Geophysics Education - Geophysical Education (T. P. 1488)

The place of geophysics in the curriculum of a college or an engineering school has been much discussed. There is uncertainty as to whether the graduate may be called a "geological geophysicist" or a "geophysical geologist." Some have used the term "geophysical engineer." The question of the specialized undergraduate curriculum versus a general undergraduate training in the parent sciences with the addition of cultural electives has been and is still being argued. The literature during the past Io years shows that there are two rather definite schools of thought on this subject. The prospective employer, engaged in active geophysical exploration, visualizes the graduate in terms of the routine work he will do in the field. The school administrator, grounded in many years of tradition in the cultural type of education, visualizes the graduate in terms of his position in a political and cultural society as well as in his work as a professional geophysicist. Both are right and both wrong. A third school of thought, that of the student himself, has been almost totally ignored. It would seem best, for the purpose of this paper, to treat these various points and allied material separately, and then to integrate the conclusions as a set of conditions that should be fulfilled as far as possible in the ideal curriculum. At the end the relationship of our findings to the curriculum that has been tentatively adopted at the University of Pittsburgh will be considered. Divisions in Definition or Field of Geophysics Geophysics is that field of science in which geological and earth problems are solved with the use of physical and chemical techniques. Altogether too much attention has been paid to the artificial separation in this science of the commercial applications from the so-called "pure" or academic geophysics. The only real difference in the two types of work is one of scale of operations. In the commercial field the scale is large in terms of fmancial backing, immediate economic importance, and speed of operations. In the academic field the scale is large in terms of breadth of interests, in eventual economic importance, and length of time allowable for theoretical investigations. In exploration work the scale is small in terms of dimensions, since the methods are applicable only to the outer 20,000 ft. or SO of the earth's crust. In academic work, the student is not pressed for results of immediate economic importance, and therefore can afford to spend more time on problems that seem unimportant at the time. In the sense of background knowledge of the parent sciences necessary to the geophysicist, no essential difference can be found. Physics, chemistry, geology, and mathematics together, and in their proper proportionate amounts, form the matrix from which geophysical ideas and methods may spring.