Persons drawn to the discipline of geology are typically spatial thinkers with a knack for qualitative analysis of incomplete or ambiguous data. Because the practice of geology has a strong historical aspect, geological observations are by nature both spatial and temporal, the present providing clues for the analysis of earth history and prediction of future events and consequences. Further, the geologist adapts easily to thinking at differing scales, and to using varying instrumentation in the process of observing. Not all people have these talents; in fact, few do.

Emerging philosophical and pragmatic awareness recognizes these talents as necessary to address the complex problems humanity now faces on a planetary level. Examples are global climate change, natural resource management, and the education of spatial/temporal talent in emerging generations.

Pivotal to the education of emerging talent, and to the creation of a job base/mandate for such talent, is keener self-observation--an awareness of the special capacities of the geologist. We must consider the impact of linear-thinking-based educational systems on the spatial/temporal mind, an experience that too often leaves the student with the sense that her/his talents and interests are less important than more quantitative sciences or engineering. Geology has been inaccurately termed a “soft” science, giving students the thought that it is accessory, second-rate and lightweight. It is necessary, therefore, not only to teach fact, theory, and skill, but also to develop self-awareness of the functioning of the geologist’s mental machinery, and through it self-appreciation and self-understanding, and to educate the general public regarding the importance and utility of such thinking. With this support, the student can mature to full capacity, and the science can continue to develop and more fully serve the best interests of humanity and earth custodianship.