EDITOR’S CORNER
The World Needs Your Mad Geologic Skills
Jean M. Neubeck, CPG-11438
I enjoy the student issue because it’s an opportunity learn what students are studying at the moment and the challenges they face. Sometimes they offer insightful advice delivered with wisdom beyond their years. We rely on contributions from student authors and seasoned geologists alike for content, so we are grateful for all those who have volunteered their time through the years to submit pieces of their research, geo- logic and life experiences, and advice. I remind us of that because regardless of the seemingly random nature of the vari- ous submittals, the topics and nature of opinions provides both direct and subtle indications of what’s happening in the practice of geology and research.
Academic-related articles may rep- resent cutting edge research of interest or may simply reflect the areas funding - after all, funding is required to sup- port research. But among the technical papers, undergraduates’ stories of stress and success, we also get a glimpse of what students value or maybe, what they are being taught. And that teach- ing or those values may reflect a sign of the evolving times and society’s broader values. I remain very optimistic about the next generation of geologists but have a concern that geologic skills must remain the basis of geologic education.
I’m writing about the importance of geologic training and education because I’ve noticed subtle and not-so-subtle changes through reading scholarship essays, research topics and career goals from multiple geoscience sources. It’s good to see that AIPG student members are applying their skills to focus on solving problems, and many express the desire to make a difference or improve their world in some way. The future looks bright for those students who can apply their geologic skills to “real world” issues and contribute through research, development, and project work.
But some geoscience and non-geosci- ence sources appear to be focusing on
ensuring students are “well rounded” outside the sciences. It seems logical that geologists who have a broad base of knowledge may perform better in the sense that they will have a broader perspective, for example, of understand- ing project goals vs. simply executing tasks to meet a series of objectives. It is also important to establish respectful relationships, develop effective commu- nication skills, and learn how to function on teams. But while acknowledging that most professionals tend to be most satisfied when they feel connected and engaged with their work, there also appears to be pressure (internal and external) that geoscience be on the “correct” or populist side of arguments outside the practice of geology. Without judging or agreeing, I am concerned that “broad concepts” not replace or be valued greater than basic geologic skills.
Contributing to solving problems starts with understanding (knowledge). The world needs your mad geologic skills. Geologists need to be able to step back in the field and understand the geologic framework – we need to assess what data are needed, what data are most representative, and the best meth- ods to collect that information, including understanding (and communicating) the limitations. Geologists need to correctly (and accurately) measure and record field observations or run calculations in the office. We need to check the applica- bility of the method or algorithm, to cor- rect the computer-drawn contours with field observations, to interpret the labo- ratory data against chemical knowledge (not just check regulatory boxes), and to support the logic of geologic interpreta- tions with findings and data.
Within the last few months, I have read geoscience-based articles that con- tain opinions about what energy sources the authors prefer, what governments should legislate, or how they envision the world should function, for examples. That’s lofty and may create provocative
side-bars but it is noticeable that many of those authors do not consider the larger non-geologic issues such as macroeco- nomics, politics, and life-cycles, etc., for which they were not educated.
Geoscientists lose their credibility when we stray into geopolitics. To those who wish to change politics and influence policy, you will do well to study law and become advocates. To those geoscien- tists who want to significantly contrib- ute to the discussion, please maintain and continue to apply your geologic skills. There will always be opportuni- ties elsewhere to voice your opinions or interpretations, and you might estab- lish yourself as an expert when you have accrued the requisite knowledge and experience. But we can earn more credibility and strengthen our geologic voices by impartially applying geologic skills to obtain the most representative answer(s) while fairly acknowledging the uncertainty and risks.
This TPG issue contains some articles by others who also mention related themes of developing and maintaining geologic skills and the importance of maintaining impartial scientific per- spective throughout one’s career. I hope you will please read the articles by David Abbott (page 32), Michael Urban (page 36), Kristina Portabib (page 41), Dr.s Dallegge and Hoyt (page 50), and com- mentary from C. Victor Chevillion (page 40) for additional perspectives.
A scientist may eventually become a planner, politician, lawyer, or a com- mentator, but the reverse is not the case – those who do not possess the training, education, and skills do not eventually evolve to become scientists. The practice of geology encompasses many integrated fields and the best geologists bring their life experiences and apply their non-geological skills to their work. But the world will always need your mad geologic skills. Your geologic success depends on it.
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