Abstract
The dichotomy in science education, the development of specialized or interdisciplinary scientists, is also a dilemma for the science administrator when he attempts to form an effective scientific staff. Proponents each school of thought find numerous examples to support their point of view. Yet, it is the cross‐fertilization of knowledge, whether provided by the interdisciplinarian or by interdisciplinary‐oriented specialists with a need to solve common problems, and not technical or scientific tubular vision that has produced the quantum jumps in science and technology. This interchange between specialists is certainly evident in the history of geodesy; but as the applicable science and technology progressed, new actors emerged to play the leading roles.
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