(Grim, 1968). Since then, clay science or ‘argillology’ (Konta, 2000) has become an
autonomous, multi-faceted discipline.
Since people who work with clay come from diverse backgroun ds and have di-
verse interests, there are probably as many concepts and views of clay as there are
clay mineral species. It is not surprising, therefore, that clay scientists have varied
trainings, including geology, mineralogy, chemistry, physics, and biology, and hold
different perspectives. The multi-disciplinary nature of clay science is indicated by
the scope, contents, and multi-authorship of this handbook. It is also reflected in the
wide range and variety of scientific journals where papers on clays and clay minerals
are published. At the same time, individuals or groups who investigate and use
clay—whether they be in acad eme or industry—often fail to realize that they share a
common interest, or worse, are ignorant of one another’s existence. Similarly, in-
formation about clay is dispersed in many scientific conferences and symposia whose
themes (e.g ., nanotechno logy, rheology, and heterogeneous catalysis) often make no
reference to the experimenta l material used. Indeed, the word ‘clay’ in many pub-
lications is often subsumed into such terms as ‘microporous solid’ or ‘layered ma-
terial’. This is probably because in the mind of many people, clay is associated with
soil (dirt) and mud. By the same token, clay science is not generally considered to be
intellectually challenging. If clay science features at all in the syllabus or curriculum
of a university degree course, the focu s is usually on the mineralogy of clay, while its
colloidal and physico-chemical aspects are glanced over, if not ignored. The teaching
of clay scienc e also varies from school to school within a given country, and from
one country to another.
The first two textbooks by Grim, Clay Mineralogy and Applied Clay Mineralogy,
were published some 4–5 decades ago (Grim, 1953, 1962, 1968). Since then a great
deal of information on clays and clay minerals has accumulated. Also, many ad-
vanced analytical and instrumental techniques have been developed as well as novel
industrial and environmental applications. Yet, no general reference text on clay
science in the English language has been published to date, although a number of
books on particular aspects are available (e.g., Weaver and Pollard, 1973; Farmer,
1974; Theng, 1974, 1979; van Olphen, 1977; Brindley and Brown, 1980; Chamley,
1989; Wilson, 1994; Velde, 1995; Moore and Reynolds, 1997).
The Handbook of Clay Science aims to provide up-to-date information on the
fundamental structural and surface properties of clay minerals, their industrial and
environmental applications as well as analytical techniques, and the teaching and
history of clay science. The book is intended to be a critical review and not just a
compilation of the published literature. To our knowledge, this holistic multi-dis-
ciplinary approach does not exist in any other clay book. Here, we describe some
generally held concepts and working definitions of clay and clay mineral that might
be acceptable to most disciplines and practitioners of clay science.
The structures of clays and clay minerals together with their surface-chemical prop-
erties are summarized in Chapters 2 and 3. Synthetic clay minerals and clay purification
are described in Chapter 4, while Chapter 5 deals with the colloid chemistry of clays,
Chapter 1: Clays, Clay Minerals, and Clay Science2