The idea that writing transmutes our spatial thinking towards progress has been apparent in the skill and pride of scholarly author’s material. In this project, I challenge the cultural operating system of erudition strictly from a written narrative. As we read, we are engineering a deictic shift experiencing a connection to an author’s mental maps, nonetheless how accurate is our spatial analysis? What if a classroom used GIS as a forum for discussion, a place where our mental maps and background knowledge met. I simply ask the question, can GIS produce alternated realities to evoke inquiry altering our predispositions on a topic?