscapes in Italian Forest Worlds: Thinking Dramatically about the Anthropocene.” Cultural Anthropology 33 (3): 386–414.)

If you cannot find a good landscape patch to examine, you might think about postindustrial parks and their attempts at remaking polluted spaces into public parks. Here is an example: Gas Works Park and more generally: Palimpsestous Landscapes: Post-Industrial Parks.

Step 2.

Couple these observations and drawings with internet research to see if you can discern its ecological qualities and potentialities. What sorts of vegetation and growth does this patch support? How might its material qualities and properties be related to histories of use?

Step 3.

What sort of use is possible in the future? Would you wish for the soil of this patch to be different and if, so, what sort of changes or “cleaning” does it require based on desired uses and the regulatory framework in place and whom does it most affect? (Hint: Part of the strategy of dealing with the PFAS crisis is the removal of soil containing PFAS to landfills. However, a critical environmental justice question to then ask is: what communities live in proximity to those landfills?

Step 4.

What do these practices of remediation soil tell us about what it means to “clean” the soil? (Reading: Cram, Shannon. 2023. “Trespassing.” in Unmaking the Bomb. Berkeley: University of California Press, 107-119. Alternately, if you cannot access the article: Shannon Cram, “Here, in the Plutonium,” Moss.. For additional reading on how people learn to live within frameworks of toxic risk, see Chloe Ahmann, “Toxic Disavowal.”)

2. Soil as Archive