This chapter establishes the conceptual architecture of the book, foregrounding the synthesising of Earth/geosciences with the People Sciences to comprehend planetary transformations. To this end, the chapter queries Earth/geosciences knowledge regarding epistemological foundations, historical trajectories, methodological constraints, and entanglements with sociocultural, philosophical, and political constructs. The notion of Earth/geoscientific knowledge as a neutral, detached body of facts is challenged. It is rather understood as co-shaped by material realities, institutional frameworks, and discursive practices. By engaging with contemporary debates on the Anthropocene—whether being a concept of a geological epoch or a cultural metaphor of rupture—the chapter embeds Earth/geosciences within broader intellectual and political landscapes. Summarising the conceptual architecture of the book, a four-pillar conceptual scaffold—science, society, learning, and empowerment—is introduced. The book’s diverse authorship is presented to introduce Earth/geoscience Literacy as a collaborative, situated, and reflexive endeavour essential in a world of planetary-scale anthropogenic change, to which the blue planet delivers instructive examples.