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geography should become much more student centred, ‘conceived with the developmentof students as geographers and individuals’ (Gold, et al, 1991). In many ways,we at the National Institute of Education, Singapore that prepares teachers haveadopted this approach and have been engaged with the Ministry of Education ininfluencing curriculum and policies. The future of geography depends on students’exciting experience of learning the subject. Students should be nurtured to developtheir own critical approach and to find meaning of the world they live in.References1. ADIKUSOMO S. 1990. Geography education in Indonesia: changes and challenges,Malaysian Journal of Tropical Geography, 21(2), pp. 63−70.2. BIDDLE D. 1999. Geography in Schools. Australian Geographer, 30(1), pp. 75−92.3. FITZHUGH W. P. 1992. Reforming geography education: what research says to teachersabout geography instruction. Paper presented at the meeting of the National Council forGeography Education, Apr. 1992.4. GARDNER D. P. 1986. Geography in the school curriculum. Annals of the Associationof American Geographers, 76, pp. 1−4.5. GOLD J.R., JENKINS A., LEE R., MONK J., RILEY J., SHEPHERD I., UNWIN D.1991. Teaching Geography in Higher Education: a manual of good practice. Oxford,Basil Blackwell (Institute of British Geographers Special Publication №24).6. Malaysian Journal of Tropical Geography, 1990. Special Issue, 21(2).7. MASSEY D. 1999. Geography matters in a globalised world. Geography, 84(3), pp.261−265.8. POWELL J. 1997. The pulse of citizenship: reflections on Griffith Taylor and “NationPlanning”. Australian Geographer, 28, pp. 49−51.9. TAYLOR G. 1951. Geography in the Twentieth Century. New York, The PhilosophicalLibrary.10. UNWIN T. 1992. The Place of Geography, Hong Kong, Longman Scientific & Technical.11. ZHU XUAN., LIU SUXIA., YAP LEE YONG., TAN GEOK CHIN. 2004. Issues in theDesign of GIS Resources for Secondary Education, Paper presented at the 7 th SEAGAInternational Geography Conference 29 Nov-2 Dec, 04, Khon Kaen, Thailand.136
The status of geography in Norway; an issue of grave concernArild Holt-JensenDepartment of Geography, University of Bergen, Fosswinckelsgt 6N-5007 Bergene-mail: Arild.holt-jensen@geog.uib.noAbstractThe uneven status of the discipline of geography from country to country is a theme thathas not been much analysed. One reason is clearly the lack of data, but this will now besomehow remedied by the survey that has been carried out by HERODOT for the EuropeanCommission on ‘Tuning Educational Structures in Europe’. Some of the data collected forthe survey will make it possible to compare the status of the discipline between the Europeancountries. Still a lot of quantitative date will be lacking. And then we must ask: How tomeasure ‘status’? One measuring rod will be the number of students enrolled for geographycompared to other disciplines, but in some countries the enrolment is controlled and limitedso sheer numbers may not give the right answer. Other ways of measuring ‘status’ wouldbe by the relative mass of scientific publications, by opinion polls for ranking useful disciplinesby the general public, or use position in the school system as a barometer for statusin the decision making system. Here we have used the simple number of students and staffin the university system as basis for saying something on the status of the discipline. Onthis basis we can conclude that geography has a weak position in the Norwegian Universitysystem which also must be seen as an indicator of its weak status in the population. We alsohave found that the discipline is rather strong in many other countries at the same level ofeconomic and educational development. A number of hypotheses can be assessed, tested istoo ‘strong’ word, to give some explanations of these international differences.Key words: Norway, status of geography, survey, curriculum, economic developmentIntroductionAlmost 20 years ago the author carried out a survey intended to give en overviewof the status of geography in the Nordic countries. This was presented at a meetingof the IGU Commission on the History of Geographic Thought, in Bundanoon,Australia prior to the IGU Congress in 1988. My intention was to trigger off a widerIGU study as I had found in my Nordic survey that understanding these differencesin status – in whatever way these were measured – are closely linked to the nationalhistories of the discipline. Such a broad survey has, however, not to my knowledgebeen carried out.Some striking international differencesThrough international contacts, we know that geography is on the verge of extinctionin the university system in some countries, whereas in other countries it belongs to137
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
Page 85 and 86: A perspective from the United State
Page 87 and 88: The process of GIS inquiry - Thinki
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Page 91 and 92: IntroductionThe Democratic Republic
Page 93 and 94: images visualise the “tree vegeta
Page 95: PART TWOProfessional Developmentand
Page 98 and 99: Key elements of an introductory stu
Page 100 and 101: Some textbooks also provide self-le
Page 102 and 103: Geography programs and BolognaThere
Page 104 and 105: equirements. In the faculties of Ar
Page 106 and 107: Even though this only is a short an
Page 108 and 109: Background of international student
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Page 112 and 113: International collaboration in dist
Page 114 and 115: Designing and teaching the distance
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Page 118 and 119: enrolled in geography courses at po
Page 120 and 121: development experience. Whilst Craf
Page 122 and 123: Networking and social diffusion of
Page 124 and 125: is mistreated, the culture is a-cul
Page 126 and 127: 3. ABALAR. 2004. “Editorial”, i
Page 128 and 129: to gather process and store spatial
Page 130 and 131: 1. Fundamental to understanding GIS
Page 132 and 133: The Future of Geography and Geograp
Page 134 and 135: of geography. In Singapore Social S
Page 138 and 139: the handful of disciplines that has
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Page 142 and 143: 3. The strength of school and unive
Page 144 and 145: It is quite clear that Vidal de la
Page 146 and 147: Effective Practices in Distance Edu
Page 148 and 149: on to the other satellite school. O
Page 150 and 151: 4. Ministry of Education. 1999. The
Page 152 and 153: schools is the result of the role e
Page 154 and 155: • A statistically significant dif
Page 156 and 157: Charles University geography gradua
Page 158 and 159: Table 1. First job in studied field
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Page 174 and 175: The Relationship between Geography
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Page 178 and 179: we wished, of course we have obtain
Page 180 and 181: Why Managers from Multinational Com
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
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Why geographers should be able to s
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Intercultural education in Italian
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of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
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Geography and Languages in Intercul
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Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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