Philosophical and Geometric Perspectives as Aids in the Teaching of Structural Geology

Abstract

The philosophical perspective of lecture and laboratory courses in structural geology is that they are transitional and analytical studies between the elementary courses (physical and historical geology) and the first course in field geology. The opinion is here supported that structural geology should consciously be taught to exercise and test abilities different from those usually emphasized in the elementary courses. Reasoning rather than memory is encouraged by analyzing carefully described geologic situations much as they would be unfolded by outcrop studies during field work. This method inevitably leads to practice of the second perspective, the geometric, by which the student is forced into thinking in three dimensions just as the geologist must think in the field. Sample situations are developed to illustrate the two perspectives and their interrelationships.