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It is quite clear that Vidal de la Blache in France, Halford MacKinder and DudleyStamp in Britain had a very strong influence on the development of the discipline,mainly as they influenced national politics. In small countries as the Nordic ones,everything depended initially on one or two persons. In Finland they were verylucky in having three leading geographers following each other; Hult, Rosberg andGranö (Rikkinen 1988). In Sweden, Torsten Hägerstrand definitely was an importantinspiration for modern Swedish geography and opened new job opportunities forthe graduates. The image geography has got in media and in the general public isto a large extent dependent upon the activity of the leaders. In Norway geographershave had problems in attracting attention in media, whereas social anthropologistsare very often contacted and their opinions focused. The rather strange situation isthat social anthropology attracts more students than geography although their jobopportunities are less. And anthropology also has no position in the school system.Since the 1970s, however, few geographers have chosen to work in the high school(gymnasium) system as the discipline has a relatively minor position. This makesdirect recruitment of new students problematic.On 7. This hypothesis can to some extent be tested. Examples could be drawnfrom a number of countries like Germany, The Netherlands and UK, but I willrefrain from that here. When we compare Norway, Sweden and Denmark we findthat growth or decline of the discipline in recent years to a large extent seems tohave been dependent on opportunities lost or taken in the development of appliedresearch and planning. The main market for Norwegian MA candidates in geographyis in public administration, primarily in local, environmental and regional planningwhere their skills have been well received. This is now strengthened by the geographycourses in GIS. In Bergen we have added planning theory and field courses in localand regional planning, environmental studies as well as coastal zone managementto ordinary geography courses. This is creating a problem as we have to cover manydifferent courses with a too small staff. On the other hand it is quite clear that it isthe candidates with qualifications from some of these more applied courses that havethe best possibilities in the job market.Hypotheses 8,9 and 10 I leave uncommented for further reflection. It should only beconcluded that the recruitment of students with high abilities and ambitions is a matterof grave concern in Norwegian geography departments. New students think theyknow what geography is about, based on a rather mediocre presentation of selectedthemes at the high school level and more often they choose other disciplines theybelieve are more interesting. It is also quite clear that students will often unreflectingfollow new ‘fashions’ or themes that are in media focus, without considerations of jobopportunities in the future. In 1958 50% of the very large number of new entrants tonatural sciences in Norway wanted to be specialists in nuclear physics! At present alarge number of new students in social science and humanities want to be ‘MiddleEast specialists’ studying Arabic, social anthropology etc.! The majority of themwill of course be stuck with a specialisation of meagre use when they finish. Witha BA in geography they would have a much broader canvas of choices when theyhave studied for some time. And we see the positive effect that the small number of144
them that eventually choose to study geography tend to stay on in the discipline andend up with an MA degree.References1. CAPEL H. 1981. Institutionalisation of geography and strategies of change, p. 37−69 inSTODDART, D.R. (edit.): Geography, Ideology and Social Concern. Basil Blackwell,Oxford.2. FOTHERINGHAM A. 1984. Geography in the United Kingdom. The ProfessionalGeographer. 36, 482−486.3. HOLT-JENSEN A. 1990. Geografiens innhold og metoder. 2.ed. Universitetsforlaget,Oslo.4. HOLT-JENSEN A. 1999. Geography; History and Concepts. 3 rd edition. Sage,London.5. STODDART D.R. 1986. On Geography. Blackwell, London.6. WÄRNERYD O. 1987. Geografi – på gott och ont Geografiske Notitser, XLV, 3,55−56.145
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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
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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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
Page 110 and 111: students in their language skills.
Page 112 and 113: International collaboration in dist
Page 114 and 115: Designing and teaching the distance
Page 116 and 117: audio lectures - one for presenting
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 136 and 137: geography should become much more s
Page 138 and 139: the handful of disciplines that has
Page 140 and 141: and respected and the institutional
Page 142 and 143: 3. The strength of school and unive
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
Page 160 and 161: importance in geography study progr
Page 162 and 163: The Anglo-Saxon model was collectiv
Page 164 and 165: academic science. I do believe that
Page 166 and 167: can convene. Details of these modul
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Page 170 and 171: The assessment must form the basis
Page 172 and 173: The teaching shall build on the pup
Page 174 and 175: The Relationship between Geography
Page 176 and 177: Geography and Territory Planning ha
Page 178 and 179: we wished, of course we have obtain
Page 180 and 181: Why Managers from Multinational Com
Page 182 and 183: able to have training in different
Page 184 and 185: ContextUtrecht University is a larg
Page 186 and 187: Typical is the very open atmosphere
Page 188 and 189: Times of Change for Geography Educa
Page 190 and 191: where it is divided into specific b
Page 192 and 193: • 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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